Parental support, self-concept, motivational orientaions and teacher-student relationship, and academic competnece: an exploratory analysis

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Muhammad Tariq Bhatti

2011-12-01

Full Text Available This study examined the relationship among academic competence, Grade Point Averages (GPAs and factors responsible for students’ academic competence. A four factored questionnaire administered to a nationally representative sample of 100 graduate and post-graduate students to find out the factors responsible for academic competence. In addition, The Academic Competence Evaluation Scale (ACES-College applied for calculating the academic competence. Significant and positive correlations are found between factors affecting academic competence, GPAs and academic competence. Students’ scores on the ACES and their GPAs provided significant evidence to support the idea that the factors such as parental support, clearer self-concept, positive teacher-student relationship and strong motivational orientations are correlated with their GPAs at low magnitude and; academic competence with high ratings. It is concluded that students with stronger presence of these factors have better academic competence than their peers at graduate and post-graduate level. An integrated framework that is related to students’ academic competence and that promotes other related factors is suggested.

The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model: An Integrated Model for Medical Student Success.

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Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

2017-11-01

Not all students cope successfully with the demands of medical school, and students' struggles may result in study delay or dropout. To prevent these outcomes, medical schools need to identify students who are experiencing academic difficul ties and provide them with timely interventions through access to support programs. Although the importance of early identification and intervention is well recognized, less is known about successful strategies for identifying and supporting struggling students.Building on the literature and their own empirical findings, the authors propose an integrated, school-wide model for medical student success comprising a continuum of academic and behavioral support. This Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) model focuses on improving both academic and behavioral outcomes by offering support for students at four levels, which range from adequate instruction for all, to targeted small-group interventions, to individualized support, and also include exit support for students who might be better off in another degree program. Additionally, medical schools should provide both academic and behavioral support; set high, yet realistic expectations and clearly communicate these to students; and intervene early, which requires timely identification of at-risk students who would benefit from the different types and tiers of support. Finally, interventions should be evidence based and fit the needs of the identified groups of students. The authors argue that adopting the core principles of the 4T-CABS model will enable medical schools to maximize academic engagement and performance for all students.

Supporting academic publication: evaluation of a writing course combined with writers' support group.

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Rickard, Claire M; McGrail, Matthew R; Jones, Rebecca; O'Meara, Peter; Robinson, Anske; Burley, Mollie; Ray-Barruel, Gillian

2009-07-01

Publication rates are a vital measure of individual and institutional performance, yet many nurse academics publish rarely or not at all. Despite widespread acceptance of the need to increase academic publication rates and the pressure university faculty may experience to fulfil this obligation, little is known about the effectiveness of practical strategies to support academic writing. In this small cohort study (n=8) comprising nurses and other professionals involved in university education, a questionnaire survey was used to evaluate the effectiveness of a one-week "Writing for Publication" course combined with a monthly writers support group to increase publication rates. Two year pre and post submissions increased from 9 to 33 articles in peer-reviewed journals. Publications (in print) per person increased from a baseline of 0.5-1.2 per year. Participants reported increased writing confidence and greater satisfaction with the publishing process. Peer support and receiving recognition and encouragement from line managers were also cited as incentives to publish. Writing for publication is a skill that can be learned. The evaluated model of a formal writing course, followed by informal monthly group support meetings, can effectively increase publication rates.

STUDENT ACADEMIC SUPPORT AS A PREDICTOR OF LIFE SATISFACTION IN UNIVERSITY STUDENTS

OpenAIRE

Ahmet Akýn; Serhat Arslan; Eyüp Çelik; Çýnar Kaya; Nihan Arslan

2015-01-01

The purpose of this study is to examine the relationship between Academic Support and Life Satisfaction. Participants were 458 university students who voluntarily filled out a package of self-report instruments. Student Academic Support Scale and Satisfaction with Life Scale were used as measures. The relationships between student academic support and life satisfaction were examined using correlation analysis and stepwise regression analysis. Life satisfaction was predicted positively by info...

Student Academic Support as a Predictor of Life Satisfaction in University Students

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Akin, Ahmet; Arslan, Serhat; Çelik, Eyüp; Kaya, Çinar; Arslan, Nihan

2015-01-01

The purpose of this study is to examine the relationship between Academic Support and Life Satisfaction. Participants were 458 university students who voluntarily filled out a package of self-report instruments. Student Academic Support Scale and Satisfaction with Life Scale were used as measures. The relationships between student academic support…

The relationship between autonomous motivation and autonomy support in medical students' academic achievement.

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Feri, Rose; Soemantri, Diantha; Jusuf, Anwar

2016-12-29

This study applied self-determination theory (SDT) to investigate the relationship between students' autonomous motivation and tutors' autonomy support in medical students' academic achievement. This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis). Mean score (±standard deviation) of the autonomous motivation, tutors' autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students' autonomous motivation was associated with improvement of students' academic achievement (β=15.2, p=0.004). However, augmentation of tutors' autonomy support was not reflected in the improvement of students' academic achievement (β = -12.6, p = 0.019). Both students' autonomous motivation and tutors' autonomy support had a contribution of about 4.2% students' academic achievement (F = 4.343, p = 0.014, R 2 = 0.042). Due to the unique characteristic of our medical students' educational background, our study shows that tutors' autonomy support is inconsistent with students' academic achievement. However, both autonomous motivation and support are essential to students' academic achievement. Further study is needed to explore students' educational background and self-regulated learning competence to improve students' academic achievement.

Writing for publication: institutional support provides an enabling environment.

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Kramer, Beverley; Libhaber, Elena

2016-04-18

Due to the excessive service delivery loads in public hospitals supported by academic institutions in developing environments, researchers at these institutions have little time to develop scientific writing skills or to write up their research. It is imperative to expand the writing skills of researchers and train the next generation of health sciences academics in order to disseminate research findings. This study reports on the implementation of approaches for writing and publication and the extent of support to staff suffering from the overload of service delivery and of heavy teaching duties. Workshops in scientific writing and writing retreats were initiated and were offered to all staff. Feedback from participants of the writing skills workshops indicated that the workshops provided an injection of confidence and proficiency. Protected writing time resulted in 132 papers submitted to journals and 95 in preparation from 230 participants of the writing retreats over a two year period. Staff commended the off-site, collegial environment, which also supported future collaboration with new-found colleagues. This enabling environment facilitates not only the development of writing skills per se, but also the dissemination of the generated scientific knowledge. In addition, the training in writing skills of this generation will be of value in the training of future cohorts in countries with similar health care deliverables.

Academic Information System Support in the Era of Education 3.0

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Utomo, HP; Bon, AT; Hendayun, M.

2017-08-01

The emergence of Education 3.0 as a new paradigm in education has been spread widely in many educational institutions, especially in higher education institutions (HEIs). Many of them have been implementing the new paradigm and get benefit from it. But somehow, the implementation caused some problems. The new policy and procedures are causing administrative problems, especially in the academic affair. The implementation also needs to provide external involvement. To overcome the problems, the academic information system (AIS) can be used to support the characteristics of Education 3.0. The purpose of the research is to find the possibility support from the AIS to the characteristics of Education 3.0. The research used Education 3.0 concept and information system (IS) concept to find the possibility. The research used a case study as the method and conducted a qualitative research with an unstructured interview. After comparing the Education 3.0 concept and IS concept with the interview analysis, the research found that all the characteristics of Education 3.0 can possibly support by the AIS. The result can be used as a guideline to develop the new AIS with the capability to support the characteristics of Education 3.0.

Frank and Fearless: Supporting Academic Career Progression for Women in an Australian Program

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Polly Parker

2018-02-01

Full Text Available The underrepresentation of women in senior positions continues to be a major challenge in higher education and most other industries. In Australia, the career trajectory for academic women stalls at a lower level than that of their male counterparts. Concern about this situation in one Australian university led to the design and delivery of a career progression program to support women’s advancement from senior lecturer to associate professor. This study details the main features of the program, designed to facilitate women’s transition from being leading academics to academic leaders through a focus on leadership and career progression. We report the participants’ perceptions of its value based on survey data. We conclude that leadership development is difficult work and requires a supportive environment where risk-taking is encouraged, where frank and fearless feedback is provided, and where the individual is required to examine assumptions and biases and to assume a leadership identity.

The relationship between autonomous motivation and autonomy support in medical students’ academic achievement

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Soemantri, Diantha; Jusuf, Anwar

2016-01-01

Objectives This study applied self-determination theory (SDT) to investigate the relationship between students’ autonomous motivation and tutors’ autonomy support in medical students’ academic achievement. Methods This was a cross-sectional study. Out of 204 students in a fundamental medical science course, 199 participated in the study. Data was collected using two questionnaires: the Learning Self-Regulation and Learning Climate Questionnaires. The score of the course assessment was the measure of academic achievement. Data was analyzed and reported with descriptive and inferential statistics (mean, standard deviation and multiple regression analysis).  Results Mean score (±standard deviation) of the autonomous motivation, tutors’ autonomy support, and academic achievement were 5.48±0.89, 5.22±0.92, and 5.22±0.92. Multiple regression results reported students’ autonomous motivation was associated with improvement of students’ academic achievement (β=15.2, p=0.004). However, augmentation of tutors’ autonomy support was not reflected in the improvement of students’ academic achievement (β = -12.6, p = 0.019). Both students’ autonomous motivation and tutors’ autonomy support had a contribution of about 4.2% students’ academic achievement (F = 4.343, p = 0.014, R2 = 0.042). Conclusions Due to the unique characteristic of our medical students’ educational background, our study shows that tutors’ autonomy support is inconsistent with students’ academic achievement. However, both autonomous motivation and support are essential to students’ academic achievement. Further study is needed to explore students’ educational background and self-regulated learning competence to improve students’ academic achievement.               PMID:28035054

Return to learn: Transitioning to school and through ascending levels of academic support for students following a concussion.

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McAvoy, Karen; Eagan-Johnson, Brenda; Halstead, Mark

2018-01-01

The purpose of this article is to familiarize healthcare providers and parents with educational language, laws, and processes as they relate to a comprehensive ascending level of academic supports as it pertains to promoting a smooth and supported transition to school following a concussion. Returning to learn (RTL) following a concussion is of parallel importance to returning to sport (RTS). A successful RTL is a critical part of concussion management. Many RTL articles advise healthcare providers and parents to request formalized educational supports, also known as Tier 2 or Tier 3 services, for children with concussion as they return to school. Premature requests for formal (Tier 2 or 3) educational services, rather than allowing for immediate informal educational supports (known as Tier 1), can actually delay academic supports and have the potential to cause adversarial relationships between parents and schools. Additionally, this practice contradicts current research demonstrating the need for fast, flexible, temporary academic supports within the first month post-injury. Allowing school districts to direct the application of existing ascending levels of educational support for students with concussion as they return to school can promote robust and positive outcomes.

The Social Support for International Graduate Students to Obtain Academic Success

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He, Ping

2013-01-01

Previous studies suggest that international graduate students' academic success is significantly associated with the average grade point (GPA), and this measure is closely related with international graduate students' received academic and financial supports. However, international graduate students' academic success can involve a multidimensional…

Support to Academic Based Research on Leadership Vision and Gender Implications

National Research Council Canada - National Science Library

Murphy, Sally

1997-01-01

.... Support to Academic Based Research on Leadership Vision and Gender Implications suggests that additional scholarly research, including that which can be leveraged by the U.S. Army from academic institutional efforts, is necessary to achieve the vision of the fourth AWC and to support the U.S. Army in its re-engineering efforts.

Resilience amid Academic Stress: The Moderating Impact of Social Support among Social Work Students

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Scott E. Wilks

2008-12-01

Full Text Available Purpose: The purpose of this study was to examine the relationship between academic stress and perceived resilience among social work students, and to identify social support as a protective factor of resilience on this relationship. A conceptual model of moderation was used to test the role of social support as protective. Methods: The sample consisted of 314 social work students (BSW=144; MSW=170 from three accredited schools/programs in the southern United States. Voluntary survey data were collected on demographics and constructs of academic stress, family support, friend support, and resilience. Hierarchical regression analysis was conducted to show the composite impact of demographic and model factors on the resilience outcome. Moderation was tested using a traditional regression series as guidelines of moderation with continuous variables. Path analyses illustrated main effects and moderation in the study’s conceptual model. Results: The sample reported moderate levels of academic stress and social support, and a fairly high level of resilience. Academic stress negatively related to social support and resilience. Social support positively influenced resilience. Academic stress accounted for the most variation in resilience scores. Friend support significantly moderated the negative relationship between academic stress and resilience. Conclusion: The current study demonstrated the likelihood that friend support plays a protective role with resilience amid an environment of academic stress. Implications for social work faculty and internship agency practitioners are discussed.

Apps and Mobile Support Services in Canadian Academic Medical Libraries

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Tess Grynoch

2016-12-01

Full Text Available Objective: To examine how Canadian academic medical libraries are supporting mobile apps, what apps are currently being provided by these libraries, and what types of promotion are being used. Methods: A survey of the library websites for the 17 medical schools in Canada was completed. For each library website surveyed, the medical apps listed on the website, any services mentioned through this medium, and any type of app promotion events were noted. When Facebook and Twitter accounts were evident, the tweets were searched and the past two years of Facebook posts scanned for mention of medical apps or mobile services/events. Results: All seventeen academic medical libraries had lists of mobile medical apps with a large range in the number of medical relevant apps (average=31, median= 23. A total of 275 different apps were noted and the apps covered a wide range of subjects. Five of the 14 Facebook accounts scanned had posts about medical apps in the past two years while 11 of the 15 Twitter accounts had tweets about medical apps. Social media was only one of the many promotional methods noted. Outside of the app lists and mobile resources guides, Canadian academic medical libraries are providing workshops, presentations, and drop-in sessions for mobile medical apps. Conclusion: While librarians cannot simply compare mobile services and resources between academic medical libraries without factoring in a number of other circumstances, librarians can learn from mobile resources strategies employed at other libraries, such as using research guides to increase medical app literacy.

Supporting Academic Honesty in Online Courses

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Patricia McGee

2013-01-01

Full Text Available Ensuring academic honesty is a challenge for traditional classrooms, but more so for online course where technology use is axiomatic to learning and instruction. With the Higher Education Opportunity Act of 2008 (HEOA requirement that online course providers reduce opportunities to cheat and verify student identity, all involved with course delivery must be informed about and involved in issues related to academic dishonesty. This article examines why students cheat and plagiarize, types of dishonesty in online courses, strategies to minimize violations and institutional strategies that have proven to be successful.

Student Diligence and Student Diligence Support: Predictors of Academic Success.

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Arthur, Christon G.

The purpose of this study was to examine ways in which students can become academically engaged and satisfied with their academic experience. A correlational study, using the survey method, was used to describe in quantitative terms, the degree of the relationships between student diligence, student support systems, other related factors, and…

Online Academic Networks as Knowledge Brokers: The Mediating Role of Organizational Support

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Elena-Mădălina Vătămănescu

2018-04-01

Full Text Available Placing online academic networks in the framework of social, cultural and institutional “deterritorialization,” the current paper aims at investigating the functionality of these new forms of transnational and trans-organizational aggregations as knowledge brokers. The emphasis is laid on the influence of human collective intelligence and consistent knowledge flows on research innovation, considering the role of organizational support within higher education systems. In this respect, the research relied on a questionnaire-based survey with 140 academics from European emerging countries, the data collected being processed via a partial least squares structural equation modelling technique. Evidence was brought that, as knowledge brokers, online academic networks are systems aimed to support the access to human collective intelligence and consistent knowledge flows which exert a positive influence on research innovation, both directly and indirectly, by means of formal and informal organizational support. As facilitators of collaborative environments for individuals with specialized knowledge, competence, expertise and experience, online academic networks have set themselves up as an agora for academics worldwide and as an outlet for their acumen and literacy.

Task-focused behavior mediates the associations between supportive interpersonal environments and students' academic performance.

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Kiuru, Noona; Pakarinen, Eija; Vasalampi, Kati; Silinskas, Gintautas; Aunola, Kaisa; Poikkeus, Anna-Maija; Metsäpelto, Riitta-Leena; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

2014-04-01

In the longitudinal study presented here, we tested the theoretical assumption that children's task-focused behavior in learning situations mediates the associations between supportive interpersonal environments and academic performance. The sample consisted of 2,137 Finnish-speaking children. Data on supportive interpersonal environments (characterized by authoritative parenting, positive teacher affect toward the child, and peer acceptance) were gathered in Grade 1. The children's task-focused behavior was measured in Grades 2 and 3, and academic performance was measured in Grades 1 and 4. The results supported our assumption by showing that all three supportive environments were positively associated with children's subsequent academic performance via increased task-focused behavior in learning situations. These findings suggest that students' academic performance can be promoted by increasing the support they receive from peers, parents, and teachers because such increased support leads to better task focus in learning tasks.

How Academic Libraries Provide Value through Course Readings

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Tabacaru, Simona; Hartnett, Eric

2017-01-01

Academic libraries are continually being asked to demonstrate their value. Showing benefits that provide financial value to the user community is one approach to meeting this challenge. With a focus on journal articles and monographs, the authors have analyzed course syllabi to determine the cost savings graduate students in psychology receive…

Modelling job support, job fit, job role and job satisfaction for school of nursing sessional academic staff.

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Cowin, Leanne S; Moroney, Robyn

2018-01-01

Sessional academic staff are an important part of nursing education. Increases in casualisation of the academic workforce continue and satisfaction with the job role is an important bench mark for quality curricula delivery and influences recruitment and retention. This study examined relations between four job constructs - organisation fit, organisation support, staff role and job satisfaction for Sessional Academic Staff at a School of Nursing by creating two path analysis models. A cross-sectional correlational survey design was utilised. Participants who were currently working as sessional or casual teaching staff members were invited to complete an online anonymous survey. The data represents a convenience sample of Sessional Academic Staff in 2016 at a large school of Nursing and Midwifery in Australia. After psychometric evaluation of each of the job construct measures in this study we utilised Structural Equation Modelling to better understand the relations of the variables. The measures used in this study were found to be both valid and reliable for this sample. Job support and job fit are positively linked to job satisfaction. Although the hypothesised model did not meet model fit standards, a new 'nested' model made substantive sense. This small study explored a new scale for measuring academic job role, and demonstrated how it promotes the constructs of job fit and job supports. All four job constructs are important in providing job satisfaction - an outcome that in turn supports staffing stability, retention, and motivation.

An innovative approach to supporting hospitalist physicians towards academic success.

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Howell, Eric; Kravet, Steven; Kisuule, Flora; Wright, Scott M

2008-07-01

Academic hospitalist physicians face significant challenges that may threaten their chances for successful and timely promotions, such as heavy clinical workloads, limited training in research, and relatively few experienced mentors in their field. The appreciable growth of hospital medicine groups in recent years, as has occurred at our institution, compounds the predicament by diluting the limited resources that are available to support these physicians. A needs assessment was followed by the development of specific objectives for the division and for individual members of the division related to academic success. The resulting 3-pronged strategy to support the academic success of our group was based on securing strong mentorship, investing requisite resources, and committing to recruit fellowship-trained new faculty. To date, the initiative has resulted in an increased number of peer-reviewed publication and grants, as well as national leadership roles for division members. Copyright 2008 Society of Hospital Medicine.

Hmong Students in Higher Education and Academic Support Programs

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Soua Xiong

2011-12-01

Full Text Available Student awareness, usage, and perception of academic support programs were examined among 55 Hmong college students at a large, public western university. Twenty-eight students had participated in one or more ASPs while 27 students had not participated in any ASPs. Those who had participated found the programs to be supportive with an average rating of 7.39 out of 10 (10 being most supportive. The majority of students who did not participate in ASPs reported that they were not aware of ASPs and their services. Results also show that the majority of Hmong college students perceived a lack of time to study, poor study habits, lack of money, lack of motivation, lack of direction on career goals, and poor time management to be obstacles for them in higher education. Based on the findings, it seems ASPs were not able to reach some Hmong students with their outreach efforts. However, those that they were able to reach found academic support services helpful, especially with financial concerns and direction on career goals.

An Analysis of Disability, Academic Performance, and Seeking Support in One University Setting

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Dong, Shengli; Lucas, Margaretha S.

2016-01-01

This study focused on the academic performance and use of disability support services (DSS) of students with different types of disabilities who attend a postsecondary education institution. Findings show different patterns of academic success over four semesters as well as different patterns of DSS usage. Students who requested support from DSS…

Strategies for successful academic writing - institutional and non-institutional support for students.

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Gopee, Neil; Deane, Mary

2013-12-01

Students develop better academic writing skills as they progress through their higher education programme, but despite recent continuing monitoring of student satisfaction with their education in UK, there has been relatively little research into students' perceptions of the active support that they need and receive to succeed as academic writers. To examine the strategies that university students on health or social care courses utilise to develop as writers in the face of many pressures and demands from different sources. Qualitative research conducted at a British University into undergraduates' writing practices in the field of healthcare. Ten participants took part in semi-structured interviews, half of whom were international students. The data was analysed by the researchers from the field of writing development using thematic analysis. The main findings are that certain students struggle as academic writers if they do not receive tuition on appropriate and effective academic writing through institutional provisions, or through non-institutional strategies, that can promote success with the writing process. There is also uncertainty over the extent to which nurse educators are expected to teach academic writing skills, alongside their discipline-specific subject areas. Both institutional provisions for academic writing development, such as a dedicated writing support department, and non-institutional factors such as peer-collaboration should be fully recognised, supported and resourced in tertiary education at a time when students' satisfaction and performance are high on the agenda. Copyright © 2012 Elsevier Ltd. All rights reserved.

Supporting Academic Persistence in Low-Skilled Adult Learners

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O'Neill, Susan; Thomson, Margareta Maria

2013-01-01

The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research-based strategies aimed at supporting learner persistence, particularly for low-skilled adults. Elements of three theoretical frameworks, namely, expectancy-value theory (EVT), goal…

Psychological distress and academic self-perception among international medical students: the role of peer social support.

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Yamada, Yukari; Klugar, Miloslav; Ivanova, Katerina; Oborna, Ivana

2014-11-28

Psychological distress among medical students is commonly observed during medical education and is generally related to poor academic self-perception. We evaluated the role of peer social support at medical schools in the association between psychological distress and academic self-perception. An online survey was conducted in a medical degree program for 138 international students educated in English in the Czech Republic. The Medical Student Well-Being Index was used to define the students' psychological distress. Perceived peer social support was investigated with the Multidimensional Scale of Perceived Social Support. Poor academic self-perception was defined as the lowest 30% of a subscale score of the Dundee Ready Education Environment Measure. Analyses evaluated the presence of additive interactions between psychological distress and peer social support on poor academic self-perception, adjusted for possible confounders. Both psychological distress and low peer social support were negatively associated with poor academic self-perception, adjusted for local language proficiency and social support from family. Students with psychological distress and low peer social support had an odds ratio of 11.0 (95% confidence interval (CI): 2.1-56.6) for poor academic self-perception as compared with those without distress who had high peer social support. The presence of an additive interaction was confirmed in that the joint association was four times as large as what would have been expected to be on summing the individual risks of psychological distress and low peer social support (synergy index = 4.5, 95% CI: 1.3-14.9). Psychological distress and low peer social support may synergistically increase the probability of poor academic self-perception among international medical students. Promoting peer social relationships at medical school may interrupt the vicious cycle of psychological distress and poor academic performance.

Teacher Support and Math Engagement: Roles of Academic Self-Efficacy and Positive Emotions

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Liu, Ru-De; Zhen, Rui; Ding, Yi; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le

2018-01-01

The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math…

Perceived Instructor Affective Support in Relation to Academic Emotions and Motivation in College

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Sakiz, Gonul

2012-01-01

The purpose of the present study was to examine the associations among perceived instructor affective support, academic enjoyment, academic hopelessness, behavioural engagement and academic help seeking in college classrooms. A self-report survey was administered to 277 college students enrolled in a teacher training department of a major…

Cyberstalking Victimization, Depression, and Academic Performance: The Role of Perceived Social Support from Parents.

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Wright, Michelle F

2018-02-01

Little attention has been given to adolescents' experience of cyberstalking and how such experiences relate to their depression and academic performance. It is less clear how other variables, such as perceived social support, might impact these associations. Addressing these gaps in the literature, this study investigated the potential moderating effect of perceived social support from parents on the association between cyberstalking victimization and depression and academic performance, each assessed 1 year later, from 11th to 12th grade. Participants were 413 adolescents (ages 17-19 years old; 54 percent female; M = 17.39 years, SD = 0.53) in the 12th grade from a Midwestern city in the United States. They completed questionnaires on their self-reported face-to-face and cyberstalking victimization, depression, and perceived social support from parents. Adolescents' academic performance was also assessed using their school records. During the 12th grade, depression and academic performance were examined again. The findings indicated that the association between cyberstalking victimization and Time 2 depression was much more positive at lower levels of perceived social support, while such an association was more negative at higher levels of perceived social support. Opposite patterns were found for Time 2 academic performance. The results indicate the need for additional research focused on cyberstalking about adolescents.

Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks

NARCIS (Netherlands)

Zander, Lysann; Brouwer, Jasperina; Jansen, Ellen; Crayen, Claudia; Hannover, Bettina

Combining complete social networks and structural equation modeling, we investigate how two learning-related cognitions, academic self-efficacy and growth mindsets, relate to integration in support networks of 580 university students in 30 seminar groups. We assessed integration as popularity in

Academic Stressors and Anxiety in Children: The Role of Paternal Support

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Leung, Grace S. M.; Yeung, K. C.; Wong, Daniel F. K.

2010-01-01

We examined the role of paternal support in the relation between academic stress and the mental health of primary school children in Hong Kong. The participants of this cross-sectional study were 1,171 fifth and sixth graders. The results indicated that academic stress was a risk factor that heightened student anxiety levels and that parental…

Understanding the psychology of seeking support to increase Health Science student engagement in academic support services. A Practice Report

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Gerard Francis Hoyne

2013-04-01

Full Text Available Increasing student engagement within higher education academic support services is a constant challenge. Whilst engagement with support is positively associated with successful retention, and non-engagement connected to attrition, the most vulnerable students are often the least likely to engage. Our data has shown that Health Science students are reluctant to engage with academic support services despite being made aware of their academic deficiencies. The “psychology of seeking support” was used as a lens to identify some of the multifaceted issues around student engagement. The School of Health Sciences made attendance at support courses compulsory for those students who were below the benchmark score in a post entrance literacy test. Since the policy change was implemented, there has been a 50% reduction in the fail rate of “at risk” students in a core literacy unit. These findings are encouraging and will help reduce student attrition in the long term.

Academic Medical Support to the Ebola Virus Disease Outbreak in Liberia.

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McQuilkin, Patricia A; Niescierenko, Michelle; Beddoe, Ann Marie; Goentzel, Jarrod; Graham, Elinor A; Henwood, Patricia C; Rehwaldt, Lise; Teklu, Sisay; Tupesis, Janis; Marshall, Roseda

2017-12-01

During the Ebola Virus Disease (EVD) epidemic in West Africa (2014-2016), many faculty, staff, and trainees from U.S. academic medical centers (i.e., teaching hospitals and their affiliated medical schools; AMCs) wished to contribute to the response to the outbreak, but many barriers prevented their participation. Here, the authors describe a successful long-term academic collaboration in Liberia that facilitated participation in the EVD response. This Perspective outlines the role the authors played in the response (providing equipment and training, supporting the return of medical education), the barriers they faced (logistical and financial), and elements that contributed to their success (partnering and coordinating their response with both U.S. and African institutions). There is a paucity of literature discussing the role of AMCs in disaster response, so the authors discuss the lessons learned and offer suggestions about the responsibilities that AMCs have and the roles they can play in responding to disaster situations.

A Successful US Academic Collaborative Supporting Medical Education in a Postconflict Setting

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Patricia McQuilkin MD

2014-12-01

Full Text Available This article describes a model employed by the Academic Collaborative to Support Medical Education in Liberia to augment medical education in a postconflict setting where the health and educational structures and funding are very limited. We effectively utilized a cohort of visiting US pediatric faculty and trainees for short-term but recurrent clinical work and teaching. This model allows US academic medical centers, especially those with smaller residency programs, to provide global health experiences for faculty and trainees while contributing to the strengthening of medical education in the host country. Those involved can work toward a goal of sustainable training with a strengthened host country specialty education system. Partnerships such as ours evolve over time and succeed by meeting the needs of the host country, even during unanticipated challenges, such as the Ebola virus outbreak in West Africa.

A New Model and Its Implementation of Academic Resources Services for Academic Libraries

Directory of Open Access Journals (Sweden)

Yu-Ting Chiang

2006-12-01

Full Text Available Internet has become one of the important channels for retrieval of academic resources in the recent years. The roles and service models of academic libraries has been changed accordingly. Most academic libraries have been providing subject directory (subject gateway for users to browse the highly selected academic resources. On the contrary, few academic libraries managed to provide academic resources for user to retrieve. This article proposes a new model which the libraries will cooperate with search engine providers to support the full-text retrieval for academic resources in a low cost. We discuss the design and implementation of “NTU Scholars Gateway” based on the new model. In addition, the functionalities and future development of NTU Scholars Gateway are discussedas well. [Article content in Chinese

Support to Academic Based Research on Leadership Vision and Gender Implications

National Research Council Canada - National Science Library

Murphy, Sally

1997-01-01

The purpose of this paper is to describe U.S. Army War College (AWC) support to an academic based research project on leadership vision and to recommend expanded support to similar research by students, faculty, and staff of the AWC...

Effect of peer nominations of teacher-student support at individual and classroom levels on social and academic outcomes.

Science.gov (United States)

Hughes, Jan N; Im, Myung Hee; Wehrly, Sarah E

2014-06-01

This longitudinal study examined the prospective relations between 713 elementary students' individual peer teacher support reputation (PTSR) and a measure of the classroom-wide dispersion of peer nominations of teacher support (Centralization of Teacher Support) on students' peer relatedness (i.e., peer acceptance and peer academic reputation) and academic motivation (i.e., academic self-efficacy and teacher-rated behavioral engagement). PTSR was measured as the proportion of classmates who nominated a given student on a descriptor of teacher-student support. Centralization of Teacher Support was assessed using social network analysis to identify the degree to which peer nominations of teacher support in a classroom centered on a few students. PTSR predicted changes in all student outcomes, above academic achievement and relevant covariates. Centralization of Teacher Support predicted changes in students' peer academic reputation, net the effect of PTSR and covariates. Students' academic achievement moderated effects of PTSR and Centralization of Teacher Support on some outcomes. Findings highlight the importance of peers' perceptions of teacher support and of the structure of those perceptions for children's social and academic outcomes. Implications for practice are discussed. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Supporting the development of postgraduate academic writing skills in South African universities

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Schulze, Salome

2017-06-01

Full Text Available The ability to write according to the conventions and forms of disciplinary academic writing is essential to success at university. Meeting the demands of quality academic writing is a challenge to the increasing number of English Second Language (ESL students worldwide, from undergraduate to postgraduate level, who choose to study and publish in English. In particular, postgraduate students in South African universities struggle with the rigours of dissertation writing. Drawing on Lave and Wenger’s (1991 theory of collaborative learning in a community of practice (CoP, an exploratory, qualitative inquiry was undertaken to examine the support given by six selected South African higher education institutions (HEIs to promote the development of academic writing skills among master’s and doctoral students. Data were gathered from a purposeful sample of 10 expert informants through interviews, email communication, and scrutiny of institutional websites. Findings deal with academic writing skills as the core competence necessary for full participation in the academic CoP; the nature of postgraduate student engagement with core members of the CoP, such as supervisors and language experts; and the availability and efficacy of a range of intra-organisational resources, including informal and formal peer interaction with those who have more expertise in writing, books, manuals, visual representations, and technological tools, to develop academic writing among postgraduate students. Based on the findings, recommendations are made for ways in which institutions can strengthen, enrich, and extend the CoP to support academic writing skills of ESL postgraduate students.

Coupons for Success: A Marketing Incentive in Academic Support

Science.gov (United States)

Potacco, Donna R.; Chen, Peter; Desroches, Danielle; Chisholm, Daniel R.; De Young, Sandra

2013-01-01

How does a Coupon Incentive Program motivate students to seek academic support in high-risk courses? Results from this study demonstrated that the Coupon Incentive Program was effective in motivating voluntary student attendance and improving student outcomes. Recommendations related to implementation of the Coupon Incentive Program are discussed.…

Supporting Academic Literacies: University Teachers in Collaboration for Change

Science.gov (United States)

Bergman, Lotta

2016-01-01

This article deals with an action research project, where a group of university teachers from different disciplines reflected on and gradually extended their knowledge about how to support students' academic literacy development. The project was conducted within a "research circle" [Bergman, L. 2014. "The Research Circle as a…

Course-Specific Intrinsic Motivation: Effects of Instructor Support and Global Academic Motivation

Science.gov (United States)

Zook, J. M.; Herman, A. P.

2011-01-01

This study examined the effects of instructor support and students' global academic motivation on students' course-specific intrinsic motivation. The authors hypothesized, based on self-determination theory (Ryan & Deci, 2000), that instructor support for students' psychological needs would enhance intrinsic motivation. Students reported their…

Low-Income Hispanic and Latino High School Students' Perceptions of Parent and Peer Academic Support

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Ramirez, Lizbeth; Machida, Sandra K.; Kline, Linda; Huang, Leesa

2014-01-01

Socioeconomic status and parental support play important roles in determining academic achievement and have been positively correlated with academic success. It is important to determine if students from low-socioeconomic-status (SES) families perceive less parent support than students from middle-SES families. The participants (n?=?54) were high…

University support, motivation to learn, emotional adjustment, and academic performance

NARCIS (Netherlands)

Shanti, T.I.; Janssens, J.M.A.M.; Setiadi, B.N.

2016-01-01

The main purpose of this study was to examine relationships between university support and academic performance, as mediated by motivation to learn and emotional adjustment among freshmen of X University. Data were collected from 327 X University's freshmen at the end of their first year. Results

Research Support in Australian Academic Libraries: Services, Resources, and Relationships

Science.gov (United States)

Haddow, Gaby; Mamtora, Jayshree

2017-01-01

In the last decade Australian academic libraries have increasingly aligned their research support services with assessment criteria used in the national research evaluation exercise (Excellence for Research in Australia). The same period has seen growing interest in research impact outside of traditional measures, such as bibliometrics. Social…

The Role of Perceived Parental Autonomy Support in Academic Achievement of Asian and Latino American Adolescents

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Jiang, Ying Hong; Yau, Jenny; Bonner, Patricia; Chiang, Linda

2011-01-01

Introduction: Driven by an overarching conceptual framework adapted from Self-Determination Theory, this study tested the direct and indirect effects of perceived parental academia autonomy support vs. academic planning control on the interrelated variables of adolescents' self-esteem, academic motivation, and academic achievement, using…

EXPLORING THE BEST WAYS TO SUPPORT FIRST YEAR UNIVERSITY STUDENTS’ ACADEMIC WRITING SKILLS

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Rossana Perez del Aguila

2014-12-01

Full Text Available ABSTRACT: This article presents the findings of an action research project carried out in 2012 with 12 first-year university students taking ‘Education Studies’ in a university in England. The aim of the project was to explore the best ways to support students’ academic writing skills. The literature review highlights the challenges students encounter when trying to learn the discourse of adiscipline; and in the light of this examination, a reflection on the strengths and weaknesses of my own practice provides the context for carrying out an action research project. The teaching intervention was assessed using the following methods of data collection: questionnaires and semi-structured interviews with students, and content analysis of my own feedback on student’s final assignments. The outcomes of the research demonstrate that students’ difficulties with their academic writing are related to their struggle to understand specialized concepts, theories and methods of the discipline.

Perceived Social Support and Academic Achievement: Cross-Lagged Panel and Bivariate Growth Curve Analyses

Science.gov (United States)

Mackinnon, Sean P.

2012-01-01

As students transition to post-secondary education, they experience considerable stress and declines in academic performance. Perceived social support is thought to improve academic achievement by reducing stress. Longitudinal designs with three or more waves are needed in this area because they permit stronger causal inferences and help…

25 CFR 36.82 - May behavioral health professional(s) provide services during the academic school day?

Science.gov (United States)

2010-04-01

...) provide services during the academic school day? Behavioral health professional(s) must average at least... 25 Indians 1 2010-04-01 2010-04-01 false May behavioral health professional(s) provide services during the academic school day? 36.82 Section 36.82 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE...

Students' Ratings of Teacher Support and Academic and Social-Emotional Well-Being

Science.gov (United States)

Tennant, Jaclyn E.; Demaray, Michelle K.; Malecki, Christine K.; Terry, Melissa N.; Clary, Michael; Elzinga, Nathan

2015-01-01

Data on students' perceptions of teacher social support, academic functioning, and social-emotional functioning were collected from a sample of 796 7th and 8th grade middle school students using the Child and Adolescent Social Support Scale (CASSS; Malecki, Demaray, & Elliott, 2000), Iowa Tests of Basic Skills (ITBS) and school records, and…

Office of Academic Assessment provides workshops on the program assessment process

OpenAIRE

Williams, Meghan

2008-01-01

The Office of Academic Assessment is once again providing a series of workshops on the program assessment process during the spring semester. The workshops will offer a wide range of resources to assist faculty and administrators as they focus on teaching and learning in their programs.

Supporting the Academic Majority: Policies and Practices Related to Part-Time Faculty's Job Satisfaction

Science.gov (United States)

Eagan, M. Kevin, Jr.; Jaeger, Audrey J.; Grantham, Ashley

2015-01-01

The academic workforce in higher education has shifted in the last several decades from consisting of mostly full-time, tenure-track faculty to one comprised predominantly of contingent, non-tenure-track faculty. This substantial shift toward part-time academic labor has not corresponded with institutions implementing more supportive policies and…

Entrepreneurship in the academic radiology environment.

Science.gov (United States)

Itri, Jason N; Ballard, David H; Kantartzis, Stamatis; Sullivan, Joseph C; Weisman, Jeffery A; Durand, Daniel J; Ali, Sayed; Kansagra, Akash P

2015-01-01

Innovation and entrepreneurship in health care can help solve the current health care crisis by creating products and services that improve quality and convenience while reducing costs. To effectively drive innovation and entrepreneurship within the current health care delivery environment, academic institutions will need to provide education, promote networking across disciplines, align incentives, and adapt institutional cultures. This article provides a general review of entrepreneurship and commercialization from the perspective of academic radiology departments, drawing on information sources in several disciplines including radiology, medicine, law, and business. Our review will discuss the role of universities in supporting academic entrepreneurship, identify drivers of entrepreneurship, detail opportunities for academic radiologists, and outline key strategies that foster greater involvement of radiologists in entrepreneurial efforts and encourage leadership to embrace and support entrepreneurship. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

Design guidelines for self-assessment support for adult academic distance learning

NARCIS (Netherlands)

Menendez Blanco, Maria; Van der Veer, Gerrit; Benvenuti, Laura; Kirschner, Paul A.

2011-01-01

Menendez Blanco, M., Van der Veer, G., Benvenuti, L., & Kirschner, P. A. (2011). Design guidelines for self-assessment support for adult academic distance learning. In H-J Shalin (Ed.), Constructing self-discovery learning spaces online: scaffolding and decision making technologies (pp. 169-198).

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

Science.gov (United States)

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.

'Academic literacies approaches to genre'?

Directory of Open Access Journals (Sweden)

Brian Street

Full Text Available I provide an overview of approaches to writing referred to as 'academic literacies' building on broader traditions, such as New Literacy Studies, and I draw out the relevance of such traditions for the ways in which lecturers provide support to their students with regard to the writing requirements of the University. I offer three case studies of the application of academic literacies approaches to programmes concerned with supporting student writing, in the UK and the USA. I briefly conclude by asking how far these accounts and this work can be seen to bring together many of the themes raised at SIGET conferences - including academic literacies and its relation to genre theories - and express the hope that it opens up trajectories for future research and collaboration of the kind they were founded to develop.

Policy to Foster Civility and Support a Healthy Academic Work Environment.

Science.gov (United States)

Clark, Cynthia M; Ritter, Katy

2018-06-01

Incivility in academic workplaces can have detrimental effects on individuals, teams, departments, and the campus community at large. Alternately, healthy academic workplaces generate heightened levels of employee satisfaction, engagement, and morale. This article describes the development and implementation of a comprehensive, legally defensible policy related to workplace civility and the establishment of a healthy academic work environment. A detailed policy exemplar is included to provide a structure for fostering a healthy academic work environment, a fair, consistent, confidential procedure for defining and addressing workplace incivility, a mechanism for reporting and subsequent investigation of uncivil acts if indicated, and ways to foster civility and respectful workplace behavior. The authors detail a step-by-step procedure and an incremental approach to address workplace incivility and reward policy adherence. [J Nurs Educ. 2018;57(6):325-331.]. Copyright 2018, SLACK Incorporated.

Business Planning Methodology to Support the Development of Strategic Academic Programs

Science.gov (United States)

Philbin, Simon P.; Mallo, Charles A.

2016-01-01

Higher education institutions are often required to design and deliver a range of strategic academic programs in order to remain competitive, support growth and ensure operations are financially sustainable. Such programs may include the creation of new research centers and institutes as well as the installation of major new research facilities.…

Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

Directory of Open Access Journals (Sweden)

de la Iglesia G

2014-09-01

Full Text Available Guadalupe de la Iglesia,1,2 Agustin Freiberg Hoffmann,2 Mercedes Fernández Liporace1,2 1National Council of Scientific and Technical Research (CONICET, 2University of Buenos Aires, Buenos Aires, Argentina Abstract: The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years and most of them (83.3% were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed. Keywords: academic achievement, parenting, social support, college

Positioning libraries to support the goals of higher education institutions: The Peabody Academic Library Leadership Institute

OpenAIRE

Weiner, Sharon A.; Breivik, Patricia Senn; Caboni, Timothy; Clark, Dennis

2009-01-01

This article describes the genesis of Vanderbilt University's Peabody Academic Library Leadership Institute as an outcome of a particular philosophy. That philosophy is based on the concept that to fulfill their potential contributions, academic libraries need to direct their planning, resources, and services to support the priorities of their parent institutions. This article addresses the need for campus-focused leadership training; higher education leadership training for academic libraria...

I Get to Use an iPod in School? Using Technology-Based Advance Organizers to Support the Academic Success of English Learners

Science.gov (United States)

Billings, Elsa S.; Mathison, Carla

2012-08-01

This study investigated the impact of technology-based advance organizers (TBAOs) on the academic performance of 240 4th grade English learners (ELs) participating in a science class in School in the Park (SITP), a museum-school collaboration. While SITP provides a rich, hands-on learning environment, ELs face significant linguistic challenges in their ability to access the dense academic language and concepts provided in SITP's English only curriculum, thus negatively impacting ELs' engagement and learning. The TBAOs were designed in response to this issue. The study investigated two forms of treatment: TBAOs viewed on individual handheld mobile devices (HMDs), specifically iPods; and, TBAOs viewed as a whole class on DVD. The study utilized both qualitative and quantitative data sources, including a pre- and posttest, hands-on and performance-based assessments, as well as focus interviews. Results showed a significant interaction effect between group assignment, language status and application assessments, indicating ELs performed significantly better in the treatment groups. Students who used the HMD instead of the DVD or no treatment improved their total scores significantly on hands-on, performance-based measurements. Differences between treatment and control groups' performance on pre-/posttests approached significance. Furthermore, students reported TBAOs supported learning by introducing new material, introducing and reviewing daily academic vocabulary, and helping them anticipate behavioral and procedural expectations of hands-on activities. Classroom and museum educators reported an increase in the treatment groups' motivation and engagement. The study provided important implications in the use and power of learner-controlled technology in supporting ELs' linguistic and academic success.

PhD Students in the Entrepreneurial University--Perceived Support for Academic Entrepreneurship

Science.gov (United States)

Bienkowska, Dzamila; Klofsten, Magnus; Rasmussen, Einar

2016-01-01

Universities are currently in the process of change and adaptation to shifting expectations that for example include closer engagement with businesses and increased facilitation of entrepreneurship among faculty and graduates. By supporting academic entrepreneurship, universities can address these expectations whilst also becoming more…

The Relation of Maternal Emotional and Cognitive Support During Problem Solving to Pre-Academic Skills in Preschoolers

Science.gov (United States)

Leerkes, Esther M.; Blankson, A. Nayena; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

2011-01-01

Using a sample of 263 mother-child dyads, we examined the extent to which maternal emotional and cognitive support during a joint problem solving task when children were 3-years-old predicted children’s academic skills one year later independent of each other, the quality of the home learning environment, and maternal emotional responsiveness. When all parenting measures were examined simultaneously, only maternal emotional support during problem solving and the quality of the home learning environment predicted unique variation in gains in pre-academic skills from age 3 to age 4. The positive effect of emotional support during problem solving was especially apparent for children whose pre-academic skills were low at age 3. These findings are discussed in light of the changing demands placed on young children and their parents as they prepare for entry to the formal school system. PMID:22121336

Social and Academic Support and Adaptation to College: Exploring the Relationships between Indicators' College Students

Science.gov (United States)

Turkpour, Azita; Mehdinezhad, Vali

2016-01-01

The aim of this study was to demonstrate the relation between social and academic support on student ability to adapt to college. Results demonstrated a weak and reverse relation between expression of support and personal ability to adapt and total adaptation. A direct relation was determined between emotional support and social adaptation and…

Longitudinal Investigation into the Role of Perceived Social Support in Adolescents' Academic Motivation and Achievement

Science.gov (United States)

Song, Juyeon; Bong, Mimi; Lee, Kyehyoung; Kim, Sung-il

2015-01-01

We examined (a) the relative importance of perceived social support from parents, peers, and teachers; (b) the consequences associated with different types of perceived social support; and (c) the mediation by achievement goals in the relationship between perceived social support and academic outcomes. We analyzed the first 3 waves of the Korean…

STUDENT ACADEMIC PERFORMANCE PREDICTION USING SUPPORT VECTOR MACHINE

OpenAIRE

S.A. Oloruntoba1 ,J.L.Akinode2

2017-01-01

This paper investigates the relationship between students' preadmission academic profile and final academic performance. Data Sample of students in one of the Federal Polytechnic in south West part of Nigeria was used. The preadmission academic profile used for this study is the 'O' level grades(terminal high school results).The academic performance is defined using student's Grade Point Average(GPA). This research focused on using data mining technique to develop a model for predicting stude...

Alternative models for academic family practices

Directory of Open Access Journals (Sweden)

Yarnall Kimberly SH

2006-03-01

Full Text Available Abstract Background The Future of Family Medicine Report calls for a fundamental redesign of the American family physician workplace. At the same time, academic family practices are under economic pressure. Most family medicine departments do not have self-supporting practices, but seek support from specialty colleagues or hospital practice plans. Alternative models for academic family practices that are economically viable and consistent with the principles of family medicine are needed. This article presents several "experiments" to address these challenges. Methods The basis of comparison is a traditional academic family medicine center. Apart of the faculty practice plan, our center consistently operated at a deficit despite high productivity. A number of different practice types and alternative models of service delivery were therefore developed and tested. They ranged from a multi-specialty office arrangement, to a community clinic operated as part of a federally-qualified health center, to a team of providers based in and providing care for residents of an elderly public housing project. Financial comparisons using consistent accounting across models are provided. Results Academic family practices can, at least in some settings, operate without subsidy while providing continuity of care to a broad segment of the community. The prerequisites are that the clinicians must see patients efficiently, and be able to bill appropriately for their payer mix. Conclusion Experimenting within academic practice structure and organization is worthwhile, and can result in economically viable alternatives to traditional models.

Use of Intranasal Naloxone by Basic Life Support Providers.

Science.gov (United States)

Weiner, Scott G; Mitchell, Patricia M; Temin, Elizabeth S; Langlois, Breanne K; Dyer, K Sophia

2017-01-01

Intranasal delivery of naloxone to reverse the effects of opioid overdose by Advanced Life Support (ALS) providers has been studied in several prehospital settings. In 2006, in response to the increase in opioid-related overdoses, a special waiver from the state allowed administration of intranasal naloxone by Basic Life Support (BLS) providers in our city. This study aimed to determine: 1) if patients who received a 2-mg dose of nasal naloxone administered by BLS required repeat dosing while in the emergency department (ED), and 2) the disposition of these patients. This was a retrospective review of patients transported by an inner-city municipal ambulance service to one of three academic medical centers. We included patients aged 18 and older that were transported by ambulance between 1/1/2006 and 12/12/2012 and who received intranasal naloxone by BLS providers as per a state approved protocol. Site investigators matched EMS run data to patients from each hospital's EMR and performed a chart review to confirm that the patient was correctly identified and to record the outcomes of interest. Descriptive statistics were then generated. A total of 793 patients received nasal naloxone by BLS and were transported to three hospitals. ALS intervened and transported 116 (14.6%) patients, and 11 (1.4%) were intubated in the field. There were 724 (91.3%) patients successfully matched to an ED chart. Hospital A received 336 (46.4%) patients, Hospital B received 210 (29.0%) patients, and Hospital C received 178 (24.6%) patients. Mean age was 36.2 (SD 10.5) years and 522 (72.1%) were male; 702 (97.1%) were reported to have abused heroin while 21 (2.9%) used other opioids. Nasal naloxone had an effect per the prehospital record in 689 (95.2%) patients. An additional naloxone dose was given in the ED to 64 (8.8%) patients. ED dispositions were: 507 (70.0%) discharged, 105 (14.5%) admitted, and 112 (15.5%) other (e.g., left against medical advice, left without being seen, or

National Geospatial-Intelligence Agency Academic Research Program

Science.gov (United States)

Loomer, S. A.

2004-12-01

"Know the Earth.Show the Way." In fulfillment of its vision, the National Geospatial-Intelligence Agency (NGA) provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. To achieve this, NGA conducts a multi-disciplinary program of basic research in geospatial intelligence topics through grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program (NARP) are: - NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. - Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. - Director of Central Intelligence Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how other researchers and institutions can apply for grants under the program.

The Challenges of OER to Academic Practice

Science.gov (United States)

Browne, Tom; Holding, Richard; Howell, Anna; Rodway-Dyer, Sue

2010-01-01

The degree to which Open Educational Resources (OER) reflect the values of its institutional provider depends on questions of economics and the level of support amongst its academics. For project managers establishing OER repositories, the latter question--how to cultivate, nurture and maintain academic engagement--is critical. Whilst…

Supporting Student Retention and Success: Including Family Areas in an Academic Library

Science.gov (United States)

Godfrey, Ian; Rutledge, Lorelei; Mowdood, Alfred; Reed, Jacob; Bigler, Scott; Soehner, Catherine

2017-01-01

Many universities and colleges focus on student retention and completion as a measure of their success. Publications such as the "Chronicle of Higher Education" carry an increasing number of articles dealing with student retention, success, and completion. Academic libraries support this goal through a wide variety of services, teaching,…

Early Career Academic Staff Support: Evaluating Mentoring Networks

Science.gov (United States)

Thomas, J. Denard; Lunsford, Laura Gail; Rodrigues, Helena A.

2015-01-01

Which academics benefit from participation in formal mentoring programmes? This study examined the needs and mentoring networks of new academics with evaluative data from a pilot mentoring programme. Themes from these data point towards re-envisioning initiatives for academic staff development. First, an examination of the expansion of mentoring…

The role of advanced practice providers in pediatric otolaryngology academic practices.

Science.gov (United States)

Reilly, Brian K; Brandon, Gretchen; Shah, Rahul; Preciado, Diego; Zalzal, George

2013-01-01

The goal of this study was to examine the roles of Physician Assistants (PAs) and Nurse Practitioners (NPs) in pediatric academic otolaryngology programs to provide a better understanding of their scope of practice, levels of autonomy, clinical duties, teaching opportunities and research participation. An anonymous web-based electronic survey tool was sent to all pediatric otolaryngology fellowship program directors in the United States. Nurse Practitioners and Physician Assistants are utilized in approximately 3 out of every 4 pediatric otolaryngology practices. The top three job activities of both the PA and NP were: (1) seeing patients independently, (2) working alongside doctors in clinic, and (3) answering phone lines/parental calls. A higher percentage of PAs (83%), worked alongside doctors in clinic, as compared to NPs, where only 55% work alongside MDs. Over half of PAs round with the in-patient team and see consults as compared to just over one third of NPs who participate in such activities. Twenty-five percent of practices reported that PAs cover call and assist in the OR. Most PAs/NPs saw between 11 and 15 patients per clinic which provides a clear productivity advantage when looking to screen patients, provide medical care, generate surgical cases, and maximize billings. NPs and PAs have complimentary skill sets ideal for the pediatric otolaryngology workplace, although job activities and "best fit" are hospital and practice dependent. Our study suggests that the use of PAs and NPs will continue to grow to meet increased demand for services in the field of pediatric otolaryngology. Employing advanced practice providers enables academic centers to improve access, provide additional financial remuneration, reduce wait times for new patients, and allow attending physicians to meet increased practice demands. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

The role of information and communication technology in community outreach, academic and research collaboration, and education and support services (IT-CARES).

Science.gov (United States)

Joshi, Ashish; Meza, Jane; Costa, Sergio; Puricelli Perin, Douglas Marcel; Trout, Kate; Rayamajih, Atul

2013-01-01

The purpose of this study is to examine the role of information and communication technology (ICT) in enhancing community outreach, academic and research collaboration, and education and support services (IT-CARES) in an academic setting. A survey was deployed to assess the ICT needs in an academic setting. The survey was developed using the Delphi methodology. Questionnaire development was initiated by asking key stakeholders involved in community outreach, academic, research, education, and support to provide feedback on current ICT issues and future recommendations for relevant ICT tools that would be beneficial to them in their job, and to capture current ICT issues. Participants were asked to rate the level of importance of each ICT question on five-point Likert scales. The survey was sent to 359 participants, including faculty, staff, and students. The total number of respondents was 96, for a 27 percent response rate. The majority of the participants (54.1 percent, n = 46) placed a high importance on learning the available research capabilities of the college. The majority of the participants placed moderate (43.5 percent, n = 37) to high importance (40 percent, n = 34) on having an intranet that could support collaborative grant writing. A majority of the participants attributed high importance to learning to interact with the online learning management system Blackboard. A majority of the participants agreed that social media should being more actively utilized for diverse activities for academic and research purposes. The study helped to identify the current needs and challenges faced by professionals and students when interacting with ICT. More research is needed in order to effectively integrate the use of ICT in the field of higher education, especially related to the modern global public health context.

Bridging the divide: building infrastructure to support community-academic partnerships and improve capacity to conduct patient-centered outcomes research.

Science.gov (United States)

Huang, Jennifer; Lipman, Paula Darby; Daniel Mullins, C

2017-12-01

For research to be useful, trustworthy, and ultimately lead to greater dissemination of findings to patients and communities, it is important to train and mentor academic researchers to meaningfully engage community members in patient-centered outcomes research (PCOR). Thus, it is necessary for research institutions to strengthen their underlying infrastructure to support PCOR. PATIENTS-PATient-centered Involvement in Evaluating effectiveNess of TreatmentS-at the University of Maryland, Baltimore, focuses on improving PCOR methods and addressing health disparities. It relies on evidence-based engagement methods to sustain and leverage innovative partnerships so patients, health care providers, and academic partners are motivated to participate in the conduct and dissemination of PCOR. Program components address training needs, bi-directional engagement, cultural competency, and dissemination and implementation. Activities (guided by community representatives, leadership from university schools, patient advocates, and PCOR experts) include providing resources, conducting PCOR projects, engaging community members, and disseminating PCOR findings. With its emphasis on the broad range of PCOR topics and methods, and through fostering sustainable relationships with community members and researchers, PATIENTS has successfully cultivated bi-directional partnerships and provided operational and scientific support for a new generation of skilled PCOR researchers. Early evidence of effectiveness includes progress in training and mentoring students and investigators, an increase in submission of PCOR proposals, and community-informed strategies for dissemination. Programs such as PATIENTS reinforce the value of bridging the traditional divide between academia and communities to support patient- and community-engaged dissemination and implementation research and foster sustainable PCOR infrastructure.

Fostering Research and Publication in Academic Libraries

Science.gov (United States)

Sassen, Catherine; Wahl, Diane

2014-01-01

This study concerns administrative support provided to encourage the research and publishing activities of academic librarians working in Association of Research Libraries member libraries. Deans and directors of these libraries were asked to respond to an online survey concerning the support measures that their libraries provide, as well as their…

Academic Allies

DEFF Research Database (Denmark)

Byberg, Rebekka Birkebo

the national associations of European law: Fédération Internationale pour le Droit Européen, the European law journal Common Market Law Review, and the ITL project, carried out at the European University Institute.It carefully documents an alliance between academics and community actors with the aim...... of providing academic support to the constitutional claim, and it argues that the academic discipline of European law was built and developed through a circular attribution of legal ideas, legitimacy, and self-image between the European Court of Justice, the Commission, and academia –most particularly so......This doctoral thesis explores the key transnational institutions of European law academia and their role in the creation of a constitutional legal practice in the European Community from 1961 to 1993. Consisting of three case studies, it investigates the transnational federation gathering...

The Implementation of a Cost Effectiveness Analyzer for Web-Supported Academic Instruction: An Example from Life Science

Science.gov (United States)

Cohen, Anat; Nachmias, Rafi

2012-01-01

This paper describes implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in our University. The paper presents the cost effectiveness analysis of one academic exemplary course in Life Science department and its introducing to the course lecturer for evaluation. The benefits and…

Developing the 21st Century Academic Librarian: The Research Support Ambassador Programme

Science.gov (United States)

Sewell, Claire; Kingsley, Danny

2017-01-01

The nature of academic librarianship is changing as librarians move away from the curation of material and into research support roles. Although this creates new opportunities it can be difficult for staff to learn the skills needed. The Office of Scholarly Communication at Cambridge University seeks to address this issue with the Research Support…

Cultural Differences And Similarities In Seeking Social Support As A Response To Academic Failure: A Comparison Of American And Chinese College Students

Science.gov (United States)

Mortenson, Steven

2006-01-01

Researchers suggest that psycho-social mentoring may represent a way for instructors to provide emotional support and personal insight to students. Given the nationwide rise in academic stress among university students, the present study examines the kinds of negative emotions associated with failing an exam and how such emotions are linked to…

Establishing a method to support academic and professional competence throughout an undergraduate radiography programme

International Nuclear Information System (INIS)

Ng, Curtise K.C.; White, Peter; McKay, Janice C.

2008-01-01

these, as evidence of development. Faculty members will provide support and feedback to students and oversee the whole process

Students' experiences of embedded academic literacy support in a graduate entry nursing program: A qualitative study.

Science.gov (United States)

Ramjan, Lucie M; Maneze, Della; Everett, Bronwyn; Glew, Paul; Trajkovski, Suza; Lynch, Joan; Salamonson, Yenna

2018-01-01

Graduate entry nursing (GEN) programs were designed to address the predicted nursing shortfall. In Australia, although these programs attract students from culturally and linguistically diverse (CALD) backgrounds, the workload is compounded by cultural differences and a new academic learning environment which presents additional challenges. This qualitative descriptive study explored the experiences of GEN students enrolled in the introductory unit of their nursing program with embedded academic literacy support in Sydney, Australia. Twenty-four commencing GEN students were interviewed in January 2016. Interviews were transcribed verbatim and thematically analysed. Three main themes emerged which illustrated that GEN students were 'diamonds in the rough'. They possessed a raw natural beauty that required some shaping and polishing to ensure academic needs were met. To ensure retention is high, institutions need to evaluate how best to support and harness the potential of these unique students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Identifying the Types of Support Needed by Interprofessional Teams Providing Pediatric End-of-Life Care: A Thematic Analysis.

Science.gov (United States)

Riotte, Clare O; Kukora, Stephanie K; Keefer, Patricia M; Firn, Janice I

2018-04-01

Despite the number of interprofessional team members caring for children at the end of life, little evidence exists on how institutions can support their staff in providing care in these situations. We sought to evaluate which aspects of the hospital work environment were most helpful for multidisciplinary team members who care for patients at the end of life and identify areas for improvement to better address staff needs. Qualitative thematic analysis was completed of free-text comments from a survey distributed to interprofessional staff members involved in the care of a recently deceased pediatric patient. A total of 2701 surveys were sent; 890 completed. Free-text responses were provided by 306 interprofessional team members. Interprofessional team members involved in the care of a child who died at a 348 bed academic children's hospital in the Midwestern United States. Realist thematic analysis of free-text responses was completed in Dedoose using a deductive and inductive approach with line-by-line coding. Descriptive statistics of demographic information was completed using Excel. Thematic analysis of the 306 free-text responses identified three main support-related themes. Interprofessional team members desire to have (1) support through educational efforts such as workshops, (2) support from colleagues, and (3) support through institutional practices. Providers who participate in end-of-life work benefit from ongoing support through education, interpersonal relationships, and institutional practices. Addressing these areas from an interprofessional perspective enables staff to provide the optimal care for patients, patients' families, and themselves.

Canadian Academic Library Support for International Faculty: Library Experience and Information Needs of Chinese Visiting Scholars at the University of Western Ontario

Directory of Open Access Journals (Sweden)

Shiyi Xie

2012-12-01

Full Text Available International faculty constitute a relatively small proportion of the library user community in Canadian post-secondary institutions, but they are underserved when compared to other user groups on campus, particularly international students. The author obtained first hand information about Chinese visiting scholars at the University of Western Ontario, and in this paper she presents conclusions from her experience regarding the visiting scholars' use of libraries as well as some recommendations for serving international faculty. The author suggests that academic libraries carefully consider international faculty when planning relevant services for diverse user groups. Providing necessary and satisfying library services for this group of patrons is an excellent opportunity to better serve academic communities and to demonstrate that academic libraries are an important partner in supporting their university's international initiatives.

Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

Science.gov (United States)

de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustin; Fernández Liporace, Mercedes

2014-01-01

The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%) were females. As a prerequisite for admission to college, students are required to pass a series of mandatory core classes and are expected to complete them in two semesters. Delay in completing the curriculum is considered low academic achievement. Parenting was assessed taking into account the mother and the father and considering two dimensions: responsiveness and demandingness. Perceived social support was analyzed considering four sources: parents, teachers, classmates, and best friend or boyfriend/girlfriend. Path analysis showed that, as hypothesized, responsiveness had a positive indirect effect on the perception of social support and enhanced achievement. Demandingness had a different effect in the case of the mother as compared to the father. In the mother model, demandingness had a positive direct effect on achievement. In the case of the father, however, the effect of demandingness had a negative and indirect impact on the perception of social support. Teachers were the only source of perceived social support that significantly predicted achievement. The pathway that belongs to teachers as a source of support was positive and direct. Implications for possible interventions are discussed.

Providing 'auxiliary' academic writing support to postgraduate ...

African Journals Online (AJOL)

Journal for Language Teaching. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 49, No 2 (2015) >. Log in or Register to get access to full text downloads.

The impact of university-based incubation support on the innovation strategy of academic spin-offs

OpenAIRE

Soetanto, Danny Prabowo; Jack, Sarah Louise

2016-01-01

This paper develops understanding about how incubation support and innovation strategy can determine the performance of academic spin-offs. Using a sample of spin-offs from the United Kingdom, the Netherlands and Norway, we analyse the potential moderating effect of incubation support (networking and entrepreneurial support) on innovation strategy effectiveness. The empirical results demonstrate: (1) a technology and market exploitation strategy has a stronger and more positive effect on the ...

The emotional and academic consequences of parental conditional regard: comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices.

Science.gov (United States)

Roth, Guy; Assor, Avi; Niemiec, Christopher P; Deci, Edward L; Ryan, Richard M

2009-07-01

The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent with the self-determination theory model of internalization, which posits that (a) conditional negative regard predicts feelings of resentment toward parents, which then predict dysregulation of negative emotions and academic disengagement; (b) conditional positive regard predicts feelings of internal compulsion, which then predict suppressive regulation of negative emotions and grade-focused academic engagement; and (c) autonomy support predicts sense of choice, which then predicts integrated regulation of negative emotions and interest-focused academic engagement. These findings suggest that even parents' use of conditional positive regard as a socialization practice has adverse emotional and academic consequences, relative to autonomy support.

Providing Information about Reading Lists via a Dashboard Interface

Directory of Open Access Journals (Sweden)

Dr Jason Cooper

2013-01-01

Full Text Available As developers of the open source LORLS Resource/Reading List Management System we have developed a dashboard to better support academic staffs’ understanding of how their students use reading lists. This dashboard provides both graphical and tabulated information drawn from LORLS and the Aleph Integrated Library System. Development of the dashboard required changes to back-end functionality of LORLS such as logging views of reading lists and caching of loan data. Changes to the front end included the use of HTML5 canvas elements to generate pie charts and line graphs. Recently launched to academic staff at Loughborough University, the dashboard has already garnered much praise. It is hoped that further development of the dashboard will provide even more support for academics in the compilation of their reading lists.

The Business of Academic Support

Science.gov (United States)

Potacco, Donna R.; De Young, Sandra

2007-01-01

Academia has traditionally avoided adopting the fast-paced, profit-oriented operational style that accompanies corporate culture. However, a business model can be successfully adapted to the unique needs of an academic institution, discipline, faculty, and students through the selective adoption of business principles. A classic marketing mix…

Twenty Percent of the Variance between Students in Academic Engagement Is Explained by Grade Level, Gender, Family Affluence, Anxiety, and Social Support

Science.gov (United States)

Wilcox, Gabrielle; McQuay, Jocelyn; Blackstaffe, Anita; Perry, Rosemary; Hawe, Penelope

2016-01-01

Understanding what contributes to academic engagement is important to effectively support students. This study examines the relationship between sociodemographic factors, anxiety, social support, and academic engagement in elementary and junior high school students. Students in grades 5-9 (N = 1,904) completed self-reports measuring academic…

Peers' Perceived Support, Student Engagement in Academic Activities and Life Satisfaction: A Structural Equation Modeling Approach

Science.gov (United States)

Hakimzadeh, Rezvan; Besharat, Mohammad-Ali; Khaleghinezhad, Seyed Ali; Ghorban Jahromi, Reza

2016-01-01

This study investigates the relationships among peers' perceived support, life satisfaction, and student engagement in academic activities. Three hundred and fifteen Iranian students (172 boys and 143 girls) who were studying in one suburb of Tehran participated in this study. All participants were asked to complete Peers' Perceived Support scale…

The Resident Academic Project Program: A Structured Approach to Inspiring Academic Development During Residency Training.

Science.gov (United States)

Eckert, Jill; Vaida, Sonia J; Bezinover, Dmitri; McCloskey, Diane E; Mets, Berend

2016-02-15

We report the successful implementation of structured resident academic projects in our Department of Anesthesiology at the Penn State Hershey Medical Center. Beginning with the graduating class of 2010, we adopted an expectation that each resident complete a project that results in a manuscript of publishable quality. Defining a clear timeline for all steps in the project and providing research education, as well as the necessary infrastructure and ongoing support, has helped grow the academic productivity of our anesthesia residents.

The 'Build-Up' Approach to Academic Writing Skills Development: The Case for a Discipline-Driven Collaborative Design

OpenAIRE

O'Brien, Orna; Dowling-Hetherington, Linda

2013-01-01

This paper discusses the design and delivery of support for academic writing skills development. The paper also presents a case study of such support on an undergraduate, part-time degree programme at University College Dublin (UCD). Elton (2010) suggests that the approach to academic writing is discipline dependent and that neither specialists in academic writing nor practising academics in a discipline can separately provide students with the necessary support to develop the ability to writ...

Establishing a method to support academic and professional competence throughout an undergraduate radiography programme

Energy Technology Data Exchange (ETDEWEB)

Ng, Curtise K.C. [Department of Health Technology and Informatics, Hong Kong Polytechnic University, Hung Hom, Kowloon (Hong Kong)], E-mail: or.curtis@polyu.edu.hk; White, Peter [Department of Health Technology and Informatics, Hong Kong Polytechnic University, Hung Hom, Kowloon (Hong Kong)], E-mail: htpwhite@polyu.edu.hk; McKay, Janice C. [Department of Health Technology and Informatics, Hong Kong Polytechnic University, Hung Hom, Kowloon (Hong Kong)], E-mail: htjanmck@polyu.edu.hk

2008-08-15

and reflect on these, as evidence of development. Faculty members will provide support and feedback to students and oversee the whole process.

Academic research opportunities at the National Geospatial-Intelligence Agency(NGA)

Science.gov (United States)

Loomer, Scott A.

2006-05-01

The vision of the National Geospatial-Intelligence Agency (NGA) is to "Know the Earth...Show the Way." To achieve this vision, the NGA provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. Academia plays a key role in the NGA research and development program through the NGA Academic Research Program. This multi-disciplinary program of basic research in geospatial intelligence topics provides grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program are: *NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. *Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. *Intelligence Community Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how researchers and institutions can apply for grants under the program. In addition, other opportunities for academia to engage with NGA through

45 CFR 2522.950 - What requirements and qualifications apply if my program focuses on supplemental academic support...

Science.gov (United States)

2010-10-01

... program focuses on supplemental academic support activities other than tutoring? 2522.950 Section 2522.950... support activities other than tutoring? (a) If your program does not involve tutoring as defined in § 2522... SERVICE AMERICORPS PARTICIPANTS, PROGRAMS, AND APPLICANTS Program Management Requirements for Grantees...

Empirical study of the degrees to which social support, social status and gender affect the academic achievement

OpenAIRE

Volkov A.A.; Zerkalova E.A.

2015-01-01

The article reviews the studies of foreign authors concerning the impact of various factors on academic achievement. The factors under the study are: sociometric status, social support on the side of significant others, gender, support on the side of the family and the peer group.

Does Self-Efficacy Mediate the Effect of Primary School Teachers' Emotional Support on Learning Behavior and Academic Skills?

Science.gov (United States)

Kikas, Eve; Mägi, Katrin

2017-01-01

This study examined the effects of first-grade teachers' emotional support on task persistence and academic skills in the sixth grade and the mediational role of children's academic self-concept in these effects. Participants were 524 children (263 boys, X-bar age in the first grade = 7.47 years), their first-grade homeroom teachers (n = 53), and…

Resilience amid Academic Stress: The Moderating Impact of Social Support among Social Work Students

OpenAIRE

Scott E. Wilks

2008-01-01

Purpose: The purpose of this study was to examine the relationship between academic stress and perceived resilience among social work students, and to identify social support as a protective factor of resilience on this relationship. A conceptual model of moderation was used to test the role of social support as protective. Methods: The sample consisted of 314 social work students (BSW=144; MSW=170) from three accredited schools/programs in the southern United States. Voluntary survey data we...

Technical and Scientific Support Organizations Providing Support to Regulatory Functions. Companion CD-ROM

International Nuclear Information System (INIS)

2018-01-01

This publication introduces the general principles underlying the provision of technical and scientific support to a regulatory body and the characteristics of organizations providing such support. It describes the services provided to support regulatory functions as well as the associated activities and processes to maintain the needed level of expertise, state of the art tools and equipment. The publication is intended for use primarily by organizations that provide technical and scientific support in the field of nuclear and radiation safety. This also includes organizations that acquire such support, and regulatory bodies and governments, as they make decisions on the model of technical and scientific support to be developed at the national level, for example in the case of a country embarking on the development of a nuclear power programme. It is the first IAEA publication dedicated to the specific practices and challenges to be met by the technical and scientific support organizations. This CD-ROM includes the annexes to the printed publication of examples of TSOs and their interactions with key stakeholders.

Academic entrepreneurship in support of business ventures

Directory of Open Access Journals (Sweden)

Maciej Rogalski

2009-12-01

Full Text Available nnovative enterprises based on scientific research conducted by academic centres are beginning to play an increasingly important role in modern economy. Opening to business ventures as well as building up abilities to release entrepreneurial potential among research workers, students and candidates for doctoral degree, constitute an attractive way for the growth of higher education institutions in many regions and countries. The aim of the article is to point out the significance, peculiarity and conditioning of the academic entrepreneurship development in Poland.

Building Statewide Infrastructure for the Academic Support of Students With Mild Traumatic Brain Injury.

Science.gov (United States)

Gioia, Gerard A; Glang, Ann E; Hooper, Stephen R; Brown, Brenda Eagan

To focus attention on building statewide capacity to support students with mild traumatic brain injury (mTBI)/concussion. Consensus-building process with a multidisciplinary group of clinicians, researchers, policy makers, and state Department of Education personnel. The white paper presents the group's consensus on the essential components of a statewide educational infrastructure to support the management of students with mTBI. The nature and recovery process of mTBI are briefly described specifically with respect to its effects on school learning and performance. State and local policy considerations are then emphasized to promote implementation of a consistent process. Five key components to building a statewide infrastructure for students with mTBI are described including (1) definition and training of the interdisciplinary school team, (2) professional development of the school and medical communities, (3) identification, assessment, and progress monitoring protocols, (4) a flexible set of intervention strategies to accommodate students' recovery needs, and (5) systematized protocols for active communication among medical, school, and family team members. The need for a research to guide effective program implementation is stressed. This guiding framework strives to assist the development of support structures for recovering students with mTBI to optimize academic outcomes. Until more evidence is available on academic accommodations and other school-based supports, educational systems should follow current best practice guidelines.

Validation of the Short Form of the Academic Procrastination Scale.

Science.gov (United States)

Yockey, Ronald D

2016-02-01

The factor structure, internal consistency reliability, and convergent validity of the five-item Academic Procrastination Scale-Short Form was investigated on an ethnically diverse sample of college students. The results provided support for the Academic Procrastination Scale-Short Form as a unidimensional measure of academic procrastination, which possessed good internal consistency reliability in this sample of 282 students. The scale also demonstrated good convergent validity, with moderate to large correlations with both the Procrastination Assessment Scale-Students and the Tuckman Procrastination Scale. Implications of the results are discussed and recommendations for future work provided.

Examining the Support Peer Supporters Provide Using Structural Equation Modeling: Nondirective and Directive Support in Diabetes Management.

Science.gov (United States)

Kowitt, Sarah D; Ayala, Guadalupe X; Cherrington, Andrea L; Horton, Lucy A; Safford, Monika M; Soto, Sandra; Tang, Tricia S; Fisher, Edwin B

2017-12-01

Little research has examined the characteristics of peer support. Pertinent to such examination may be characteristics such as the distinction between nondirective support (accepting recipients' feelings and cooperative with their plans) and directive (prescribing "correct" choices and feelings). In a peer support program for individuals with diabetes, this study examined (a) whether the distinction between nondirective and directive support was reflected in participants' ratings of support provided by peer supporters and (b) how nondirective and directive support were related to depressive symptoms, diabetes distress, and Hemoglobin A1c (HbA1c). Three hundred fourteen participants with type 2 diabetes provided data on depressive symptoms, diabetes distress, and HbA1c before and after a diabetes management intervention delivered by peer supporters. At post-intervention, participants reported how the support provided by peer supporters was nondirective or directive. Confirmatory factor analysis (CFA), correlation analyses, and structural equation modeling examined the relationships among reports of nondirective and directive support, depressive symptoms, diabetes distress, and measured HbA1c. CFA confirmed the factor structure distinguishing between nondirective and directive support in participants' reports of support delivered by peer supporters. Controlling for demographic factors, baseline clinical values, and site, structural equation models indicated that at post-intervention, participants' reports of nondirective support were significantly associated with lower, while reports of directive support were significantly associated with greater depressive symptoms, altogether (with control variables) accounting for 51% of the variance in depressive symptoms. Peer supporters' nondirective support was associated with lower, but directive support was associated with greater depressive symptoms.

Empirical study of the degrees to which social support, social status and gender affect the academic achievement

Directory of Open Access Journals (Sweden)

Volkov A.A.

2015-03-01

Full Text Available The article reviews the studies of foreign authors concerning the impact of various factors on academic achievement. The factors under the study are: sociometric status, social support on the side of significant others, gender, support on the side of the family and the peer group.

A DESCRIPTIVE SURVEY ON SMARTPHONES FEATURES FOR SUPPORTING THE ACADEMIC ACTIVITIES AT UNIVERSITAS PENDIDIKAN GANESHA

Directory of Open Access Journals (Sweden)

Nyoman Putri Rustrini

2016-09-01

Full Text Available The objectives of the study are to analyse the use of smartphones for lecturers and students in Universitas Pendidikan Ganesha which are measured based on the supporting factors of the smartphoness application and to analyse its features in academic activities. The data were collected by using questionnaires and analyzed by using a descriptive analysis method. This study showed that the level of smartphones use to support academic activities is categorized as very high with the motivation factor of 90. 51%. There are 3 groups of features that dominate the use of smartphones namely calculation, storage and documentation. The calculation feature was represented by calculator with the percentage of 99%. The storage feature was represented by contact, gallery, and dropbox with the precentages of 99%, 97%, and 71% respectively. The documentation feature was represented by camera, video and recorder with the percentages of 97%, 81%, and 51% respectively.

Academic Achievement and Perceived Peer Support among Turkish Students: Gender and Preschool Education Impact

Science.gov (United States)

Bursal, Murat

2017-01-01

This study was conducted to investigate the academic achievement and perceived peer support levels of 4th-8th grade Turkish elementary and middle school students at low socio-economic status. Factorial design analyses were used to test the statistical effects of gender and preschool education variables on the dependent variables. The findings…

Why Do High School Students Lack Motivation in the Classroom? Toward an Understanding of Academic Amotivation and the Role of Social Support

Science.gov (United States)

Legault, Lisa; Green-Demers, Isabelle; Pelletier, Luc

2006-01-01

The present series of studies sought to develop and conceptually validate a taxonomy of reasons that give rise to academic amotivation and to investigate its social antecedents and academic consequences. In Study 1 (N = 351), an exploratory factor analysis offered preliminary support for an academic amotivation taxonomy comprising four dimensions:…

Dual Language Teachers' Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development

Science.gov (United States)

Lucero, Audrey

2015-01-01

This article reports findings from a study that investigated the ways in which first-grade dual language teachers drew on various resources to instructionally support academic language development among Spanish-English emergent bilingual students. Classroom observations, semistructured interviews, and document collection were conducted over a…

Academic Detailing with Provider Audit and Feedback Improve Prescribing Quality for Older Veterans.

Science.gov (United States)

Vandenberg, Ann E; Echt, Katharina V; Kemp, Lawanda; McGwin, Gerald; Perkins, Molly M; Mirk, Anna K

2018-03-01

Suboptimal prescribing persists as a driver of poor quality care of older veterans and is associated with risk of hospitalization and emergency department visits. We adapted a successful medication management model, Integrated Management and Polypharmacy Review of Vulnerable Elders (IMPROVE), from an urban geriatric specialty clinic to rural community-based clinics that deliver primary care. The goals were to promote prescribing quality and safety for older adults, including reduced prescribing of potentially inappropriate medications (PIMs). We augmented the original model, which involved a pharmacist-led, one-on-one medication review with high-risk older veterans, to provide rural primary care providers (PCPs) and pharmacists with educational outreach through academic detailing and tools to support safe geriatric prescribing practices, as well as individual audit and feedback on prescribing practice and confidential peer benchmarking. Twenty PCPs and 4 pharmacists at 4 rural Georgia community-based outpatient clinics participated. More than 7,000 older veterans were seen in more than 20,000 PCP encounters during the 14-month intervention period. Implementation of the IMPROVE intervention reduced PIM prescribing incidence from 9.6 new medications per 100 encounters during baseline to 8.7 after the intervention (P = .009). IMPROVE reduced PIM prevalence (proportion of encounters involving veterans who were taking at least 1 PIM) from 22.6% to 16.7% (P < .001). These approaches were effective in reducing PIMs prescribed to older veterans in a rural setting and constitute a feasible model for disseminating geriatric best practices to the primary care setting. © 2018, Copyright the Authors Journal compilation © 2018, The American Geriatrics Society.

Autonomy support environment and autonomous motivation on nursing student academic performance: An exploratory analysis.

Science.gov (United States)

Bronson, Sevilla

2016-09-01

In the U.S., enrollment and graduation rates of baccalaureate nursing programs are slowly increasing. Rigorous program requirements can be overwhelming for students who may have difficulty adjusting to curriculum demands. Faculty who help students to adjust may also build a supportive learning environment that promotes autonomous motivation, improves engagement, and strengthens academic performance. Students may also experience well-being and autonomy when they feel supported and when their needs are met. The aim of this study was to investigate nursing students' autonomy support environments and autonomous motivation (measured as spirituality), and the influence on engagement and academic performance. A cross-sectional correlational design using a convenience sample of 150 nursing students in the last year of a baccalaureate nursing program was used. Participants were recruited from four universities in Florida and data collection occurred over three months. All participants were enrolled in the last year of their baccalaureate nursing program with an average Grade Point Average (GPA) of 3.36. The learning climate alone was moderately supportive of student motivation (M=70.60, SD=18.99). No significant relationship between the autonomy support environment and autonomous motivation (r=.034, p=.676) was found. Correlations and regression analysis of autonomous motivation and work engagement were significant (F (2, 147)=28.28, p=.000). Comparison of participant groups from each university independently revealed supportive learning environments. Strategies to promote autonomy must be developed and implemented as a means of ensuring a favorable learning environment. Future research may include the investigation of spirituality and autonomous motivation as two separate variables. Copyright © 2016 Elsevier Ltd. All rights reserved.

Relationships between Academic Stress, Social Support, Optimism-Pessimism and Self-Esteem in College Students

Science.gov (United States)

Fernández-González, L.; González-Hernández, A.; Trianes-Torres, M. V.

2015-01-01

Introduction: This research aims to analyse how optimism, self-esteem and social support help to predict academic stress. Method: The sample consisted of 123 students aged 20 to 31 years old, from the 3rd Year in the Psychology Degree. Students completed the Rosenberg Self-esteem Scale, the Life Orientation Optimism Questionnaire (LOT-R), the…

Role of Academic Self-efficacy and Social Support on Nursing Students' Test Anxiety.

Science.gov (United States)

Warshawski, Sigalit; Bar-Lev, Oshra; Barnoy, Sivia

2018-05-25

Associations between test anxiety, academic self-efficacy (ASE), and social support through social media have not been fully explored. The purposes were to explore associations between test anxiety, ASE, and social support from social media and to examine differences in test anxiety by students' year of studies and cultural background. This study used a cross-sectional, descriptive design. The sample comprised first- and fourth-year nursing students (n = 240) attending a baccalaureate nursing program in Israel. Higher ASE and support through social media were related to lower test anxiety. Fourth-year students and Jewish students had higher ASE than first-year and Arab students, who received more support on social media than Jewish students. Developing learning strategies designed to increase students' ASE and reduce test anxiety is warranted. Social media as an educational tool can be adopted for this purpose.

Greek Academic Librarians' Perceptions of the Impact of Google on Their Role as Information Providers

Science.gov (United States)

Garoufallou, Emmanouel; Balatsoukas, Panos; Siatri, Rania; Zafeiriou, Georgia; Asderi, S.; Ekizoglou; P.

2008-01-01

The increased popularity of Google search engine in the daily routine in one's workplace and in the academic information seeking process is undeniable. "Googling" challenges the traditional skills of librarians as information providers and the role of library and information service provision in the digital era. This paper reports on the…

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

Science.gov (United States)

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.

An Evaluation of Training for Lay Providers in the Use of Motivational Interviewing to Promote Academic Achievement among Urban Youth

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Simon, Patricia; Ward, Nadia L.

2014-01-01

This study examined training outcomes for lay service providers who participated in a motivational interviewing (MI) training program designed to help increase intrinsic motivation and academic achievement among urban, low-income minority youth. Seventeen lay academic advisors received 16 hours of workshop training in MI. Additionally, two 2-hour…

Healthy Eating and Academic Achievement

Centers for Disease Control (CDC) Podcasts

This podcast highlights the evidence that supports the link between healthy eating and improved academic achievement. It also identifies a few actions to support a healthy school nutrition environment to improve academic achievement.

Invisible Support: Effects on the Provider's Positive and Negative Affect.

Science.gov (United States)

König, Claudia; Stadler, Gertraud; Knoll, Nina; Ochsner, Sibylle; Hornung, Rainer; Scholz, Urte

2016-07-01

Social support that goes unnoticed by receivers (i.e. invisible support) seems to be most beneficial for the receivers' well-being. The providers' well-being, however, has been neglected so far. This study examines how invisible support is related to the providers' well-being and whether this association is dependent on the providers' relationship satisfaction. Overall, 97 non-smoking partners of smokers who were about to quit smoking were examined. Invisible support was assessed dyadically: partners' reports on smoking-specific provided social support together with smokers' reports on received support were assessed at baseline. Partners' relationship satisfaction was also assessed at baseline. Partners' positive and negative affect were measured at baseline and six-week follow-up. No main effects of invisible instrumental or emotional support occurred. However, partners' relationship satisfaction moderated the association between invisible instrumental support and change in partners' negative and positive affect: For partners with lower relationship satisfaction more invisible instrumental support was related to increased negative affect and decreased positive affect, whereas for partners with higher relationship satisfaction the inverse effects occurred. The study's results emphasise that invisible instrumental support might have emotional costs for the providers. Relationship satisfaction seems to serve as a protective factor. © 2016 The International Association of Applied Psychology.

The Role of Generational Status, Self-Esteem, Academic Self-Efficacy, and Perceived Social Support in College Students' Psychological Well-Being

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Wang, Chia-Chih D. C.; Castaneda-Sound, Carrie

2008-01-01

This study examined the influences of generational status, self-esteem, academic self-efficacy, and perceived social support on 367 undergraduate college students' well-being. Findings showed that 1st-generation students reported significantly more somatic symptoms and lower levels of academic self-efficacy than did non-1st-generation students. In…

Physical Activity and Academic Achievement

Centers for Disease Control (CDC) Podcasts

This podcast highlights the evidence that supports the link between physical activity and improved academic achievement. It also identifies a few actions to support a comprehensive school physical activity program to improve academic achievement.

WEB-BASED ADAPTIVE TESTING SYSTEM (WATS FOR CLASSIFYING STUDENTS ACADEMIC ABILITY

Directory of Open Access Journals (Sweden)

Jaemu LEE,

2012-08-01

Full Text Available Computer Adaptive Testing (CAT has been highlighted as a promising assessment method to fulfill two testing purposes: estimating student academic ability and classifying student academic level. In this paper, we introduced the Web-based Adaptive Testing System (WATS developed to support a cost effective assessment for classifying students’ ability into different academic levels. Instead of using a traditional paper and pencil test, the WATS is expected to serve as an alternate method to promptly diagnosis and identify underachieving students through Web-based testing. The WATS can also help provide students with appropriate learning contents and necessary academic support in time. In this paper, theoretical background and structure of WATS, item construction process based upon item response theory, and user interfaces of WATS were discussed.

Beyond parenting practices: extended kinship support and the academic adjustment of African-American and European-American teens.

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Pallock, Linda L; Lamborn, Susie D

2006-10-01

This study examined adolescents' perceptions of parenting practices and extended kinship support in relation to academic adjustment for 104 African American and 60 European American 9th and 10th graders (14 and 15 year olds). For African-American teens, parental acceptance was associated with school values, teacher bonding, and work orientation. Higher levels of behavioral control and lower levels of psychological control were associated with a stronger work orientation. After accounting for the demographic variables and the three parenting practices, higher levels of extended kinship support related to stronger school values, higher teacher bonding, and a stronger work orientation. For European-American teens, parental acceptance related to academic adjustment, including stronger school values, higher teacher bonding, and a stronger work orientation. European-American adolescents with stronger extended kinship networks reported higher teacher bonding and a stronger work orientation. Results indicate the importance of extended kinship support for both African-American and European-American adolescents.

Tiered Models of Integrated Academic and Behavioral Support: Effect of Implementation Level on Academic Outcomes

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Noltemeyer, Amity; Sansosti, Frank J.

2012-01-01

This exploratory study examined (a) Integrated Systems Model (ISM) implementation levels, and (b) the effect of implementation of the academic and behavioral components of ISM on student academic outcomes. Participants included 2,660 students attending six suburban elementary schools. Hierarchical linear regression was conducted using a control…

Academic Support Program in the Faculty of Agricultural and Forestry Engineering of the University of Cordoba (Spain)

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Castro, Sergio; Navarro, Rafael M.; Camacho, Emilio; Gallardo, Rosa; García-Ferrer, Alfonso; Pérez-Marín, M. Dolores; Peña, Adolfo; Taguas, Encarnación V.

2014-05-01

The incorporation of new students to undergraduate degrees is performed in different stages through a long, sequential enrollment process. The student integration to the new context of higher education including group work and new teaching methodologies lead to notable adaptation difficulties to this new educational environment. In fact, the highest rate of student failure in the Bachelor degree usually happens during the first courses. The Unit of Quality Evaluation/Monitoring of School of Agricultural and Forest Engineering (ETSIAM) has detected that these failure rates at first and second degree course may be reduced through the involvement of students in a support learning process, by increasing their skills and motivation as well as the contact with the University environment in the context of their future professional horizon. In order to establish a program of this type, it has been launched an Academic Support Program (ASP) at the ETSIAM. This program aims to achieve and reinforce the basic academic and personal skills/competences require by the Bologna's process (BC) and specific competences of the engineers on the area of Agriculture and Forestry in the European context. The ASP includes diferent bloks of seminars, lectures, collaborative work and discussion groups among students, professionals, professors and researchers and it has been designed based on these competences and tranversal contents in both degrees. These activities are planned in a common time for both degrees, out of teaching classes. In addition, a virtual space in Moodle has been created for discussion forums and preparation activities. Additional information about schedules, speakers and companies, presentations and other material are also provided. In the preliminary implementation of the ASP, we will present the results corresponding to the first year of this academic support program. We have conducted a survey among the students in order to have a first feedback about the impact of

Rapid Deterioration of Basic Life Support Skills in Dentists With Basic Life Support Healthcare Provider.

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Nogami, Kentaro; Taniguchi, Shogo; Ichiyama, Tomoko

2016-01-01

The aim of this study was to investigate the correlation between basic life support skills in dentists who had completed the American Heart Association's Basic Life Support (BLS) Healthcare Provider qualification and time since course completion. Thirty-six dentists who had completed the 2005 BLS Healthcare Provider course participated in the study. We asked participants to perform 2 cycles of cardiopulmonary resuscitation on a mannequin and evaluated basic life support skills. Dentists who had previously completed the BLS Healthcare Provider course displayed both prolonged reaction times, and the quality of their basic life support skills deteriorated rapidly. There were no correlations between basic life support skills and time since course completion. Our results suggest that basic life support skills deteriorate rapidly for dentists who have completed the BLS Healthcare Provider. Newer guidelines stressing chest compressions over ventilation may help improve performance over time, allowing better cardiopulmonary resuscitation in dental office emergencies. Moreover, it may be effective to provide a more specialized version of the life support course to train the dentists, stressing issues that may be more likely to occur in the dental office.

Identifying Opportunities in Citizen Science for Academic Libraries

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Cohen, Cynthia M.; Cheney, Liz; Duong, Khue; Lea, Ben; Unno, Zoe Pettway

2015-01-01

Citizen science projects continue to grow in popularity, providing opportunities for nonexpert volunteers to contribute to and become personally invested in rigorous scientific research. Academic libraries, aiming to promote and provide tools and resources to master scientific and information literacy, can support these efforts. While few examples…

Academic Supports, Cognitive Disability and Mathematics Acheivement for Visually Imparied Youth: A Multilevel Modeling Approach

Science.gov (United States)

Giesen, J. Martin; Cavenaugh, Brenda S.; McDonnall, Michele Capella

2012-01-01

Elementary and middle school students who are blind or visually impaired (VI) lag up to three years behind non-disabled peers in mathematics achievement. We investigated the impact of academic supports in the school on mathematics achievement, controlling grade, gender, cognitive disability, and family SES. Data were from SEELS (Special Education…

Academic interventions for academic procrastination: A review of the literature.

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Zacks, Shlomo; Hen, Meirav

2018-01-01

Procrastination is a widespread phenomenon in academic settings. It has been studied from many different theoretical angles, and a variety of causes and consequences have been suggested. Recent studies support the notion that academic procrastination can be seen from a situational perspective and as a failure in learning self-regulation. It suggests that interventions should address situational as well as deficits in self-regulation to help students overcome their procrastinating tendencies. The present review examined the recent literature on causes and consequences of academic procrastination and the limited number of studies of academic interventions for academic procrastination. Findings of this review strengthen the need to further study the topic of academic interventions for academic procrastination and to develop effective interventions. At the end of this review, several suggestions for the development of academic interventions are outlined.

Academic Literacies: Providing a Space for the Socio-Political Dynamics of EAP

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Turner, Joan

2012-01-01

This article highlights the potential of academic literacies as a theoretical framework for EAP, encompassing not only work on texts, but the wider, socio-political, geopolitical, and institutional contexts and practices in and with which EAP operates. An academic literacies approach foregrounds social practices, and one particular practice, that…

How Do Supports from Parents, Teachers, and Peers Influence Academic Achievement of Twice-Exceptional Students

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Wang, Clare Wen; Neihart, Maureen

2015-01-01

This study investigated how perceived external factors such as supports from parents and teachers, and influences from peers contributed to the academic successes and failures of Singaporean twice-exceptional (2e) students. A total of six 2e participants from one secondary school in Singapore voluntarily participated in the study. This study used…

Developing resilience: Stories from novice nurse academics.

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McDermid, Fiona; Peters, Kath; Daly, John; Jackson, Debra

2016-03-01

It is acknowledged that novice nurse academics face many challenges on commencement of their new role. Most are recruited from the clinical arena, with little understanding of the academic triumvirate of teaching, research and service. They struggle with role expectation and experience feelings of isolation and anxiety. The aim of this paper is to report on an exploration of 14 new nurse academics from two major nursing education institutions as they utilised and developed resilience building strategies. The paper is drawn from a qualitative study that sought to see the world through the eyes of the participants through storytelling. Data was collected using semi-structured, conversational style interviews. Interviews were audio recorded and revealed themes that captured resilience strategies. These themes were: Developing supportive collegial relationships; Embracing positivity; and Reflection and transformative growth. The first theme, developing supportive relationships, provides insight into the mentoring process and the relationships developed with peers and colleagues. The second theme, embracing positivity, describes the factors that assisted them to face the adversity and challenges in the new role. The final theme, reflection and transformative growth, demonstrated participants' reflecting on difficult situations and demonstrating the ability to learn from the experiences and move forward. The strategies utilised by the participants in this study were key factors in the development of resilience which assisted in the transition from clinical nurse to academic. These strategies were often tacit and it is imperative that in a time of acute nurse academic shortages where retention is paramount, that employing organisations support employees and contribute to resilience development. Education on resilience building strategies is fundamental for all new academics and is essential in the transition from clinical nurse to academic. Crown Copyright © 2016

Academic health centers and society: an ethical reflection.

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Pellegrino, E D

1999-08-01

Academic health centers--which combine university, medical school, and hospital--exist to satisfy universal human needs and thus are by definition instruments of social purpose. Their core mission is threefold: to provide medical knowledge that can help relieve and prevent illness and suffering, to supply practitioners able to apply that knowledge wisely, and to serve as sites where optimal use of medical knowledge can be demonstrated and investigated. Maintaining a balance between core mission and responsiveness to social trends is a delicate exercise. Overly close accommodation to such trends can endanger the core mission, as has occurred in the United States with regard to managed care. Society and academic health centers have mutual obligations. Obligations of society include giving academic health centers financial and other support and allowing them sufficient freedom to pursue their mission; obligations of academic medical centers include accepting greater scrutiny by society and providing social criticism on matters relating to health. A task for the future is to discern how academic health centers can be responsive to social needs without being totally subservient to societal desires.

Providing Electronic Writing Resources for Academic Purposes: Issues of Control and Flexibility.

Science.gov (United States)

Bruce, Nigel

2001-01-01

Reviews "Academic Writing: An Interactive Language Based CD-ROM for Teaching Academic Writing Skills to University Students." Suggests language teachers in the tertiary sector are required to accommodate the specific disciplinary needs of their students, and that it is rare for most commercial textbooks to find their way into an English for…

Academic dishonesty in nursing schools: an empirical investigation.

Science.gov (United States)

McCabe, Donald L

2009-11-01

Academic dishonesty, whether in the form of plagiarism or cheating on tests, has received renewed attention in the past few decades as pervasive use of the Internet and a presumed deterioration of ethics in the current generation of students has led some, perhaps many, to conclude that academic dishonesty is reaching epidemic proportions. What is lacking in many cases, including in the nursing profession, is empirical support of these trends. This article attempts to provide some of that empirical data and supports the conclusion that cheating is a significant issue in all disciplines today, including nursing. Some preliminary policy implications are also considered. Copyright 2009, SLACK Incorporated.

Negating Stereotype Threat: Autonomy Support and Academic Identification Boost Performance of African American College Students

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Nadler, Dustin R.; Komarraju, Meera

2016-01-01

Using a 2 × 2 factorial design, we examined the effects of stereotype threat and autonomy support on the test performance of 190 African American college students. Participants completed a set of 7 easy and 7 difficult problems from Raven's Progressive Matrices and a survey including measures of Academic Self-Concept, Learning Climate, and…

Opening the Black Box: Conceptualizing Community Engagement From 109 Community-Academic Partnership Programs.

Science.gov (United States)

Ahmed, Syed M; Maurana, Cheryl; Nelson, David; Meister, Tim; Young, Sharon Neu; Lucey, Paula

2016-01-01

This research effort includes a large scale study of 109 community-academic partnership projects funded by the Healthier Wisconsin Partnership Program (HWPP), a component of the Advancing a Healthier Wisconsin endowment at the Medical College of Wisconsin (MCW) in Milwaukee, Wisconsin. The study provides an analysis unlike other studies, which have been smaller, and/or more narrowly focused in the type of community-academic partnership projects analyzed. To extract themes and insights for the benefit of future community-academic partnerships and the field of community-engaged research (CEnR). Content analysis of the final reports submitted by 109 community-academic partnership projects awards within the time frame of March 2005 to August 2011. Thirteen themes emerged from the report analysis: community involvement, health accomplishments, capacity building, sustainability, collaboration, communication, best practices, administration, relationship building, clarity, adjustment of plan, strategic planning, and time. Data supported previous studies in the importance of some themes, and provided insights regarding how these themes are impactful. The case analysis revealed new insights into the characteristics of these themes, which the authors then grouped into three categories: foundational attributes of successful community-academic partnership, potential challenges of community-academic partnerships, and outcomes of community-academic partnerships. The insights gained from these reports further supports previous research extolling the benefits of community-academic partnerships and provides valuable direction for future partners, funders and evaluators in how to deal with challenges and what they can anticipate and plan for in developing and managing community-academic partnership projects.

Designing a Website to Support Students' Academic Writing Process

Science.gov (United States)

Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen

2016-01-01

Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…

Frank and Fearless: Supporting Academic Career Progression for Women in an Australian Program

OpenAIRE

Polly Parker; Belinda Hewitt; Jennifer Witheriff; Amy Cooper

2018-01-01

The underrepresentation of women in senior positions continues to be a major challenge in higher education and most other industries. In Australia, the career trajectory for academic women stalls at a lower level than that of their male counterparts. Concern about this situation in one Australian university led to the design and delivery of a career progression program to support women’s advancement from senior lecturer to associate professor. This study details the main features of the progr...

Assessment of Public Schools' Out-of-School Time Academic Support Programs with Participant-Oriented Evaluation

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Berk, Saban

2018-01-01

Using the participants-oriented approach, this study evaluated public schools' out-of-school time academic support programs, corresponding to the corrective/enrichment stage of Bloom's Mastery Learning Model and offered outside formal education's weekday hours and on weekends. Study participants included 50 principals, 110 teachers, 170 students…

Perceived Academic Control: Mediating the Effects of Optimism and Social Support on College Students' Psychological Health

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Ruthig, Joelle C.; Haynes, Tara L.; Stupnisky, Robert H.; Perry, Raymond P.

2009-01-01

The first year of college presents numerous challenges experienced as overwhelming by some freshmen who may become overly stressed and depressed. This longitudinal study examined perceived academic control (PAC) as a mediator of optimism and social support's buffering effects on freshman students' psychological health. Multiple regressions…

The Role of Mentoring Program in Enhancing Mentees’ Academic Performance

Directory of Open Access Journals (Sweden)

Azman Ismail

2014-02-01

Full Text Available According to institutions of higher learning literature, mentoring program has two important features: communication and support. The ability of mentors to appropriately implement comfortable communication and provide adequate support may ehance positive mentee outcomes, especially academic performance. Although the nature of this relationship is crucial, little is known about the role of mentoring program as an important predictor of mentees’ academic performance in the higher education mentoring research literature. Therefore, this study was conducted to measure the relationship between mentoring program and mentees’ academic performance using self-administered questionnaires gathered from undergraduate students in Malaysian institutions of higher learning in Sarawak. The results of SmartPLS path model showed two important outcomes: firstly, communication positively and significantly correlated with academic performance. Secondly, support positively and significantly correlated with academic performance. The result demonstrates that mentoring program does act as an important predictor of mentees’ academic performance in the organizational sample. Thus, discussion, implications and conclusion are elaborated.

Pupils' gender and age as factors of differences in teacher's liking, perceived teacher's support and academic achievement

Directory of Open Access Journals (Sweden)

Katja Košir

2011-12-01

Full Text Available The main aim of the present research was to examine how teachers report their liking of girls and boys in different periods of schooling and how students perceive the potential differences in their teachers' preferences. Also, the differences between girls and boys in the relationship between teacher's liking and perceived teacher's support on one side and students' academic achievement on the other side were examined. 1155 students (fifth and eighth grade of elementary school and second grade of secondary school and 50 teachers – their classteachers – participated in the study. The results show that teachers prefer girls to boys in all periods of schooling. This trend is especially evident in eight-graders. Compared to boys, girls have better academic achievement. However, there are no significant differences in the perceived teacher's support between girls and boys.

Academic Program Administration via Semantic Web – A Case Study

OpenAIRE

Qurban A Memon; Shakeel A. Khoja

2009-01-01

Generally, administrative systems in an academic environment are disjoint and support independent queries. The objective in this work is to semantically connect these independent systems to provide support to queries run on the integrated platform. The proposed framework, by enriching educational material in the legacy systems, provides a value-added semantics layer where activities such as annotation, query and reasoning can be carried out to support management requirements. We discuss the d...

Poster presentation - a visual medium for academic and scientific meetings.

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Rowe, Nicholas; Ilic, Dragan

2011-09-01

Academic poster presentations are used as a medium of knowledge transfer by a wide range of health professional groups. Posters also provide a means of publication for academic and professional contributors. Posters are designed to give a visual representation of an issue that firstly attracts attention, and then conveys an intended message. Whilst the poster medium has become adopted into the publication orthodoxy of the scientific and academic communities, there are acknowledged limitations regarding the depth of knowledge transfer, issues of compilation and production, and the related viewer conception. If treated as a standalone medium, the limitations of a two-dimensional, page limited format may not provide the ideal opportunity to deliver the depth of information required within the academic context. Despite these limitations however, the continued use of posters is justified when supported by author presentation or multi-media resources. This paper aims to provide an overview of the current concept and practicality of academic poster publications. It also outlines by example, some of the wider principles of poster compilation and presentation, for use by those who may utilise the medium at academic and scientific meetings. Copyright © 2011 Elsevier Ltd. All rights reserved.

Fostering Academic Self-Concept: Advisor Support and Sense of Belonging among International and Domestic Graduate Students

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Curtin, Nicola; Stewart, Abigail J.; Ostrove, Joan M.

2013-01-01

International doctoral students in the United States face challenges of acculturation in academia yet complete graduate school at higher rates and more quickly than their domestic counterparts. This study examined advisor support, sense of belonging, and academic self-concept among international and domestic doctoral students at a research…

Academic goals in surgery.

Science.gov (United States)

Bleier, Joshua I S; Kann, Brian

2013-12-01

The development of an academic surgical career can be an overwhelming prospect, and one that is not intuitive. Establishing a structured plan and support structure is critical to success. Starting a successful academic surgical career begins with defining one's academic goals within several broad categories: personal goals, academic goals, research goals, educational goals, and financial goals. Learning the art of self-promotion is the means by which many of these goals are achieved. It is important to realize that achieving these goals requires a delicate personal balance between work and home life, and the key ways in which to achieve success require establishment of well thought-out goals, a reliable support structure, realistic and clear expectations, and frequent re-evaluation.

Whole-School Positive Behaviour Support: Effects on Student Discipline Problems and Academic Performance

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Luiselli, James K.; Putnam, Robert F.; Handler, Marcie W.; Feinberg, Adam B.

2005-01-01

Many students attending public schools exhibit discipline problems such as disruptive classroom behaviour, vandalism, bullying, and violence. Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment. In this article, we describe the effects of whole-school positive behaviour…

Psychometric Features of a Scale for Characterizing Motivation for Academic Reading

Directory of Open Access Journals (Sweden)

Carla Muñoz Valenzuela

2012-11-01

Full Text Available The competencies associated with academic reading, especially the motivational aspects, are essential to undergraduate students’ academic success. Motivation is an emerging issue that has given rise to many studies, yet motivation for academic reading remains a subject rarely addressed or studied. To effectively support the learning process, a diagnostic that is capable of providing precise, valid and reliable information on the motivational aspects of reading in an academic context is necessary. This article presents the results of the process of construction and validation of the Motivation Scale for Academic Reading (EMLA-acronym in Spanish, which was based on the Expectancy & Value model of Jacqueline Eccles and Allan Wigfield (2002, hereinafter EyV. This instrument provides clues for motivational intervention to incentivize reading in an academic context. Likewise, we also report on the structure of the instrument, its theoretical foundations, its factor structure and reliability—psychometric characteristics that make EMLA a solid, valid and reliable instrument.

The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077

Science.gov (United States)

Black, Alison Rebeck; Somers, Marie-Andree; Doolittle, Fred; Unterman, Rebecca; Grossman, Jean Baldwin

2009-01-01

The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and…

77 FR 13566 - DoDEA Grants to Military Connected Local Educational Agencies for Academic and Support Programs...

Science.gov (United States)

2012-03-07

... should strengthen teacher content knowledge and skills through sustained professional development and, in.... Program areas are any K-12 academic content support (English, Math, Science, Social Studies, ESL, or... student achievement needs and/or lack of educational opportunities at target schools. Cite multiple...

Academic Motivations and Academic Self-Efficacy of Nursing Students

OpenAIRE

Gamze Sarikoc

2017-01-01

Aim: Academic motivation and academic self-efficacy play important roles in the learning process. They increase academic achievement and the attainment of educational goals, thus providing opportunities in the training of qualified nurses. This study was conducted to determine nursing students%u2019 academic motivation and academic self-efficacy levels. Material and Method: This is a descriptive study. A total of 346 students who are attending a nursing school as either a first, second, third...

Whistleblowing in academic medicine.

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Rhodes, R; Strain, J J

2004-02-01

Although medical centres have established boards, special committees, and offices for the review and redress of breaches in ethical behaviour, these mechanisms repeatedly prove themselves ineffective in addressing research misconduct within the institutions of academic medicine. As the authors see it, institutional design: (1) systematically ignores serious ethical problems, (2) makes whistleblowers into institutional enemies and punishes them, and (3) thereby fails to provide an ethical environment. The authors present and discuss cases of academic medicine failing to address unethical behaviour in academic science and, thereby, illustrate the scope and seriousness of the problem. The Olivieri/Apotex affair is just another instance of academic medicine's dereliction in a case of scientific fraud and misconduct. Instead of vigorously supporting their faculty member in her efforts to honestly communicate her findings and to protect patients from the risks associated with the use of the study drug, the University of Toronto collaborated with the Apotex company's "stalling tactics," closed down Dr Olivieri's laboratory, harassed her, and ultimately dismissed her. The authors argue that the incentives for addressing problematic behaviour have to be revised in order to effect a change in the current pattern of response that occurs in academic medicine. An externally imposed realignment of incentives could convert the perception of the whistleblower, from their present caste as the enemy within, into a new position, as valued friend of the institution. The authors explain how such a correction could encourage appropriate reactions to scientific misconduct from academic medicine.

Self-Perceived End-of-Life Care Competencies of Health-Care Providers at a Large Academic Medical Center.

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Montagnini, Marcos; Smith, Heather M; Price, Deborah M; Ghosh, Bidisha; Strodtman, Linda

2018-01-01

In the United States, most deaths occur in hospitals, with approximately 25% of hospitalized patients having palliative care needs. Therefore, the provision of good end-of-life (EOL) care to these patients is a priority. However, research assessing staff preparedness for the provision of EOL care to hospitalized patients is lacking. To assess health-care professionals' self-perceived competencies regarding the provision of EOL care in hospitalized patients. Descriptive study of self-perceived EOL care competencies among health-care professionals. The study instrument (End-of-Life Questionnaire) contains 28 questions assessing knowledge, attitudes, and behaviors related to the provision of EOL care. Health-care professionals (nursing, medicine, social work, psychology, physical, occupational and respiratory therapist, and spiritual care) at a large academic medical center participated in the study. Means were calculated for each item, and comparisons of mean scores were conducted via t tests. Analysis of variance was used to identify differences among groups. A total of 1197 questionnaires was completed. The greatest self-perceived competency was in providing emotional support for patients/families, and the least self-perceived competency was in providing continuity of care. When compared to nurses, physicians had higher scores on EOL care attitudes, behaviors, and communication. Physicians and nurses had higher scores on most subscales than other health-care providers. Differences in self-perceived EOL care competencies were identified among disciplines, particularly between physicians and nurses. The results provide evidence for assessing health-care providers to identify their specific training needs before implementing educational programs on EOL care.

Parent and Teacher Autonomy-Support in Russian and U.S. Adolescents: Common Effects on Well-Being and Academic Motivation.

Science.gov (United States)

Chirkov, Valery I.; Ryan, Richard M.

2001-01-01

Examined whether autonomy-support would have a positive effect on self-motivation and well-being. U.S. and Russian high school students completed measures of perceived parental and teacher autonomy-support, academic motivation, and well-being. Russian students perceived parents and teachers as more controlling than did U.S. students. In both…

Building a sustainable Academic Health Department: the South Carolina model.

Science.gov (United States)

Smith, Lillian Upton; Waddell, Lisa; Kyle, Joseph; Hand, Gregory A

2014-01-01

Given the limited resources available to public health, it is critical that university programs complement the development needs of agencies. Unfortunately, academic and practice public health entities have long been challenged in building sustainable collaborations that support practice-based research, teaching, and service. The academic health department concept offers a promising solution. In South Carolina, the partners started their academic health department program with a small grant that expanded into a dynamic infrastructure that supports innovative professional exchange and development programs. This article provides a background and describes the key elements of the South Carolina model: joint leadership, a multicomponent memorandum of agreement, and a shared professional development mission. The combination of these elements allows the partners to leverage resources and deftly respond to challenges and opportunities, ultimately fostering the sustainability of the collaboration.

High academic achievement in psychotic students.

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Defries, Z; Grothe, L

1978-02-01

The authors studied 21 schizophrenic and borderline college students who achieved B+ or higher grade averages and underwent psychotherapy while in college. High academic achievement was found to provide relief from feelings of worthlessness and ineffectuality resulting from poor relationships with parents, siblings, and peers. Psychotherapy and the permissive yet supportive college atmosphere reinforced the students' self-esteem.

Integrative Perspectives of Academic Motivation

Science.gov (United States)

Chittum, Jessica Rebecca

My overall objective in this dissertation was to develop more integrative perspectives of several aspects of academic motivation. Rarely have researchers and theorists examined a more comprehensive model of academic motivation that pools multiple constructs that interact in a complex and dynamic fashion (Kaplan, Katz, & Flum, 2012; Turner, Christensen, Kackar-Cam, Trucano, & Fulmer, 2014). The more common trend in motivation research and theory has been to identify and explain only a few motivation constructs and their linear relationships rather than examine complex relationships involving "continuously emerging systems of dynamically interrelated components" (Kaplan et al., 2014, para. 4). In this dissertation, my co-author and I focused on a more integrative perspective of academic motivation by first reviewing varying characterizations of one motivation construct (Manuscript 1) and then empirically testing dynamic interactions among multiple motivation constructs using a person-centered methodological approach (Manuscript 2). Within the first manuscript (Chapter 2), a theoretical review paper, we summarized multiple perspectives of the need for autonomy and similar constructs in academic motivation, primarily autonomy in self-determination theory, autonomy supports, and choice. We provided an integrative review and extrapolated practical teaching implications. We concluded with recommendations for researchers and instructors, including a call for more integrated perspectives of academic motivation and autonomy that focus on complex and dynamic patterns in individuals' motivational beliefs. Within the second manuscript (Chapter 3), we empirically investigated students' motivation in science class as a complex, dynamic, and context-bound phenomenon that incorporates multiple motivation constructs. Following a person-centered approach, we completed cluster analyses of students' perceptions of 5 well-known motivation constructs (autonomy, utility value, expectancy

Social cognitive predictors of first- and non-first-generation college students' academic and life satisfaction.

Science.gov (United States)

Garriott, Patton O; Hudyma, Aaron; Keene, Chesleigh; Santiago, Dana

2015-04-01

The present study tested Lent's (2004) social-cognitive model of normative well-being in a sample (N = 414) of first- and non-first-generation college students. A model depicting relationships between: positive affect, environmental supports, college self-efficacy, college outcome expectations, academic progress, academic satisfaction, and life satisfaction was examined using structural equation modeling. The moderating roles of perceived importance of attending college and intrinsic goal motivation were also explored. Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction. The structural model explained 44% of the variance in academic progress, 56% of the variance in academic satisfaction, and 28% of the variance in life satisfaction. Mediation analyses indicated several significant indirect effects between variables in the model while moderation analyses revealed a 3-way interaction between academic satisfaction, intrinsic motivation for attending college, and first-generation college student status on life satisfaction. Results are discussed in terms of applying the normative model of well-being to promote first- and non-first-generation college students' academic and life satisfaction. (c) 2015 APA, all rights reserved).

Academic capitalism and academic culture: A case study.

Directory of Open Access Journals (Sweden)

Pilar Mendoza

2008-12-01

Full Text Available 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 department and they consider industrial sponsorship as a highly effective vehicle for enhancing the quality of education of students and pursuing their scientific interests. This study provides valuable insights to federal and institutional policiescreated to foster industry-academia partnerships and commercialization of academic research.

Fostering Topic Knowledge: Essential for Academic Writing

Science.gov (United States)

Proske, Antje; Kapp, Felix

2013-01-01

Several researchers emphasize the role of the writer's topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation…

Academic Leadership Development: A Case Study.

Science.gov (United States)

Berman, Audrey

2015-01-01

A dean at a private school of nursing implemented a leadership development program for early- to mid-career nursing faculty consisting of one 4-hour evening session per academic quarter for 7 quarters. Eight faculty members who had expressed interest in assuming a leadership role or been recommended by their supervisors as having strong leadership potential were invited to join. Program topics included leadership pathways, legal issues, budgeting and governance, diversity, the political arena, human resources, and student issues. Interviews with participants revealed 6 themes: the support a peer cohort provided, a desire for real-life application, a lack of previous exposure to related content or experiences, new perceptions of themselves as academic nurse leaders, the value of the program as preparation for academic nursing leadership roles, and broad program applicability. Copyright © 2015 Elsevier Inc. All rights reserved.

Physical Activity and Academic Achievement

Centers for Disease Control (CDC) Podcasts

2014-12-09

This podcast highlights the evidence that supports the link between physical activity and improved academic achievement. It also identifies a few actions to support a comprehensive school physical activity program to improve academic achievement.  Created: 12/9/2014 by National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 12/9/2014.

Healthy Eating and Academic Achievement

Centers for Disease Control (CDC) Podcasts

2014-12-09

This podcast highlights the evidence that supports the link between healthy eating and improved academic achievement. It also identifies a few actions to support a healthy school nutrition environment to improve academic achievement.  Created: 12/9/2014 by National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP).   Date Released: 12/9/2014.

The Relationships among Taiwanese Adolescents' Perceived Classroom Environment, Academic Coping, and Burnout

Science.gov (United States)

Shih, Shu-Shen

2015-01-01

Although academic pressures are regarded as a primary source of stress among students in Asian countries, there has been paucity of research on the effects of classroom settings providing structure and peer support on Asian adolescents' use of coping strategies and academic burnout. The present study was intended to address this issue. Three…

Positive Academic Emotions Moderate the Relationship between Self-Regulation and Academic Achievement

Science.gov (United States)

Villavicencio, Felicidad T.; Bernardo, Allan B. I.

2013-01-01

Background: Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models,…

The Role of Servant Leadership and Transformational Leadership in Academic Pharmacy

OpenAIRE

Allen, George P.; Moore, W. Mark; Moser, Lynette R.; Neill, Kathryn K.; Sambamoorthi, Usha; Bell, Hershey S.

2016-01-01

A variety of changes are facing leaders in academic pharmacy. Servant and transformational leadership have attributes that provide guidance and inspiration through these changes. Servant leadership focuses on supporting and developing the individuals within an institution, while transformational leadership focuses on inspiring followers to work towards a common goal. This article discusses these leadership styles and how they may both be ideal for leaders in academic pharmacy.

The Role of Servant Leadership and Transformational Leadership in Academic Pharmacy.

Science.gov (United States)

Allen, George P; Moore, W Mark; Moser, Lynette R; Neill, Kathryn K; Sambamoorthi, Usha; Bell, Hershey S

2016-09-25

A variety of changes are facing leaders in academic pharmacy. Servant and transformational leadership have attributes that provide guidance and inspiration through these changes. Servant leadership focuses on supporting and developing the individuals within an institution, while transformational leadership focuses on inspiring followers to work towards a common goal. This article discusses these leadership styles and how they may both be ideal for leaders in academic pharmacy.

Outsourcing customer support : The role of provider customer focus

NARCIS (Netherlands)

Wuyts, S.H.K.; Rindfleisch, A.; Citrin, A.

An increasing number of firms are outsourcing customer support to external service providers. This creates a triadic setting in which an outsourcing provider serves end customers on behalf of its clients. While outsourcing presents an opportunity to serve customers, service providers differ in their

Sustaining the Higher Education Hub Model: The Challenge of Adequate Academic and Social Support Structures for International Students

Directory of Open Access Journals (Sweden)

Cameron Richards

2011-11-01

Full Text Available In recent years, the Education Hub (EH concept has perhaps become the single most important focus of higher education policy in most Asian countries. A particular Asian Education Hub model (e.g. Cheng, 2010 is now globally influential with its emphasis on how governments can harness direct as well as indirect economic benefits of a higher education system. Such a model aims to prepare students for employment in an emerging global economy and also to attract fee-paying international students in terms of education as not just a public good but a key and increasingly important area of national investment and economic development. In a related paper which focused on a comparison between distinct Malaysian and Singaporean versions of Asian EH l models developed over the last two decades (Richards, 2011c, we investigated the dangers as well as opportunities at stake. In this paper, we investigate the linked idea that sufficient academic and social support structures for supporting international as well as local students provide the crucial key to the factors of sustainability needed to support the various versions of the general strategy of Higher Education internationalisation.

Accessing Fellow Academics as Research Participants: Constraints, Collegiality, and “Academic Citizenship”

Directory of Open Access Journals (Sweden)

Yongyan Li

2015-06-01

Full Text Available In this paper I discuss some constraints and implications in accessing fellow academics as research participants, a topic that has rarely been addressed thus far in the literature. I will point out that a lack of cooperation from fellow academics may defeat our research purposes, and will survey some studies involving U.S., European, and Chinese academics as research participants to illustrate education researchers’ efforts to work with fellow academics against the odds. By referencing my personal experience of engaging with Chinese academics, I will then discuss the role of personal contacts in research and reflect upon various constraints in accessing fellow academics as research participants. I will suggest that, when we do participate in a fellow researcher’s project, the incentive is a desire to support our peers in the spirit of “academic citizenship.”

Assessing the Academic Medical Center as a Supportive Learning Community

Science.gov (United States)

Gannon, Sam C.

2011-01-01

Academic medical centers are well-known for their emphasis on teaching, research and public service; however, like most large, bureaucratic organizations, they oftentimes suffer from an inability to learn as an organization. The role of the research administrator in the academic medical center has grown over time as the profession itself has…

A culture conducive to women's academic success: development of a measure.

Science.gov (United States)

Westring, Alyssa Friede; Speck, Rebecca M; Sammel, Mary Dupuis; Scott, Patricia; Tuton, Lucy Wolf; Grisso, Jeane Ann; Abbuhl, Stephanie

2012-11-01

The work environment culture inhibits women's career success in academic medicine. The lack of clarity and consistency in the definition, measurement, and analysis of culture constrains current research on the topic. The authors addressed this gap by defining the construct of a culture conducive to women's academic success (CCWAS) and creating a measure (i.e., tool) to evaluate it. First, the authors conducted a review of published literature, held focus groups, and consulted with subject matter experts to develop a measure of academic workplace culture for women. Then they developed and pilot-tested the measure with a convenience sample of women assistant professors. After refining the measure, they administered it, along with additional scales for validation, to 133 women assistant professors at the University of Pennsylvania. Finally, they conducted statistical analyses to explore the measure's nature and validity. A CCWAS consists of four distinct, but related, dimensions: equal access, work-life balance, freedom from gender biases, and supportive leadership. The authors found evidence that women within departments/divisions agree on the supportiveness of their units but that substantial differences among units exist. The analyses provided strong evidence for the reliability and validity of their measure. This report contributes to a growing understanding of women's academic medicine careers and provides a measure that researchers can use to assess the supportiveness of the culture for women assistant professors and that leaders can use to evaluate the effectiveness of interventions designed to increase the supportiveness of the environment for women faculty.

Academic Locus of Control, Tendencies Towards Academic Dishonesty and Test Anxiety Levels as the Predictors of Academic Self-Efficacy

Science.gov (United States)

Yesilyurt, Etem

2014-01-01

Many studies have focused on finding the level of effect that academic locus of control, tendencies towards academic dishonesty, and test anxiety levels have had on academic self-efficacy, and providing a separate explanation ratio for each. The relationship among the effects of the academic locus of control, tendencies towards academic…

Patterns of Academic Procrastination.

Science.gov (United States)

Day, Victor; Mensink, David; O'Sullivan, Michael

2000-01-01

Uses the Academic Procrastination Questionnaire to measure procrastination and six possible patterns underlying it among undergraduate students. Finds that the most common patterns for clients involved Evaluation Anxiety or being Discouraged/Depressed, or Dependent. Supports individualized assessment and solutions for academic procrastination. (SC)

Perceived parenting and social support: can they predict academic achievement in Argentinean college students?

OpenAIRE

de la Iglesia, Guadalupe; Freiberg Hoffmann, Agustin; Fernández Liporace, Mercedes

2014-01-01

Guadalupe de la Iglesia,1,2 Agustin Freiberg Hoffmann,2 Mercedes Fernández Liporace1,2 1National Council of Scientific and Technical Research (CONICET), 2University of Buenos Aires, Buenos Aires, Argentina Abstract: The aim of this study was to test the ability to predict academic achievement through the perception of parenting and social support in a sample of 354 Argentinean college students. Their mean age was 23.50 years (standard deviation =2.62 years) and most of them (83.3%...

Assessed perceptions of female materials science and engineering graduates on academic advising, student support services and retention strategies

Science.gov (United States)

Washington, Renita Linette

Females currently undertaking STEM-related programs can benefit from knowing about how other females who had been in a similar position as them were able to persevere through the challenges of higher education with the help of advisement and student support services that aim to increasing student retention. While there have been a depth of studies on the development of academic advising, there have been limited studies on this development with respect to the needs of specific marginalized groups. This is the gap in literature that is addressed by this study. The outcomes observed in this study can potentially benefit female students at the institution where the study was conducted. This study focused on the group of female students who were able to successfully complete their STEM-related degrees. A significant difference was found between tutoring and learning support, F = 4.65, sd = .78 and a sig. level = .004. A strong negative relationship existed between the ages of the graduates and assessed academic advisement. A perfect positive relationship existed between the age of the graduates and assessed course concierge service scores; and between the age of the graduates and assessed career services and counseling scores. A moderate negative relationship existed between the age of the graduates and assessed curriculum/degree planning database scores, the age of the graduates and assessed academic and program advisement scores and the age of the graduates and assessed tutorial and learning support services scores. A weak negative relationship existed between the age of the graduates and assessed retention scores.

Mentoring perception and academic performance: an Academic Health Science Centre survey.

Science.gov (United States)

Athanasiou, Thanos; Patel, Vanash; Garas, George; Ashrafian, Hutan; Shetty, Kunal; Sevdalis, Nick; Panzarasa, Pietro; Darzi, Ara; Paroutis, Sotirios

2016-10-01

To determine the association between professors' self-perception of mentoring skills and their academic performance. Two hundred and fifteen professors from Imperial College London, the first Academic Health Science Centre (AHSC) in the UK, were surveyed. The instrument adopted was the Mentorship Skills Self-Assessment Survey. Statement scores were aggregated to provide a score for each shared core, mentor-specific and mentee-specific skill. Univariate and multivariate regression analyses were used to evaluate their relationship with quantitative measures of academic performance (publications, citations and h-index). There were 104 professors that responded (response rate 48%). There were no statistically significant negative correlations between any mentoring statement and any performance measure. In contrast, several mentoring survey items were positively correlated with academic performance. The total survey score for frequency of application of mentoring skills had a statistically significant positive association with number of publications (B=0.012, SE=0.004, p=0.006), as did the frequency of acquiring mentors with number of citations (B=1.572, SE=0.702, p=0.030). Building trust and managing risks had a statistically significant positive association with h-index (B=0.941, SE=0.460, p=0.047 and B=0.613, SE=0.287, p=0.038, respectively). This study supports the view that mentoring is associated with high academic performance. Importantly, it suggests that frequent use of mentoring skills and quality of mentoring have positive effects on academic performance. Formal mentoring programmes should be considered a fundamental part of all AHSCs' configuration. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Postgraduate Medical Physics Academic Programmes. Endorsed by the International Organization for Medical Physics (IOMP)

International Nuclear Information System (INIS)

2013-01-01

The safe and effective implementation of technology in radiation medicine requires expert medical physics support. In order to fulfil their duties, medical physicists working as health professionals should demonstrate competency in their area of specialization by obtaining the appropriate educational qualification and clinical competency training in one or more aspects of medical physics. At the international level, there are very few established, accredited academic education programmes for medical physics students, and no international guidelines exist which provide the recommended requirements, outline and structure of such a programme. An increasing number of Member States with a 'critical mass' of medical physicists are seeking support to initiate their own national postgraduate education programmes. This publication, therefore, seeks to provide guidelines for the establishment of a postgraduate academic education programme in medical physics, which could also be used to achieve harmonized standards of competence worldwide. This publication was developed in support of the internationally harmonized guidelines given in IAEA Human Health Series No. 25 on the requirements for academic education and clinical training of clinically qualified medical physicists. In addition to academic education, medical physicists should obtain specialized clinical training. The IAEA has published three Training Course Series publications with accompanying handbooks, which provide guidelines and references to training material for clinical training programmes for medical physicists specializing in radiation oncology (TCS-37), diagnostic radiology (TCS-47) and nuclear medicine (TCS-50)

The Role of Servant Leadership and Transformational Leadership in Academic Pharmacy

Science.gov (United States)

Allen, George P.; Moore, W. Mark; Neill, Kathryn K.; Sambamoorthi, Usha; Bell, Hershey S.

2016-01-01

A variety of changes are facing leaders in academic pharmacy. Servant and transformational leadership have attributes that provide guidance and inspiration through these changes. Servant leadership focuses on supporting and developing the individuals within an institution, while transformational leadership focuses on inspiring followers to work towards a common goal. This article discusses these leadership styles and how they may both be ideal for leaders in academic pharmacy. PMID:27756921

Research Support: The New Mission for Libraries

Science.gov (United States)

Mitchell, Erik T.

2013-01-01

Research support services are growing areas of importance in academic libraries and are part of the libraries' larger goal to provide wider support for research-related services. Ithaka's "Library Survey 2010" indicated that research support services, along with teaching facilitation, are the two growth areas projected by library directors. In…

The role of academic institutions in leveraging engagement and action on climate change

Science.gov (United States)

Hill, T. M.; Palca, J.

2016-12-01

Growing global concern over the impact of climate change places climate scientists at the forefront of communicating risks, impacts, and adaptation strategies to non-scientists. Academic institutions can play a leadership role in providing support, incentives, and structures that encourage scientific engagement on this, and other, complex societal and scientific issues. This presentation will focus on `best practices' in supporting university scientists in communicating their science and engaging in thoughtful dialogue with decision makers, managers, media, and public audiences. For example, institutions that can provide significant administrative support for science communication (press officers, training workshops) may decrease barriers between academic science and public knowledge. Additionally, financial (or similar) support in the form of teaching releases and institutional awards can be utilized to acknowledge the time and effort spent in engagement. This presentation will feature examples from universities, professional societies and other institutions where engagement on climate science is structurally encouraged and supported.

Does perceived teacher affective support matter for middle school students in mathematics classrooms?

Science.gov (United States)

Sakiz, Gonul; Pape, Stephen J; Hoy, Anita Woolfolk

2012-04-01

The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Differences in motivations and academic achievement

Directory of Open Access Journals (Sweden)

Luis Fernando Gamboa

2013-06-01

Full Text Available This paper provides new evidence on the effect of pupils’ self-motivation on academic achievement in science across countries. By using the OECD´s Programme for International Student Assessment 2006 (PISA 2006 test, we find that self-motivation has a positive effect on students’ performance. Instrumental Variables Quantile Regression is used to analyze the existence of different estimated coefficients over the scores distribution, allowing us to deal with the potential endogeneity of self-motivation. We find that the impact of intrinsic motivation on academic performance depends on the pupil’s score. Our findings support the importance of designing focalized programs for different populations that foster their motivation towards learning.

Sustainability Challenge for Academic Libraries: Planning for the Future

Science.gov (United States)

Jankowska, Maria Anna; Marcum, James W.

2010-01-01

There is growing concern that a variety of factors threaten the sustainability of academic libraries: developing and preserving print and digital collections, supplying and supporting rapidly changing technological and networking infrastructure, providing free services, maintaining growing costs of library buildings, and lowering libraries'…

Running continuous academic adoption programmes

DEFF Research Database (Denmark)

Nielsen, Tobias Alsted

Running successful academic adoption programmes requires executive support, clear strategies, tactical resources and organisational agility. These two presentations will discuss the implementation of strategic academic adoption programs down to very concrete tool customisations to meet specific...

A Path Analysis of Basic Need Support, Self-Efficacy, Achievement Goals, Life Satisfaction and Academic Achievement Level among Secondary School Students

Science.gov (United States)

Diseth, Age; Danielsen, Anne G.; Samdal, Oddrun

2012-01-01

Teachers' support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of…

FIRST TIME ONLINE LEARNERS’ PERCEPTIONS OF SUPPORT SERVICES PROVIDED

Directory of Open Access Journals (Sweden)

Stephanie HUNTE

2012-04-01

Full Text Available The number of online continuous education and training initiatives continues to increase in Caribbean Small Island Developing States (SIDS and by extension, the number of adult learners who are unfamiliar with the peculiarities of the online teaching and learning environment. The extent to which these learners can derive maximum benefit from these initiatives depends on the rate at which they can adapt to the new circumstances and, as a result, function effectively in this type of teaching and learning environment. To this end, while supporting learners is recognized as a critical success factor little has been explored or documented specific to the Caribbean-SIDS context. The purpose of this study therefore was to describe the support services provided first time online learners in the context of Caribbean-SIDS and examine what if any benefit learners derived from them through their perceptions of these services. The findings reveal that participants’ overall perception of the support services was high. They also reveal that although participants’ awareness of ongoing support services was variable, their rating of the need for and importance of this type of support was also high. The findings suggest that providing support for first time online learners in the context of Caribbean SIDS positively impacts their performance in the online teaching and learning environment.

Academic freedom and the obligation to ensure morally responsible scholarship in nursing.

Science.gov (United States)

Johnstone, Megan-Jane

2012-06-01

Academic freedom is generally regarded as being of critical importance to the development, improved understanding, and dissemination of new knowledge in a field. Although of obvious importance to the discipline of nursing, the nature, extent and value of academic freedom and the controversies surrounding it have rarely been considered in the nursing literature. It is a key aim of this paper to redress this oversight by providing a brief examination of: (i) the principle of academic freedom; (ii) the distinction between academic freedom, freedom of speech, and the academic freedom to publish; (iii) the problem of ideological judgments being dressed up as scientific or discipline judgments to supports 'bad' conclusions; and (iv) the standards that might otherwise be appealed to for determining whether maverick manuscripts supporting morally abhorrent conclusions should be accepted for publication. It is suggested that the tenets of academic freedom require robust international debate, with due attention being given to such issues as the development of an international declaration on academic freedom to publish in nursing, how to ensure a robust rebuttal system in nursing journals to counter specious scholarship, and how to better promote the letters pages of nursing journals as a venue for facilitating debate on controversial issues. © 2011 Blackwell Publishing Ltd.

Peer Victimization and Academic Adjustment among Early Adolescents: Moderation by Gender and Mediation by Perceived Classmate Support

Science.gov (United States)

Wang, Jing; Iannotti, Ronald J.; Luk, Jeremy W.

2011-01-01

Background: This study examined the moderating role of gender and the mediating role of perceived peer support in the association between peer victimization and academic adjustment. Methods: Data were obtained from adolescents in grades 7 and 8 in the US 2005/2006 Health Behavior in School-aged Children study (N = 3436; mean age = 13.6 years).…

Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

Science.gov (United States)

Guerra-Martín, María Dolores; Lima-Serrano, Marta; Lima-Rodríguez, Joaquín Salvador

2017-01-01

In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled…

Academic information on Twitter: A user survey.

Directory of Open Access Journals (Sweden)

Ehsan Mohammadi

Full Text Available Although counts of tweets citing academic papers are used as an informal indicator of interest, little is known about who tweets academic papers and who uses Twitter to find scholarly information. Without knowing this, it is difficult to draw useful conclusions from a publication being frequently tweeted. This study surveyed 1,912 users that have tweeted journal articles to ask about their scholarly-related Twitter uses. Almost half of the respondents (45% did not work in academia, despite the sample probably being biased towards academics. Twitter was used most by people with a social science or humanities background. People tend to leverage social ties on Twitter to find information rather than searching for relevant tweets. Twitter is used in academia to acquire and share real-time information and to develop connections with others. Motivations for using Twitter vary by discipline, occupation, and employment sector, but not much by gender. These factors also influence the sharing of different types of academic information. This study provides evidence that Twitter plays a significant role in the discovery of scholarly information and cross-disciplinary knowledge spreading. Most importantly, the large numbers of non-academic users support the claims of those using tweet counts as evidence for the non-academic impacts of scholarly research.

Academic information on Twitter: A user survey.

Science.gov (United States)

Mohammadi, Ehsan; Thelwall, Mike; Kwasny, Mary; Holmes, Kristi L

2018-01-01

Although counts of tweets citing academic papers are used as an informal indicator of interest, little is known about who tweets academic papers and who uses Twitter to find scholarly information. Without knowing this, it is difficult to draw useful conclusions from a publication being frequently tweeted. This study surveyed 1,912 users that have tweeted journal articles to ask about their scholarly-related Twitter uses. Almost half of the respondents (45%) did not work in academia, despite the sample probably being biased towards academics. Twitter was used most by people with a social science or humanities background. People tend to leverage social ties on Twitter to find information rather than searching for relevant tweets. Twitter is used in academia to acquire and share real-time information and to develop connections with others. Motivations for using Twitter vary by discipline, occupation, and employment sector, but not much by gender. These factors also influence the sharing of different types of academic information. This study provides evidence that Twitter plays a significant role in the discovery of scholarly information and cross-disciplinary knowledge spreading. Most importantly, the large numbers of non-academic users support the claims of those using tweet counts as evidence for the non-academic impacts of scholarly research.

Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style

NARCIS (Netherlands)

Gorissen, Chantal; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

2012-01-01

This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style ( ASRS; i.e., a macro level of motivation) on learning. This

Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style

NARCIS (Netherlands)

Gorissen, Chantal J J; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

2015-01-01

This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This

Learning Commons in Academic Libraries: Discussing Themes in the Literature from 2001 to the Present

Science.gov (United States)

Blummer, Barbara; Kenton, Jeffrey M.

2017-01-01

Although the term lacks a standard definition, learning commons represent academic library spaces that provide computer and library resources as well as a range of academic services that support learners and learning. Learning commons have been equated to a laboratory for creating knowledge and staffed with librarians that serve as facilitators of…

Reflections on providing sport science support for athletes with learning difficulties.

Science.gov (United States)

Hills, Laura; Utley, Andrea

2010-01-01

To highlight the benefits and the need for sport science support for athletes with learning difficulties, and to reflect on our experience of working with the GB squad for athletes with learning difficulties. A review of key and relevant literature is presented, followed by a discussion of the sport science support provision and the issues that emerged in working with athletes with learning difficulties. Pre- and post- physiological tests along with evaluations of athletes' potential to benefit from sport psychology support were conducted. The aim of these tests was to provide information for the athletes and the coaches on fitness levels, to use this information to plan future training, and to identify how well the performance could be enhanced. A case study is presented for one athlete, who had competed in distance events. The focus is the psychological support that was provided. It is clear that athletes with learning difficulties require the same type of sports science support as their mainstream peers. However, sport scientists will need to consider ways to extend their practice in order to provide the appropriate level of support.

Influence of the motivational class climate on adolescents’ school engagement and their academic achievement

Directory of Open Access Journals (Sweden)

Melchor GUTIÉRREZ

2017-06-01

Full Text Available The scientific literature provides empirical evidence on the relationship between school engagement and numerous important variables of the adolescents’ educational context. The school engagement has been related, among other important constructs, with burnout of both teachers and students, school performance, satisfaction with the school, behavioral disruption, goal orientation and motivational climate in the classroom. Because of it, the aim of this study was to analyze the relationship between perceived motivational class climate and students’ academic achievement, with school engagement acting as a mediator. A sample of 2028 teenagers completed various instruments to measure the perception of motivational climate, perceived basic psychological needs satisfaction, perceived autonomy support provided by the teacher, and academic achievement. The data were analyzed using a structural equation model with observed variables (path analysis. The results have shown a significant relationship between motivational climate and school engagement, and of this with academic achievement. It should also be highlighted the direct relationship of perceived competence and perceived autonomy support with perception of academic success. Of the three variables to be predicted (Portuguese and Mathematics marks and Academic success, the largest percentage of variance explained was the one of academic success. The results are discussed within the framework of achievement goal theory, the self-determined motivation, and in terms of contributing practical issues to adolescents’ teaching-learning process.

Academic Productivity in Psychiatry: Benchmarks for the H-Index.

Science.gov (United States)

MacMaster, Frank P; Swansburg, Rose; Rittenbach, Katherine

2017-08-01

Bibliometrics play an increasingly critical role in the assessment of faculty for promotion and merit increases. Bibliometrics is the statistical analysis of publications, aimed at evaluating their impact. The objective of this study is to describe h-index and citation benchmarks in academic psychiatry. Faculty lists were acquired from online resources for all academic departments of psychiatry listed as having residency training programs in Canada (as of June 2016). Potential authors were then searched on Web of Science (Thomson Reuters) for their corresponding h-index and total number of citations. The sample included 1683 faculty members in academic psychiatry departments. Restricted to those with a rank of assistant, associate, or full professor resulted in 1601 faculty members (assistant = 911, associate = 387, full = 303). h-index and total citations differed significantly by academic rank. Both were highest in the full professor rank, followed by associate, then assistant. The range in each, however, was large. This study provides the initial benchmarks for the h-index and total citations in academic psychiatry. Regardless of any controversies or criticisms of bibliometrics, they are increasingly influencing promotion, merit increases, and grant support. As such, benchmarking by specialties is needed in order to provide needed context.

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

Science.gov (United States)

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.

Developing a competency framework for academic physicians.

Science.gov (United States)

Daouk-Öyry, Lina; Zaatari, Ghazi; Sahakian, Tina; Rahal Alameh, Boushra; Mansour, Nabil

2017-03-01

There is a mismatch between the requirements of the multifaceted role of academic physicians and their education. Medical institutions use faculty development initiatives to support their junior academic physicians, however, these rarely revolve around academic physician competencies. The aim of this study was to identify these academic physician competencies and develop a competency framework customized to an organizational context. The authors conducted semi-structured interviews and Critical Incident Technique with 25 academic physicians at a teaching medical center in the Middle East region inquiring about the behaviors of academic physicians in teaching, clinical, research, and administrative roles. Using content analysis, the authors identified 16 competencies: five "Supporting Competencies", common to all four roles of academic physicians, and 11 "Function-Specific Competencies", specific to the role being fulfilled. The developed framework shared similarities with frameworks reported in the literature but also had some distinctions. The framework developed represents a step towards closing the gap between the skills medical students are taught and the skills required of academic physicians. The model was customized to the context of the current organization and included a future orientation and addressed the literature calling for increasing focus on the administrative skills of academic physicians.

New Century Scholars: A Mentorship Program to Increase Workforce Diversity in Academic Pediatrics.

Science.gov (United States)

Pachter, Lee M; Kodjo, Cheryl

2015-07-01

This article describes a program aimed to increase workforce diversity and underrepresented minority (URM) representation in academic pediatric medicine. The New Century Scholars (NCScholars) program is a core program in the Academic Pediatric Association, the largest national organization for academic pediatric generalists. The program selects URM pediatric (or medicine-pediatrics) residents who are interested in academic careers and provides each NCScholar with a junior and senior mentor, as well as travel grants to the Pediatric Academic Societies annual meeting where activities specific to the program are held, and provides ongoing mentorship and career counseling support.The authors discuss the origination, operation, and changes to the program over the first 10 years of its existence, as well as outcome data for the participants in the program. To date, 60 of the 63 NCScholars have finished residency and/or have made postresidency plans, and 38 of these URM pediatricians (63%) have entered academic careers. The authors suggest that this type of mentorship program for URM pediatric trainees can be used as a model for other specialties and medical organizations.

Perceived and actual academic competence in maltreated children.

Science.gov (United States)

Kinard, E M

2001-01-01

The aims were twofold: 1) to determine whether maltreated and nonmaltreated children differed in the accuracy of their self-assessments of academic achievement; and 2) to determine whether discrepancies between perceived and actual academic competence were related to perceptions of social support from mothers, teachers, and peers. A sample of 195 maltreated children known to a state protective service agency was compared to a control group of 179 nonmaltreated children. The groups were matched on child's gender, age, ethnicity, and birth order; socioeconomic ranking of neighborhood; and family structure. Although maltreated children had significantly lower achievement scores than did nonmal-treated children, the two groups did not differ on perceived academic competence. With regard to discrepancies between perceived and actual competence, maltreated children were more likely than nonmaltreated children to overestimate their level of competence, particularly for reading and arithmetic. Overall, children who reported low maternal support were more likely to overestimate reading competence than were those who reported average or high maternal support. When maltreatment status was considered, maltreated children with low support seemed likely to overestimate abilities, whereas nonmaltreated children with low support seemed likely to underestimate competence. Maltreated children may overestimate their academic abilities in order to compensate for self-perceptions of low self-worth. Efforts to improve academic performance in maltreated children should focus not only on increasing academic skills but also on enhancing self-esteem.

Academic decision making and prospect theory.

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Mowrer, Robert R; Davidson, William B

2011-08-01

Two studies are reported that investigate the applicability of prospect theory to college students' academic decision making. Exp. 1 failed to provide support for the risk-seeking portion of the fourfold pattern predicted by prospect theory but did find the greater weighting of losses over gains. Using a more sensitive dependent measure, in Exp. 2 the results of the first experiment were replicated in terms of the gain-loss effect and also found some support for the fourfold pattern in the interaction between probabilities and gain versus loss. The greatest risk-seeking was found in the high probability loss condition.

The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester

Directory of Open Access Journals (Sweden)

Rebecca Vivian

2014-08-01

Full Text Available This paper reports on an observation of 70 university students’ use of their personal social network site (SNS, Facebook, over a 22-week university study period. The study sought to determine the extent that university students use their personal SNSs to support learning by exploring frequencies of academic-related content and topics being discussed. The findings reported in the paper reveal that students used their personal SNSs to discuss academic-related topics, particularly to share experiences about doing work or procrastinating, course content and grades. Mapping academic-related activity frequencies over the 22 weeks illustrated that around certain points in the academic calendar, particularly times when students’ assignments or exams were nearing, academic activity increased, suggesting that SNSs may play an important role in a students’ academic experience.The findings suggest that many students today may be leaving traces of their academic journey online and that academics should be aware that these interactions may also exist in their own students’ online social spaces. This study offers opportunities for future research, particularly research which seeks to determine differences between individuals' academic activity, the extent that intensive SNSs use supports or distracts students from learning, as well as the extent to which universities should or can harness SNSs to improve the student experience.

Collaborative learning: A next step in the training of peer support providers.

Science.gov (United States)

Cronise, Rita

2016-09-01

This column explores how peer support provider training is enhanced through collaborative learning. Collaborative learning is an approach that draws upon the "real life" experiences of individual learners and encompasses opportunities to explore varying perspectives and collectively construct solutions that enrich the practice of all participants. This description draws upon published articles and examples of collaborative learning in training and communities of practice of peer support providers. Similar to person-centered practices that enhance the recovery experience of individuals receiving services, collaborative learning enhances the experience of peer support providers as they explore relevant "real world" issues, offer unique contributions, and work together toward improving practice. Three examples of collaborative learning approaches are provided that have resulted in successful collaborative learning opportunities for peer support providers. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Self-Esteem and Academic Stress among Nursing Students.

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Acharya Pandey, R; Chalise, H N

2015-01-01

Stress and self-esteem are common issues that everyone has to cope with at some time in their lives and they could also affect other things going on in a persons' life. Academic stress is psychological condition often experienced by college students as, to some extent, being multidimensional variables. Among others are self-esteem and psychological well-being which are considered to have influences in explaining why college students experience stress. Objective The objective of this study was to assess the self-esteem level and academic stress among the nursing students. Method This is a cross-sectional study carried out in 2012. Total respondents were 190 nursing students selected randomly from Kathmandu University. Academic stress was assed using 30-item Scale for Assessing Academic Stress (SAAS) and Self esteem was assessed using 10 item Rosenberg's Self-Esteem Scale. Information was collected through the self-administered questionnaire. The collected data was analyzed using SPSS version 16 software. Simple statistics measurement, percentage, means, correlation was used for the data analysis. Result This study shows mean age of the respondent's was 20.44±2.67 years. Majority (88%) of students getting financial support of less than NRs 6000 per month and 64% have low perceived family support. This study found mean score of self esteem and academic stress was 11.9 and 18.4 respectively. Further nearly 78% students have low self esteem and 74% have high academic stress. Significant variable for high academic stress and low self esteem were lower the age, lower the education and low perceived family support. Lower financial support has also high academic stress. Conclusion Nursing students have low self esteem and high academic stress. Intervention to lower the academic stress and increase the self esteem should be carried out so that the learning of students will be efficient.

Is Industry Funding Associated with Greater Scholarly Impact Among Academic Neurosurgeons?

Science.gov (United States)

Eloy, Jean Anderson; Kilic, Suat; Yoo, Nicholas G; Mcleod, Thomas; Svider, Peter F; Baredes, Soly; Folbe, Adam J; Couldwell, William T; Liu, James K

2017-07-01

To determine the relationship between industry payments and scholarly impact among academic neurosurgeons. Faculty names and academic rank data were obtained from department websites, bibliometric data were obtained from the Scopus database, and industry payment data were obtained from the Center for Medicare and Medicaid Services open payments database (openpayments.cms.gov). The h-index was used to estimate scholarly impact. Payments were classified as "general," "associated research," and "research payments." Subgroup analyses were done for academic rank, fellowship training, and sex. Among 1008 academic neurosurgeons, scholarly impact was greater among individuals receiving associated research industry support compared with those not receiving it. Scholarly impact also was greater among individuals who received more than $10,000 of any type of industry support compared with individuals who received less than that or no payment. This association also was seen in fellowship-trained surgeons. Female neurosurgeons were less likely than male neurosurgeons to get industry funding and were likely to get less funding. There is a strong association between associated research funding from industry and scholarly impact among academic neurosurgeons. It's unclear whether this association is a result of funding facilitating more research projects that eventually lead to more high-impact publications, if industry is providing more funding to academic neurosurgeons with greater scholarly impact, or whether it represents intrinsic academic activity among a group of neurosurgeons who are more likely to be academically productive and procure funding from all potential sources to increase this activity. Copyright © 2017 Elsevier Inc. All rights reserved.

The Needs and Perceptions of Academics regarding Their Professional Development in an Era of Educational Transformation

Science.gov (United States)

Hassan, S.

2011-01-01

As the wave of educational transformation sweeps across the higher education landscape, few academics have been unaffected by its impact. It has been well documented that academics are ill-prepared to cope with the challenges of educational transformation, yet training and development that would provide the appropriate support to meet the demands…

College Students with Autism Spectrum Disorder: Perceptions of Social Supports That Buffer College-Related Stress and Facilitate Academic Success

Science.gov (United States)

LeGary, Robert A., Jr.

2017-01-01

This exploratory case study examined the reports by advanced undergraduate students with autism spectrum disorder (ASD) of perceived social supports that buffer college-related stress and facilitate academic success. The sample for this study was comprised of 10 advanced undergraduate students who self-identified as having ASD. These participants…

Academic Achievement and Its Impact on Friend Dynamics.

Science.gov (United States)

Flashman, Jennifer

2012-01-01

Academic achievement in adolescence is a key determinant of future educational and occupational success. Friends play an important role in the educational process. They provide support and resources and can both encourage and discourage academic achievement. As a result, the friends adolescents make may help to maintain and exacerbate inequality if friends are sorted on the basis of academic achievement. These observations prompt the question: How does academic achievement affect the friendship ties made? Using data from the high schools in the Add Health saturated sample, the author models network change using a stochastic actor-based Markov model for the co-evolution of networks and behavior. This model is carried out at the school level for each of the high schools included in the saturated sample. Results show that in the most typical American schools, similarity in academic achievement is an important and consistent predictor of friendship ties in a dynamic context. High-achieving students are more likely to extend ties to other high-achieving students, net of other sociodemographic, network, and proximity characteristics, while low-achieving students are more likely to extend ties to other low-achieving students. Adolescents respond to changes in academic achievement by changing their friendship ties.

Retention of Mohs surgeons in academic dermatology.

Science.gov (United States)

Zhang, Shali; Mina, Mary Alice; Brown, Marc D; Zwald, Fiona O

2015-08-01

Retention of academic Mohs surgeons is important for the growth of this specialty and teaching of residents and students. To examine factors that influence retention of Mohs surgeons in academics and to better understand reasons for their departure. A survey was electronically distributed to academic Mohs surgeons in the American College of Mohs Surgery, asking them to rate the importance of several variables on their decision to remain in academia. Private practice Mohs surgeons who had left academics were also surveyed. Two hundred thirty-six dermatologic surgeons completed the survey. Twenty-nine percent work full time in academics, and approximately 7% work part time. The top reasons for practicing in the academic setting are intellectual stimulation, teaching opportunities, and collaboration with other university physicians and researchers. Seventy-one percent of respondents reported they would stay in academics, 7% indicated they would not, and 22% were unsure. Unfair compensation, inadequate support staff, poor leadership, increased bureaucracy, and decreased autonomy were top reasons that may compel a Mohs surgeon to leave. Opportunities for intellectual stimulation, collaboration, and teaching remain the main draw for academic Mohs surgeons. A supportive environment, strong leadership, and establishing fair compensation are imperative in ensuring their stay.

Providing Co-Curricular Support: A Multi-Case Study of Engineering Student Support Centers

Science.gov (United States)

Lee, Walter C., Jr.

2015-01-01

In response to the student retention and diversity issues that have been persistent in undergraduate engineering education, many colleges have developed Engineering Student Support Centers (ESSCs) such as Minority Engineering Programs (MEPs) and Women in Engineering Programs (WEPs). ESSCs provide underrepresented students with co-curricular…

Leveraging the Potential of Peer Feedback in an Academic Writing Activity through Sense-Making Support

Science.gov (United States)

Wichmann, Astrid; Funk, Alexandra; Rummel, Nikol

2018-01-01

The act of revising is an important aspect of academic writing. Although revision is crucial for eliminating writing errors and producing high-quality texts, research on writing expertise shows that novices rarely engage in revision activities. Providing information on writing errors by means of peer feedback has become a popular method in writing…

Passion for Academics and Problematic Health Behaviors.

Science.gov (United States)

Bureau, Alexander T; Razon, Selen; Saville, Bryan K; Tokac, Umit; Judge, Lawrence W

2017-01-01

According to the Dualistic Model of Passion (39), passion entails valuing, liking, and spending time on an activity. The Dualistic Model also posits two types of passion for activities: harmonious passion (individual voluntarily engages in the activity) and obsessive passion (individual is compelled to engage in the activity). The purpose of the present study was to examine the possible links between college students' passion for academic activities and problematic health behaviors including smoking, excessive drinking, exercise addiction, disordered eating, and sleepiness, which is a possible indicator of sleep deprivation. Participants (n = 502) completed a survey gauging passion type and health behaviors. Regression analyses revealed obsessive passion for academic activities was positively associated with scores on measures of excessive drinking (β = .15, p= .008), exercise addiction (β = .19, ppassion for academic activities, in contrast, was negatively associated with excessive drinking behavior (β = -.16, p = .002) and sleep deprivation (β = -.13, p = .007) but was not associated with exercise addiction (β = .002, p = .97) and disordered eating (β = -.04, p = .37). These findings provide further support for the Dualistic Model of Passion. Students who are obsessively passionate about their academic activities are more likely to engage in poor health behaviors and, in turn, may experience greater negative outcomes than students who are harmoniously passionate about their academics.

Managing Online Presence in the E-Learning Environment: Technological Support for Academic Staff

Science.gov (United States)

Islam, Nurul; Beer, Martin; Slack, Frances

2015-01-01

Over the last two decades the use of E-learning technology increased to such an extent that the role of the traditional academic has been forced to change. Focusing on academics' views, this study examines their interactions in the E-learning environment and whether online learning applications have increased academic workload (Eynon, 2005;…

Roles of Metalinguistic Awareness and Academic Extensive Reading in the Development of EFL/ESL Academic Writing Skills

Directory of Open Access Journals (Sweden)

Grace H. Wang

2013-11-01

Full Text Available This paper argues that the development of academic writing proficiency may require both explicit metalinguistic awareness (MA and extensive reading (ER of academic texts. Specifically, it argues that: (a there may be a connection between explicit MA and the development of writing skills; (b there is a connection between ER and the development of writing skills, but academic ER may be required for development of academic writing skills; (c there may be a connection between explicit MA and the development of reading skills, which may be exploited for the development of academic ER skills, which in turn supports the development of academic writing skills.

Does stereotype threat affect women in academic medicine?

Science.gov (United States)

Burgess, Diana Jill; Joseph, Anne; van Ryn, Michelle; Carnes, Molly

2012-04-01

Multiple complex factors contribute to the slow pace of women's advancement into leadership positions in academic medicine. In this article, the authors propose that stereotype threat--under which individuals who are members of a group characterized by negative stereotypes in a particular domain perform below their actual abilities in that domain when group membership is emphasized--may play an important role in the underrepresentation of women in leadership positions in academic medicine. Research to objectively assess the impact of stereotype threat for women in academic medicine is feasible and necessary to confirm this hypothesis. Still, a number of conditions present in the academic medicine community today have been shown to trigger stereotype threat in other settings, and stereotype threat fits with existing research on gender in academic medicine. In the meantime, academic health centers should implement relatively simple measures supported by experimental evidence from other settings to reduce the risk of stereotype threat, including (1) introducing the concept of stereotype threat to the academic medicine community, (2) engaging all stakeholders, male and female, to promote identity safety by enacting and making faculty aware of policies to monitor potential instances of discrimination, and training faculty to provide performance feedback that is free of gender bias, (3) counteracting the effects of sex segregation at academic health centers by increasing exposure to successful female leaders, (4) reducing gender stereotype priming by avoiding stereotypically male criteria for promotion, grants, and awards, and (5) building leadership efficacy among female physicians and scientists.

Macintosh support is provided at the level of the Service Desk

CERN Multimedia

2011-01-01

Since September 2010 the Apple laptops & desktops with Mac OS are recognized and supported at CERN by the IT department. Therefore, the “Macintosh support” procedure now follows the same ITIL*) schema as for all IT services, i.e.: All CERN users must address any request for support on Macintosh PCs to the Service Desk. The Service Desk will move on questions or problems they cannot solve to “IT 2nd level” support people, provided by the “computing support” contract managed by IT department. Mac OS being officially supported by the IT department, a 3rd level support is provided by CERN IT staff; they may give specialized expert assistance, within the scope described at the ITUM-2 presentation, for all incidents or requests which can be neither resolved nor fulfilled by the Service Desk (1st level) and the 2nd level support people. Therefore, users who have problems related to Mac OS should simply fill-in the appropriate form from th...

The Evolving Academic Health Center: Challenges and Opportunities for Psychiatry

Science.gov (United States)

Mirin, Steven; Summergrad, Paul

2011-01-01

Objective: Regardless of the outcome of current efforts at healthcare reform, the resources that academic health centers need--to provide care for increasingly complex patient populations, support clinical innovation, grow the clinical enterprise, and carry out their research and teaching missions--are in jeopardy. This article examines the value…

Academic achievement in children with epilepsy: a review.

Science.gov (United States)

Reilly, Colin; Neville, Brian G R

2011-11-01

To examine published studies which have focussed on academic achievement in children with epilepsy with respect to prevalence rates of academic difficulties and possible correlates of academic achievement. This review examines studies which have focussed on prevalence rates of academic difficulties and correlates of academic achievement in children with epilepsy from 1990 to 2010. Prevalence rates of low academic achievement and academic underachievement are reported and correlates of academic achievement including seizure/epilepsy variables, demographic variables, and child/family variables are examined with respect to published studies. Published studies suggest that low academic achievement is more common than academic underachievement (achievement below that expected on basis of IQ scores) and it is not clear from published studies if rates of academic underachievement are significantly higher than in the general population. Clear patterns with regard to the identification of correlates of academic underachievement have not emerged although low achievement may be influenced in many cases by lower than average levels of cognitive functioning. Most studies have not focussed on the IQ-achievement discrepancy definitions of (specific) learning disability. Children with epilepsy who are experiencing academic difficulties may not qualify for formal educational supports to address these difficulties if eligibility criteria for such supports stress an IQ-achievement discrepancy. Copyright © 2011 Elsevier B.V. All rights reserved.

Autonomy Supported, Learner-Controlled or System-Controlled Learning in Hypermedia Environments and the Influence of Academic Self-Regulation Style

Science.gov (United States)

Gorissen, Chantal J. J.; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

2015-01-01

This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the…

Institutional capacity to provide psychosocial oncology support services: A report from the Association of Oncology Social Work.

Science.gov (United States)

Zebrack, Brad; Kayser, Karen; Padgett, Lynne; Sundstrom, Laura; Jobin, Chad; Nelson, Krista; Fineberg, Iris C

2016-06-15

This study reports cancer-treating institutions' capacity to deliver comprehensive psychosocial support services. Oncology care providers at 60 cancer-treating institutions completed surveys assessing the capacity of their institutions to provide psychosocial care. Capacity was assessed with the Cancer Psychosocial Care Matrix (CPCM) from the National Cancer Institute (NCI). Scores represented individuals' perceptions of their cancer program's performance with respect to 10 fundamental elements of psychosocial care. Among 2134 respondents, 62% reported a mid-level capacity for ≥5 of 10 CPCM items. In comparison with other types of cancer programs (eg, NCI-designated, academic, or comprehensive centers), providers at community cancer programs reported a significantly greater capacity with respect to patient-provider communication, psychosocial needs assessment, and continuity in the delivery of psychosocial care over time. Nurses and primary medical providers reported a significantly lower capacity for linking patients and families with needed psychosocial services within their respective cancer programs. They also reported a significantly higher capacity for conducting follow-up, re-evaluations, and adjustments of psychosocial treatment plans. Cancer programs are performing moderately well in terms of communicating to patients the importance of psychosocial care, identifying patient psychosocial needs, and referring patients and families to psychosocial services. They are doing less well with respect to the provision of that care over time. Findings suggest that gaps in psychosocial service capacity are a function of patient, provider, and system characteristics. These results may be useful in formulating strategies to enhance psychosocial care delivery. Cancer 2016;122:1937-45. © 2016 American Cancer Society. © 2016 American Cancer Society.

Academic Engagement and Commercialisation

DEFF Research Database (Denmark)

Perkmann, Markus; Tartari, Valentina; McKelvey, Maureen

2013-01-01

A considerable body of work highlights the relevance of collaborative research, contract research, consulting and informal relationships for university–industry knowledge transfer. We present a systematic review of research on academic scientists’ involvement in these activities to which we refer......, and pursued by academics to access resources supporting their research agendas. We conclude by identifying future research needs, opportunities for methodological improvement and policy interventions....

The Impact of Parental Support, Behavioral Control, and Psychological Control on the Academic Achievement and Self-Esteem of African American and European American Adolescents.

Science.gov (United States)

Bean, Roy A.; Bush, Kevin R.; McKenry, Patrick C.; Wilson, Stephan M.

2003-01-01

Relationships between adolescent functioning and parent support, behavioral control, and psychological control were examined among European American and African American adolescents. A number of correlations were significant, including maternal support and academic achievement and self-esteem, and paternal psychological control and self-esteem.…

Adolescent mental health and academic functioning: empirical support for contrasting models of risk and vulnerability.

Science.gov (United States)

Lucier-Greer, Mallory; O'Neal, Catherine W; Arnold, A Laura; Mancini, Jay A; Wickrama, Kandauda K A S

2014-11-01

Adolescents in military families contend with normative stressors that are universal and exist across social contexts (minority status, family disruptions, and social isolation) as well as stressors reflective of their military life context (e.g., parental deployment, school transitions, and living outside the United States). This study utilizes a social ecological perspective and a stress process lens to examine the relationship between multiple risk factors and relevant indicators of youth well-being, namely depressive symptoms and academic performance, as well as the mediating role of self-efficacy (N = 1,036). Three risk models were tested: an additive effects model (each risk factor uniquely influences outcomes), a full cumulative effects model (the collection of risk factors influences outcomes), a comparative model (a cumulative effects model exploring the differential effects of normative and military-related risks). This design allowed for the simultaneous examination of multiple risk factors and a comparison of alternative perspectives on measuring risk. Each model was predictive of depressive symptoms and academic performance through persistence; however, each model provides unique findings about the relationship between risk factors and youth outcomes. Discussion is provided pertinent to service providers and researchers on how risk is conceptualized and suggestions for identifying at-risk youth. Reprint & Copyright © 2014 Association of Military Surgeons of the U.S.

Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

Directory of Open Access Journals (Sweden)

Mehmet FIRAT

2016-02-01

Full Text Available Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS, which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this purpose, the participating students’ online learning behaviors in LMS were examined by using learning analytics for 14 weeks, and the relationship between students’ behaviors and their academic achievements was analyzed, followed by an analysis of their views about the influence of LMS on their academic achievement. The present study, in which quantitative and qualitative data were collected, was carried out with the explanatory mixed method. A total of 71 undergraduate students participated in the study. The results revealed that the students used LMSs as a support to face-to-face education more intensively on course days (at the beginning of the related lessons and at nights on course days and that they activated the content elements the most. Lastly, almost all the students agreed that LMSs helped increase their academic achievement only when LMSs included such features as effectiveness, interaction, reinforcement, attractive design, social media support, and accessibility.

Training Sessional Academic Staff to Provide Quality Feedback on University Students' Assessment: Lessons from a Faculty of Law Learning and Teaching Project

Science.gov (United States)

Richards, Kelly; Bell, Tamara; Dwyer, Angela

2017-01-01

The quality of feedback provided to university students has long been recognised as the most important predictor of student learning and satisfaction. However, providing quality feedback to students is challenging in the current context, in which universities increasingly rely on casualised and inexperienced academic staff to assess undergraduate…

Academic climate, well-being and academic performance in a university degree course.

Science.gov (United States)

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.

Academic career in medicine: requirements and conditions for successful advancement in Switzerland.

Science.gov (United States)

Buddeberg-Fischer, Barbara; Stamm, Martina; Buddeberg, Claus

2009-04-29

Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1) focus on basic sciences, (2) strong focus on research (PhD programs) followed by clinical training, (3) one to two years in research followed by clinical training, (4) clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role models. The conditions for an academic career in

What does the UK public want from academic science communication?

Science.gov (United States)

Redfern, James; Illingworth, Sam; Verran, Joanna

2016-01-01

The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent's current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the 'common practice' of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals), there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience.

Perceptions of Campus Climate, Academic Efficacy and Academic Success among Community College Students: An Ethnic Comparison

Science.gov (United States)

Edman, Jeanne L.; Brazil, Brad

2009-01-01

The present study examined whether there are ethnic differences in perceptions of campus climate, social support, and academic efficacy among community college students, and whether student perceptions were associated with academic success. A total of 475 community college students completed a questionnaire that measured students' perceptions of…

Employer-provided support services and job dissatisfaction in Canadian registered nurses.

Science.gov (United States)

Wilkins, Kathryn; Shields, Margot

2012-10-01

Previous research indicates that nurses' job dissatisfaction relates to their work organization and environment; rarely has the contribution of employer provided support services been examined while controlling for the influence of other factors. The objective of this study was to examine job dissatisfaction among Canadian registered nurses in relation to employer-provided programs for child care and fitness or recreation. Data are from 2,993 respondents to the 2005 National Survey of the Work and Health of Nurses, weighted to represent Canada's 91,600 registered nurses in full-time, permanent positions who deliver direct care in hospitals or long-term care facilities. Multivariate modeling was used to examine job dissatisfaction in relation to employer-provided support programs, controlling for personal characteristics and variables reflecting work organization and the work environment. Employer-provided child care assistance programs were available to 16% of nurses, and fitness or recreation programs were available to 38%. An estimated 13% of nurses were dissatisfied with their jobs. Even when controlling for personal characteristics, overtime, shift work, shift length, weekly hours, overload, staffing inadequacy, autonomy, nurse-physician relations, and coworker respect, inverse associations with job dissatisfaction emerged for employer-supported child care (odds ratio = 0.49, 95% confidence interval = 0.27-0.88) and fitness programs (odds ratio = 0.65, 95% confidence interval = 0.42-0.99). This study provides new information suggesting that employer-provided support programs are protective against nurses' job dissatisfaction. This is a key finding in view of nursing shortages and the importance of job satisfaction to retention.

Single-Sex and Coeducational Schooling: Relationships to Socioemotional and Academic Development.

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Mael, Fred A.

1998-01-01

The role of coeducation versus single-sex schooling in the academic, socioemotional, interpersonal, and career development of adolescents is discussed, and arguments and research support for both types of schooling are reviewed. Separate-sex schooling seems to provide potential benefits for at least some students. (Author/SLD)

The Effects of Autonomy Support versus Psychological Control and Work Engagement versus Academic Burnout on Adolescents' Use of Avoidance Strategies

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Shih, Shu-Shen

2013-01-01

This study examines the relationships among Taiwanese ninth graders' perceptions of autonomy support versus psychological control in the classroom context, work engagement versus academic burnout, and their avoidance of help seeking as well as self-handicapping behaviors. Four hundred and thirty-five ninth-grade Taiwanese students completed a…

Validation of a Newly Developed Instrument Establishing Links Between Motivation and Academic Hardiness

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Spiridon Kamtsios

2016-02-01

Full Text Available The purpose of the study was to establish the reliability, the structural and the convergent validity of the “Dimensions of Academic Hardiness Questionnaire” for late elementary school children. A sample of children (N = 1264 aged 10-12 years completed the questionnaire and the “Athens Coping Scale”. Multiple fit indices provided support that the 9-factor model had a good fit to the data. Reliability coefficients ranged from .68 to .83. The study provided also preliminary evidence of convergent validity of the “Dimensions of Academic Hardiness” scores with one theoretically related measure, the “Athens Coping Scale”. The results enrich the notion of Academic Hardiness in late elementary school children as the role of awareness and the role of children’s previous experiences has been distinguished. The relation between the “Dimensions of Academic Hardiness” and achievement goal orientations in children learning is also noted. These findings are discussed in the context of the relevant literature.

Validation of a Newly Developed Instrument Establishing Links Between Motivation and Academic Hardiness.

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Kamtsios, Spiridon; Karagiannopoulou, Evangelia

2016-02-01

The purpose of the study was to establish the reliability, the structural and the convergent validity of the "Dimensions of Academic Hardiness Questionnaire" for late elementary school children. A sample of children (N = 1264) aged 10-12 years completed the questionnaire and the "Athens Coping Scale". Multiple fit indices provided support that the 9-factor model had a good fit to the data. Reliability coefficients ranged from .68 to .83. The study provided also preliminary evidence of convergent validity of the "Dimensions of Academic Hardiness" scores with one theoretically related measure, the "Athens Coping Scale". The results enrich the notion of Academic Hardiness in late elementary school children as the role of awareness and the role of children's previous experiences has been distinguished. The relation between the "Dimensions of Academic Hardiness" and achievement goal orientations in children learning is also noted. These findings are discussed in the context of the relevant literature.

Improving antibiotic prescribing for adults with community acquired pneumonia: Does a computerised decision support system achieve more than academic detailing alone? – a time series analysis

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Black James F

2008-07-01

Full Text Available Abstract Background The ideal method to encourage uptake of clinical guidelines in hospitals is not known. Several strategies have been suggested. This study evaluates the impact of academic detailing and a computerised decision support system (CDSS on clinicians' prescribing behaviour for patients with community acquired pneumonia (CAP. Methods The management of all patients presenting to the emergency department over three successive time periods was evaluated; the baseline, academic detailing and CDSS periods. The rate of empiric antibiotic prescribing that was concordant with recommendations was studied over time comparing pre and post periods and using an interrupted time series analysis. Results The odds ratio for concordant therapy in the academic detailing period, after adjustment for age, illness severity and suspicion of aspiration, compared with the baseline period was OR = 2.79 [1.88, 4.14], p Conclusion Deployment of a computerised decision support system was associated with an early improvement in antibiotic prescribing practices which was greater than the changes seen with academic detailing. The sustainability of this intervention requires further evaluation.

A Longitudinal Study of the Effects of Innovativeness on Academic Spin-offs Performance

DEFF Research Database (Denmark)

Giones, Ferran; Billström, Anders; Rasmussen, Einar

, between 2000 and 2012, of 125 academic spin-offs of Norway provides valuable insights on how the origin of the technology impact differences in market performance. The results show how specific elements related to the ASOs’ product innovativeness contribute to its market performance. The findings provide......Academic Spin-Offs are given the mission to bring to society science and technology innovations. Nevertheless, the relative weak financial performance of these firms has recently been a focus of discussion. Prior research has explored factors that might explain the performance diversity, including...... aspects related to the academic entrepreneur (e.g. human capital), organizational (e.g. team characteristics, board composition, network of partners) and institutional factors (e.g. university context, support mechanisms). An under studied potential source of heterogeneity is the diversity of technologies...

The relationship between psychological adjustment and social protection with academic self-concept and academic achievement among high school female students in Rasht

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Kobra Dadarigashti

2016-07-01

Full Text Available The study conducted to examine the relationship between psychological adjustment and social protection with academic self-concept and academic achievement among high school female students in Rasht. The research is descriptive correlational. The target population includes all female students studying in Rasht in 2015. By random cluster sampling method and based on the variables, 180 subjects selected. In this study, to collect data, psychological adjustment and social support, academic self-concept and academic achievement questionnaire are used. To test the hypothesis of this research, the parametric statistical Pearson correlation and regression tests are used. Moreover, all statistical operations were analyzed by using SPSS software. The research results showed that the correlation values between psychological adjustment and social support with academic self-concept and academic achievement of high school female students is statistically significant ( 01/0 > p.

Making clinical academic careers more attractive: views from questionnaire surveys of senior UK doctors.

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Lambert, Trevor W; Smith, Fay; Goldacre, Michael J

2015-08-01

To report on doctors' reasons, as expressed to our research group, for choosing academic careers and on factors that would make a career in clinical academic medicine more attractive to them. Postal, email and web questionnaires. UK. A total of 6936 UK-trained doctors who graduated in 1996, 1999 and 2000. Open-ended comments about a career in clinical academic medicine. Of doctors who provided reasons for pursuing a long-term career in clinical academic medicine, the main reasons were enjoyment of academic work and personal satisfaction, whether expressed directly in those terms, or in terms of intellectual stimulation, enjoyment of research, teaching and the advancement of medicine, and the job being more varied than and preferable to clinical work alone. Doctors' suggestions for making clinical academic medicine more attractive included improved pay and job security, better funding of research, greater availability of academic posts, more dedicated time for research (and less service work) and more support and mentoring. Women were more likely than men to prioritise flexible working hours and part-time posts. Medical schools could provide more information, as part of student teaching, about the opportunities for and realities of a career in clinical academic medicine. Women, in particular, commented that they lacked the role models and information which would encourage them to consider seriously an academic career. Employers could increase academic opportunities by allowing more time for teaching, research and study and should assess whether job plans make adequate allowance for academic work.

Academic underachievement: A neurodevelopmental perspective

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K. Shapiro Bruce, MD

2011-03-01

Full Text Available Academic underachievement is a common presenting symptom and has many different causes. The disorders that describe academic underachievement are based on the child’s function in cognitive, academic, or behavioral domains. The disorders that are associated with academic underachievement are final common pathways that have different etiologies and mechanisms. Multiple disorders are the rule because brain dysfunction in childhood usually affects multiple functions. Consequently, management programs must be individualized, comprehensive and address issues related to the child, school, and family. Treatment plans include parent training, academic accommodations, techniques to maintain self-esteem, and psychopharmacologic approaches. Ongoing monitoring of the management programs is necessary to detect important comorbidities that may emerge, to modify the program to meet the changing academic and social demands that occur as the child ages, and to provide current information. The outcome for children with academic underachievement is most dependent on the underlying disorder. Health providers have multiple roles to play in the prevention, detection, diagnosis and management of children with academic underachievement.

Does Stereotype Threat Affect Women in Academic Medicine?

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Burgess, Diana Jill; Joseph, Anne; van Ryn, Michelle; Carnes, Molly

2012-01-01

Multiple complex factors contribute to the slow pace of women’s advancement into leadership positions in academic medicine. In this article, the authors propose that stereotype threat--under which individuals who are members of a group characterized by negative stereotypes in a particular domain perform below their actual abilities in that domain when group membership is emphasized--may play an important role in the underrepresentation of women in leadership positions in academic medicine. Research to objectively assess the impact of stereotype threat for women in academic medicine is feasible and necessary to confirm this hypothesis. Still, a number of conditions present in the academic medicine community today have been shown to trigger stereotype threat in other settings, and stereotype threat fits with existing research on gender in academic medicine. In the meantime, academic health centers should implement relatively simple measures supported by experimental evidence from other settings to reduce the risk of stereotype threat, including: (1) introducing the concept of stereotype threat to the academic medicine community; (2) engaging all stakeholders, male and female, to promote identity safety by enacting and making faculty aware of policies to monitor potential instances of discrimination, and training faculty to provide performance feedback that is free of gender bias; (3) counteracting the effects of sex segregation at academic health centers by increasing exposure to successful female leaders; (4) reducing gender stereotype priming by avoiding stereotypically male criteria for promotion, grants, and awards; and (5) building leadership efficacy among female physicians and scientists. PMID:22361794

Strategies to Enhance Interpersonal Relations in Academic Advising

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Hughey, Judy K.

2011-01-01

The relationship between interpersonal skills is positively correlated with effective academic advising. Professional academic advisors feel significant pressure to meet a wide array of student needs, increase retention rates, help students in their efforts of academic achievement and career exploration, and support institutions to excel in…

The Impact of Acculturation Strategy and Social Supports on Acculturative Stress and Academic Performance among Hispanic/Latino/a College Students

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Luciano, David

2012-01-01

This study examined the relationship between Acculturation Strategy and Social Supports on Acculturative Stress and Academic Performance Among Hispanic/Latino/a College students. The sample of approximately 522 students was recruited at the City College of The City University of New York. Various statistical methods, including one way ANOVAS,…

Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance

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Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.

2012-01-01

The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are…

Providing Social Support for Underrepresented Racial and Ethnic Minority PhD Students in the Biomedical Sciences: A Career Coaching Model

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Williams, Simon N.; Thakore, Bhoomi K.; McGee, Richard

2017-01-01

Improvement in the proportion of underrepresented racial and ethnic minorities (URMs) in academic positions has been unsatisfactory. Although this is a complex problem, one key issue is that graduate students often rely on research mentors for career-related support, the effectiveness of which can be variable. We present results from a novel…

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

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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.

Research of academic giftedness in foreign studies: socio-psychological aspect

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Meshkova N.V.

2015-06-01

Full Text Available The article provides an overview of foreign publications on the issue of giftedness. Particular attention is paid to the socio-psychological aspect of education of gifted schoolchildren with the help of programs for the accelerated and in special classes. The article reviews the results of studies examining implicit views of ordinary students and school teachers on the gifted as well as a point of view of classmates, parents, teachers and the gifted themselves on gifted students. It describes the strategies for social interaction in academically gifted students who become the victims of bulling. The article analyses the data, obtained in a series of studies, which demonstrate the negative and positive effects of the classroom and family contexts on the academic and social competences of gifted students. The features of academic and social self-concept; relationships with classmates; interactions with adults (parents and teachers are regarded in the article as contexts supporting the students’ academic achievement potential, which may remain in some cases not realizedal.

Stress Management Coping Strategies of Academic Leaders in an Institution of Higher Learning in Malaysia

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Gurnam Kaur Sidhu

2015-12-01

Full Text Available In today’s demanding academic environment, academic leaders need to be well equipped with stress management coping strategies as they often find themselves in challenging situations and responsibilities. Therefore, the main aim of this paper is to investigate the stress management coping strategies used by academic leaders in an institution of higher learning located in Selangor, Malaysia. A mixed-methods research design was employed and the sample population involved 46 academic leaders from a public university. Data were collected using a questionnaire and semistructured interviews. The quantitative data were statistically analyzed using SPSS while the qualitative data were analyzed thematically. The findings showed that a majority of the academic leaders opted towards positive problem-focused engagement strategies such as cognitive restructuring and problem solving strategies followed by emotion-focused engagement which included expressing emotion and social support strategies. Besides that, academic leaders did confess that they sometimes do use disengagement strategies such as wishful thinking, problem avoidance and self-criticism coping strategies but they stressed that they faced problems and stress in a positive and constructive manner. The findings of this study imply that academic leaders in this study are engaged and well informed of stress coping strategies. However, it is recommended that top management in institutions of higher learning take the initiatives in providing necessary support to academic leaders by educating them on stress management coping strategies.

Academic Race Stereotypes, Academic Self-Concept, and Racial Centrality in African American Youth

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Okeke, Ndidi A.; Howard, Lionel C.; Kurtz-Costes, Beth; Rowley, Stephanie J.

2010-01-01

The relation between academic race stereotype endorsement and academic self-concept was examined in two studies of seventh- and eighth-grade African Americans. Based on expectancy-value theory, the authors hypothesized that academic race stereotype endorsement would be negatively related to self-perceptions. Furthermore, it was anticipated that the relation between stereotype endorsement and self-perceptions would be moderated by racial centrality. The hypothesis was supported in two independent samples. Among students with high racial centrality, endorsement of traditional race stereotypes was linked to lower self-perceptions of academic competence. The stereotype/self-concept relation was nonsignificant among youth for whom race was less central to their identities. These results confirm the supposition of expectancy-value theory and illustrate the interweaving of group and individual identity with motivational beliefs. PMID:20625536

Research Success and Structured Support: Developing Early Career Academics in Higher Education

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Geber, H.

2009-01-01

Entry into a successful academic career is often an arduous process. From career preparation through to doctoral studies and beyond, the journey can be fraught with trials. Why do many academics find difficulty in completing their studies in the minimum time and publishing afterwards? As the University of the Witwatersrand has a strategic goal of…

The Work-Family Support Roles of Child Care Providers across Settings

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Bromer, Juliet; Henly, Julia R.

2009-01-01

This paper presents a qualitative investigation of the work-family support roles of a sample of 29 child care providers serving low-income families in the Chicago area (16 family, friend, and neighbor providers (FFN), 7 licensed family child care providers (FCC), and 6 center-based teachers). Providers report offering low-income parents…

Information and communication technologies for knowledge management in academic libraries in Nigeria and South Africa

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Rexwhite T. Enakrire

2017-05-01

Objectives: The objective of this study was to investigate the use of ICT facilities that support knowledge management (KM in academic libraries in Nigeria and South Africa. Methods: Both quantitative through survey and structured questionnaires and qualitative by content analysis and interview research methodologies were applied in the initial study. The qualitative approach of content analysis was applied to literature review, and key informants were also interviewed. One hundred and thirty-two professional librarians and six key informants across the sampled academic libraries in the two countries were targeted for information. The study sampled only six academic libraries, three in each country, which renders generalisation difficult. This article largely focuses on quantitative aspects of the study in the reported findings. Results: Availability and accessibility of ICTs for KM among the sampled libraries were not uniform, even within one country. Infrastructural support has affected some of the university libraries to a great extent. The knowledge and skills for using ICT for KM were largely adequate, but varied within the libraries and librarians as well. The challenges facing the libraries border on inadequate infrastructure and professional staff, but irrespective of the challenges faced, libraries have devised strategies for coping and rendering services. The study has provided new information relating to the use of ICT facilities and services for KM in academic libraries that calls for rigorous continuing education for re-skilling the librarians. The changing user behaviour also calls for major attention. Government support for academic libraries with policy and funding is still crucial. Conclusion and recommendation: The study concludes that because ICTs have had robust histories as used to support information services, both staff and students’ information needs to be met in a variety of ways in academic libraries. This would help to foster and

Academic Self-Efficacy, Emotional Intelligence, GPA and Academic Procrastination in Higher Education

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Meirav Hen

2014-05-01

Full Text Available Academic procrastination has been seen as an impediment to students' academic success because it decreases the quality and quantity of learning while increasing the severity of negative outcomes in students’ lives. Research findings suggest that academic procrastination is closely related to motivation variables such as self-efficacy and self-regulated learning, and with higher levels of anxiety, stress, and illness. Emotional Intelligence is the ability to assess, regulate, and utilize emotions. It has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. The purpose of the present study was to explore and provide an initial understanding to the relationships between emotional intelligence, academic procrastination and GPA, as mediated by academic selfefficacy. A convenience sampling of 287 college students was collected. Structural equation modeling analysis using AMOS was conducted to examine the mediation role of academic selfefficacy between emotional intelligence, procrastination and GPA. Findings indicated that Emotional intelligence has a negative indirect effect on academic procrastination and a positive indirect effect on academic performance. Further research is needed to explore the effect of emotional intelligence on academic procrastination and performance, and to further understand its implications for academic settings.

Providing support to nursing students in the clinical environment: a nursing standard requirement.

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Anderson, Carina; Moxham, Lorna; Broadbent, Marc

2016-10-01

This discussion paper poses the question 'What enables or deters Registered Nurses to take up their professional responsibility to support undergraduate nursing students through the provision of clinical education?'. Embedded within many nursing standards are expectations that Registered Nurses provide support and professional development to undergraduate nursing students undertaking clinical placements. Expectations within nursing standards that Registered Nurses provide support and professional development to nursing students are important because nursing students depend on Registered Nurses to help them to become competent practitioners. Contributing factors that enable and deter Registered Nurses from fulfilling this expectation to support nursing students in their clinical learning include; workloads, preparedness for the teaching role, confidence in teaching and awareness of the competency requirement to support students. Factors exist which can enable or deter Registered Nurses from carrying out the licence requirement to provide clinical education and support to nursing students.

Academic career in medicine – requirements and conditions for successful advancement in Switzerland

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Stamm Martina

2009-04-01

Full Text Available Abstract Background Within the framework of a prospective cohort study of Swiss medical school graduates a sample of young physicians aspiring to an academic career were surveyed on their career support and barriers experienced up to their sixth year of postgraduate training. Methods Thirty-one junior academics took part in semi-structured telephone interviews in 2007. The interview guideline focused on career paths to date, career support and barriers experienced, and recommendations for junior and senior academics. The qualitatively assessed data were evaluated according to Mayring's content analysis. Furthermore, quantitatively gained data from the total cohort sample on person- and career-related characteristics were analyzed in regard to differences between the junior academics and cohort doctors who aspire to another career in medicine. Results Junior academics differ in terms of instrumentality as a person-related factor, and in terms of intrinsic career motivation and mentoring as career-related factors from cohort doctors who follow other career paths in medicine; they also show higher scores in the Career-Success Scale. Four types of career path could be identified in junior academics: (1 focus on basic sciences, (2 strong focus on research (PhD programs followed by clinical training, (3 one to two years in research followed by clinical training, (4 clinical training and research in parallel. The interview material revealed the following categories of career-supporting experience: making oneself out as a proactive junior physician, research resources provided by superior staff, and social network; statements concerning career barriers encompassed interference between clinical training and research activities, insufficient research coaching, and personality related barriers. Recommendations for junior academics focused on mentoring and professional networking, for senior academics on interest in human resource development and being role

Using self-determination theory to describe the academic motivation of allied health professional-level college students.

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Ballmann, Jodi M; Mueller, Jill J

2008-01-01

This study investigated the various reasons that allied health students believe they are currently attending college. The Academic Motivation Scale was administered to a convenience sample of 222 upperclassmen and graduate-level students (162 women, 46 men). The Academic Motivation Scale proposes various reasons for continued engagement in academic pursuits that may be characteristic of personal and current reasons for persistence in a subject's particular academic program. The results showed that students portrayed themselves as currently attending college for both intrinsically and extrinsically motivated reasons. The most frequently endorsed motivational styles were identified (autonomous) extrinsic motivation and externally regulated (nonautonomous) extrinsic motivation. This study showed that this sample of professional-level college students was not completely self-determined in their end-stage academic pursuits. One conclusion that may be drawn from this study is that allied health programs that provide students with an educational context that supports self-determination may encourage future allied health professionals to develop the ability to support the self-determination of their future clients.

Making clinical academic careers more attractive: views from questionnaire surveys of senior UK doctors

Science.gov (United States)

Lambert, Trevor W; Goldacre, Michael J

2015-01-01

Summary Objectives To report on doctors’ reasons, as expressed to our research group, for choosing academic careers and on factors that would make a career in clinical academic medicine more attractive to them. Design Postal, email and web questionnaires. Setting UK. Participants A total of 6936 UK-trained doctors who graduated in 1996, 1999 and 2000. Main outcome measures Open-ended comments about a career in clinical academic medicine. Results Of doctors who provided reasons for pursuing a long-term career in clinical academic medicine, the main reasons were enjoyment of academic work and personal satisfaction, whether expressed directly in those terms, or in terms of intellectual stimulation, enjoyment of research, teaching and the advancement of medicine, and the job being more varied than and preferable to clinical work alone. Doctors’ suggestions for making clinical academic medicine more attractive included improved pay and job security, better funding of research, greater availability of academic posts, more dedicated time for research (and less service work) and more support and mentoring. Women were more likely than men to prioritise flexible working hours and part-time posts. Conclusions Medical schools could provide more information, as part of student teaching, about the opportunities for and realities of a career in clinical academic medicine. Women, in particular, commented that they lacked the role models and information which would encourage them to consider seriously an academic career. Employers could increase academic opportunities by allowing more time for teaching, research and study and should assess whether job plans make adequate allowance for academic work. PMID:26380103

Effectiveness of Resident Physicians as Triage Liaison Providers in an Academic Emergency Department.

Science.gov (United States)

Weston, Victoria; Jain, Sushil K; Gottlieb, Michael; Aldeen, Amer; Gravenor, Stephanie; Schmidt, Michael J; Malik, Sanjeev

2017-06-01

Emergency department (ED) crowding is associated with detrimental effects on ED quality of care. Triage liaison providers (TLP) have been used to mitigate the effects of crowding. Prior studies have evaluated attending physicians and advanced practice providers as TLPs, with limited data evaluating resident physicians as TLPs. This study compares operational performance outcomes between resident and attending physicians as TLPs. This retrospective cohort study compared aggregate operational performance at an urban, academic ED during pre- and post-TLP periods. The primary outcome was defined as cost-effectiveness based upon return on investment (ROI). Secondary outcomes were defined as differences in median ED length of stay (LOS), median door-to-provider (DTP) time, proportion of left without being seen (LWBS), and proportion of "very good" overall patient satisfaction scores. Annual profit generated for physician-based collections through LWBS capture (after deducting respective salary costs) equated to a gain (ROI: 54%) for resident TLPs and a loss (ROI: -31%) for attending TLPs. Accounting for hospital-based collections made both profitable, with gains for resident TLPs (ROI: 317%) and for attending TLPs (ROI: 86%). Median DTP time for resident TLPs was significantly lower (phistorical control. Proportion of "very good" patient satisfaction scores and LWBS was improved for both resident and attending TLPs over historical control. Overall median LOS was not significantly different. Resident and attending TLPs improved DTP time, patient satisfaction, and LWBS rates. Both resident and attending TLPs are cost effective, with residents having a more favorable financial profile.

Too Soon to Fly the Coop? Online Journaling to Support Students' Learning during Their Erasmus Study Visit

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Gabaudan, Odette

2016-01-01

Undergraduate students whose programme includes a full academic year on an Erasmus study visit require a range of support before, during and after their year abroad. This study focuses on the support provided by the home academic coordinator during the students' period of study abroad. The research is based on a case-study which explores how the…

Academic and Non-Profit Accessibility to Commercial Remote Sensing Software

Science.gov (United States)

O'Connor, A. S.; Farr, B.

2013-12-01

Remote Sensing as a topic of teaching and research at the university and college level continues to increase. As more data is made freely available and software becomes easier to use, more and more academic and non-profits institutions are turning to remote sensing to solve their tough and large spatial scale problems. Exelis Visual Information Solutions (VIS) has been supporting teaching and research endeavors for over 30 years with a special emphasis over the last 5 years with scientifically proven software and accessible training materials. The Exelis VIS academic program extends to US and Canadian 2 year and 4 year colleges and universities with tools for analyzing aerial and satellite multispectral and hyperspectral imagery, airborne LiDAR and Synthetic Aperture Radar. The Exelis VIS academic programs, using the ENVI Platform, enables labs and classrooms to be outfitted with software and makes software accessible to students. The ENVI software provides students hands on experience with remote sensing software, an easy teaching platform for professors and allows researchers scientifically vetted software they can trust. Training materials are provided at no additional cost and can either serve as a basis for course curriculum development or self paced learning. Non-profit organizations like The Nature Conservancy (TNC) and CGIAR have deployed ENVI and IDL enterprise wide licensing allowing researchers all over the world to have cost effective access COTS software for their research. Exelis VIS has also contributed licenses to the NASA DEVELOP program. Exelis VIS is committed to supporting the academic and NGO community with affordable enterprise licensing, access to training materials, and technical expertise to help researchers tackle today's Earth and Planetary science big data challenges.

Supporting Success for All Students

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Manduca, C. A.; Macdonald, H.; McDaris, J. R.; Weissmann, G. S.

2015-12-01

The geoscience student population in the United States today does not reflect the diversity of the US population. Not only does this challenge our ability to educate sufficient numbers of students in the geosciences, it also challenges our ability to address issues of environmental justice, to bring geoscience expertise to diverse communities, and to pursue a research agenda reflecting the needs and interests of our nation as a whole. Programs that are successful in supporting students from underrepresented groups attend to the whole student (Jolly et al, 2004) as they develop not only knowledge and skills, but a sense of belonging and a drive to succeed in geoscience. The whole student approach provides a framework for supporting the success of all students, be they members of underrepresented groups or not. Important aspects of support include mentoring and advising, academic support, an inclusive learning community, and opportunities to learn about the profession and to develop geoscience and professional skills. To successfully provide support for the full range of students, it is critical to consider not only what opportunities are available but the barriers different types of students face in accessing these opportunities. Barriers may arise from gaps in academic experiences, crossing into a new and unfamiliar culture, lack of confidence, stereotype threat, implicit bias and other sources. Isolation of geoscience learning from its application and social context may preferentially discourage some groups. Action can be taken to increase support for all students within an individual course, a department or an institution. The InTeGrate STEP Center for the Geosciences, the Supporting and Advancing Geoscience Education at Two-Year Colleges program and the On the Cutting Edge Professional Development for Geoscience Faculty program all provide resources for individuals and departments including on line information, program descriptions, and workshop opportunities.

Student self-esteem and academic achievement

Directory of Open Access Journals (Sweden)

Milošević Nikoleta M.

2005-01-01

Full Text Available There is a growing belief that academic achievement is the product of a complex network of teacher-student relations, where the identity of successful and unsuccessful student is developing with high, moderate or low self-esteem level. Self-esteem is most often defined as a conscious cognitive-affective expression of self-evaluation which is one of the most immediate indicators of self-concept integration degree. A number of authors view high self-esteem level as an important prerequisite for high academic achievement. In contrast, academic achievement and other experiences related to teaching and learning are considered to exert significant influence on self-esteem and a student should be successful at school first so as to develop a positive self-image and his academic abilities. The debate on what comes first - self-esteem or academic achievement - is in its character more academic than practical. This claim is supported by an increasing number of studies indicating the dynamism and reciprocity of correlation between academic achievement and self-esteem. The paper gives recommendations for educational practice to promote self-esteem and development of personal and social responsibility, which contributes to better student academic achievement. It is pointed out that teacher education in the field is necessary and that self-esteem and responsibility must become essential segments of curricula. Teacher is expected to become sensitive to the needs of students who are at risk to be unsuccessful and to largely apply cooperative learning methods. Findings demonstrate that cooperative learning either sustain or increase student self-esteem, whereas traditional teaching methods, in general, lead to its decline. Cooperative relations improve student self-image in respect of academic abilities and social interactions. Positive feedback, peer support, more frequent experience of learning achievement leads mainly to general increase in self-esteem and

Patient resources available to bladder cancer patients: a pilot study of healthcare providers.

Science.gov (United States)

Lee, Cheryl T; Mei, Minghua; Ashley, Jan; Breslow, Gene; O'Donnell, Michael; Gilbert, Scott; Lemmy, Simon; Saxton, Claire; Sagalowsky, Arthur; Sansgiry, Shubhada; Latini, David M

2012-01-01

To survey thought leaders attending an annual bladder cancer conference about resources available to survivors at, primarily, large academic centers treating a high volume of patients. Bladder cancer is a disease with high treatment burden. Support groups and survivorship programs are effective at managing physical and psychosocial impairments experienced by patients. The Institute of Medicine recommends increased resources for cancer survivorship, but no description of current resources exists for bladder cancer patients. Preceding the 4th annual Bladder Cancer Think Tank meeting in August 2009, we carried out an Internet-based survey of registrants that queried respondents about institutional resources and support systems devoted to bladder cancer survivors. Data were collected using SurveyMonkey.com, and descriptive statistics were computed. A total of 43 eligible respondents included urologists (77%), medical oncologists (16%), and other physicians or health professionals (7%). Physician respondents represented 22 academic centers and 2 private groups. Although 63% of respondent institutions had a National Cancer Institute designation, only 33% had an active bladder cancer support group. Survivorship clinics were available in 29% of institutions, and peer support networks, community resources for education, and patient navigation were available in 58%, 13%, and 25% of respondent institutions, respectively. Resources for bladder cancer survivors vary widely and are lacking at several academic centers with high-volume bladder cancer populations. Bladder cancer providers are often unaware of available institutional resources for patients. Urologists need to advocate for additional survivor resources and partner with other disciplines to provide appropriate care. Copyright © 2012 Elsevier Inc. All rights reserved.

Exploring the Relationship between Student Involvement in GEAR UP and Academic Achievement

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Kennedy, Renea F.

2016-01-01

The purpose of this study was to examine the relationship between GEAR UP academic support services and student achievement. GEAR UP is an evidence-based college readiness program. This study focused on a subset of academic support services designed to impact student achievement including: academic mentoring, math tutoring, English tutoring, study…

Is academic buoyancy anything more than adaptive coping?

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Putwain, David W; Connors, Liz; Symes, Wendy; Douglas-Osborn, Erica

2012-05-01

Academic buoyancy refers to a positive, constructive, and adaptive response to the types of challenges and setbacks experienced in a typical and everyday academic setting. In this project we examined whether academic buoyancy explained any additional variance in test anxiety over and above that explained by coping. Two hundred and ninety-eight students in their final two years of compulsory schooling completed self-report measures of academic buoyancy, coping, and test anxiety. Results suggested that buoyancy was inversely related to test anxiety and unrelated to coping. With the exception of test-irrelevant thoughts, test anxiety was positively related to avoidance coping and social support. Test-irrelevant thoughts were inversely related to task focus, unrelated to social support, and positively related to avoidance. A hierarchical regression analysis showed that academic buoyancy explained a significant additional proportion of variance in test anxiety when the variance for coping had already been accounted for. These findings suggest that academic buoyancy can be considered as a distinct construct from that of adaptive coping.

Divine Interventions: Needs Analysis for Post-Graduate Academic Literacy and Curriculum Development, in a South African School of Theology

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Jackson, Fiona

2005-01-01

This paper provides a critical exploration of work in progress to develop a genre based academic support that promotes post-graduate academic literacies among new EIL and EAL Hons and Masters students in the School of Theology, University of Natal, Pietermaritzburg. It traces the path of an action research project, using an eclectic needs analysis…

Physically active academic lessons in elementary children.

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Bartholomew, John B; Jowers, Esbelle M

2011-06-01

Although schools are an ideal location to conduct interventions that target children, the emphasis on standardized testing makes it difficult to implement interventions that do not directly support academic instruction. In response, physically active academic lessons have been developed as a strategy to increase physical activity while also addressing core educational goals. Texas I-CAN! is one incarnation of this approach. We will review the on-going research on the impact of these active lessons on: teacher implementation, child step count, child attention control, and academic performance. The collected studies support the impact of physically active academic lessons on each area of interest. If these data can be replicated, it suggests that teachers might find these lessons of benefit to their primary role as educators, which should ease dissemination of these and other physically active lessons in elementary schools. Copyright © 2011 Elsevier Inc. All rights reserved.

Training for staff who support students.

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Flynn, Eleanor; Woodward-Kron, Robyn; Hu, Wendy

2016-02-01

Front-line administrative, academic and clinical teaching staff often find themselves providing pastoral and learning support to students, but they are often not trained for this role, and this aspect of their work is under-acknowledged. Staff participating in an action research study at two medical schools identified common concerns about the personal impact of providing student support, and of the need for professional development to carry out this responsibility. This need is magnified in clinical placement settings that are remote from on-campus services. Informed by participatory action research, brief interactive workshops with multimedia training resources were developed, conducted and evaluated at eight health professional student training sites. These workshops were designed to: (1) be delivered in busy clinical placement and university settings; (2) provide a safe and inclusive environment for administrative, academic and clinical teaching staff to share experiences and learn from each other; (3) be publicly accessible; and (4) promote continued development and roll-out of staff training, adapted to each workplace (see http://www.uws.edu.au/meusupport). The workshops were positively evaluated by 97 participants, with both teaching and administrative staff welcoming the opportunity to discuss and share experiences. Staff supporting health professional students have shared, often unmet, needs for support themselves Staff supporting health professional students have shared, often unmet, needs for support themselves. Participatory action research can be a means for producing and maintaining effective training resources as well as the conditions for change in practice. In our workshops, staff particularly valued opportunities for guided discussion using videos of authentic cases to trigger reflection, and to collaboratively formulate student support guidelines, customised to each site. © 2015 John Wiley & Sons Ltd.

Whistleblowing in academic medicine

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Rhodes, R; Strain, J

2004-01-01

The authors present and discuss cases of academic medicine failing to address unethical behaviour in academic science and, thereby, illustrate the scope and seriousness of the problem. The Olivieri/Apotex affair is just another instance of academic medicine's dereliction in a case of scientific fraud and misconduct. Instead of vigorously supporting their faculty member in her efforts to honestly communicate her findings and to protect patients from the risks associated with the use of the study drug, the University of Toronto collaborated with the Apotex company's "stalling tactics," closed down Dr Olivieri's laboratory, harassed her, and ultimately dismissed her. The authors argue that the incentives for addressing problematic behaviour have to be revised in order to effect a change in the current pattern of response that occurs in academic medicine. An externally imposed realignment of incentives could convert the perception of the whistleblower, from their present caste as the enemy within, into a new position, as valued friend of the institution. The authors explain how such a correction could encourage appropriate reactions to scientific misconduct from academic medicine. PMID:14872069

Academic dishonesty in dental education (A narrative review

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Agus Ardinansyah

2015-06-01

Full Text Available Academic dishonesty which the most common are cheating or plagiarism. Several studies have shown that behavior of cheating and plagiarism as a major serious problem in academic institution worldwide especially in dentistry. Enforcement of academic ethic and integrity  in dentistry should involve institution and supported by the entire academic community of students, faculty, stakeholders and staff. Furthermore, dentistry education should create ethics curricula, which uphold academic integrity and ethical codes, starting with giving attitude of respect and humanism through the method that is known as pedagogy.

The Impact of Collegiality amongst Australian Accounting Academics on Work-Related Attitudes and Academic Performance

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Su, Sophia; Baird, Kevin

2017-01-01

This study provides an insight into the collegiality of Australian accounting academics and the association of collegiality with their work-related attitudes and academic performance. Data were collected by a survey questionnaire from a random sample of 267 accounting academics within Australian universities. The results suggest a moderate level…

A Transformative Approach to Academic Medicine: The Partnership Between the University of Arizona and Banner Health.

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Cairns, Charles B; Bollinger, Kathy; Garcia, Joe G N

2017-01-01

The University of Arizona Health Network (UAHN) was a modestly successful health care delivery organization with a vibrant academic portfolio and stable finances. By 2013, however, market forces, health care financing changes, and the burden of technology and informatics upgrades led to a compromised financial position at UAHN, a situation experienced by many academic medical centers. Concurrently, Banner Health had been interested in forming an academic partnership to enhance innovation, including the incorporation of new approaches into health care delivery, and to recruit high-quality providers to the organization. In 2015, the University of Arizona (UA) and Banner Health entered into a unique partnership known as Banner - University Medicine. The objective was to create a statewide system that provides reliable, compassionate, high-quality health care across all of its providers and facilities and to make a 30-year commitment to UA's College of Medicine in Tucson and the College of Medicine in Phoenix to support the State of Arizona's position as a first-tier research and training destination with world-class physicians. The goal of the Banner - University Medicine partnership is to create a nationally leading organization that transforms health care by delivering better care, enhanced service, and lower costs through new approaches focused on wellness. Key elements of this partnership are highlighted in this Commentary, including the unique governance structure of the Academic Management Council, the creation of the Academic Enhancement Fund to support the UA Colleges of Medicine in Tucson and Phoenix, and novel approaches to medical education, research, innovation, and care.

Developing academic literacy through self-regulated online learning

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Emmaline Lear

2016-03-01

Full Text Available This study explores the self-regulated learning (SRL experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.

Improving Academic Writing in Nursing Education

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Mattsson, Janet

2016-01-01

Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality…

Supportive Relationships in Autism Spectrum Disorder: Perspectives of Individuals with ASD and Supporters

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Jodi Robledo

2016-11-01

Full Text Available This study explored 17 dyads of academically successful people with Autism Spectrum Disorder (ASD and individuals who they identified as supportive. Qualitative methods, including in-depth interviews, participant observations, and document analysis, were used to study these supportive relationships. The purpose of the study was to develop a substantive grounded theory regarding supportive relationships within the lives of individuals with ASD. A dynamic model of supportive relationships emerged, with trust, unity, and support as the three core categories of these relationships. The data suggest that the quality of the relationship between an individual with ASD and the support provider can be a critical factor within effective support. These findings suggest that there is much yet to be learned about the social world of individuals with ASD.

Supportive Relationships in Autism Spectrum Disorder: Perspectives of Individuals with ASD and Supporters

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Robledo, Jodi; Donnellan, Anne M.

2016-01-01

This study explored 17 dyads of academically successful people with Autism Spectrum Disorder (ASD) and individuals who they identified as supportive. Qualitative methods, including in-depth interviews, participant observations, and document analysis, were used to study these supportive relationships. The purpose of the study was to develop a substantive grounded theory regarding supportive relationships within the lives of individuals with ASD. A dynamic model of supportive relationships emerged, with trust, unity, and support as the three core categories of these relationships. The data suggest that the quality of the relationship between an individual with ASD and the support provider can be a critical factor within effective support. These findings suggest that there is much yet to be learned about the social world of individuals with ASD. PMID:27827873

An Enterprise System and a Business Simulation Provide Many Opportunities for Interdisciplinary Teaching

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Kreie, Jennifer; Shannon, James; Mora-Monge, Carlo A.

2011-01-01

Enterprise systems provide companies with centralized data management, business process support and integrated data flow between functional areas. Thanks to academic alliances offered by companies such as SAP, Oracle, Microsoft and others, universities can also take advantage of the integrated features of enterprise system to give business…

Academic Freedom in Higher Education

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Tokay GEDİKOĞLU

2013-12-01

Full Text Available In this study, the concept ‘academic freedom’ is discussed, its implications and value for the academics, institutions of higher education, and the society are focused, and a few suggestions for the Turkish higher education are made. Academic freedom is defined as the freedom of the academic staff to look for and to find the truth in their scientific field, to publish the findings, and to teach these findings to their students without any external intervention. The concept has gained a further definition with inclusion of research activities into academic freedom as part of the reform attempts started in the German higher education in the 19th century. Therefore, academic freedom is at the very core of the missions of the institutions of higher education; that is, teaching-learning and research. On the point of academic staff and their academic activities of the academic freedom, the subjects such as the aim of the course, choosing the teaching materials and textbooks, the lecturer, and the criteria for the measurement and evaluation of the course take place. And he point of research covers the aim of the study, academicians can’t be imposed the involve in an academic and artistic studies that conflict their values and beliefs; researchers should comply with codes of ethical principles and practices during the process of researching; and research outputs should be reported accurately and honestly without any misleading manipulation. Academic freedom does not provide any exemption from accountability in academic activities of the faculty, nor does it provide any right to act against the well-being of the society, current laws and regulations, and codes of ethical principles and practices.

Fitness, fatness, and academic performance in seventh-grade elementary school students

Science.gov (United States)

2014-01-01

Background In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academic performance among seventh-grade students. Methods Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academic performance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Results Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born. PMID:25001376

Academic learning for specialist nurses: a grounded theory study.

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Millberg, Lena German; Berg, Linda; Brämberg, Elisabeth Björk; Nordström, Gun; Ohlén, Joakim

2014-11-01

The aim was to explore the major concerns of specialist nurses pertaining to academic learning during their education and initial professional career. Specialist nursing education changed in tandem with the European educational reform in 2007. At the same time, greater demands were made on the healthcare services to provide evidence-based and safe patient-care. These changes have influenced specialist nursing programmes and consequently the profession. Grounded Theory guided the study. Data were collected by means of a questionnaire with open-ended questions distributed at the end of specialist nursing programmes in 2009 and 2010. Five universities were included. Further, individual, pair and group interviews were used to collect data from 12 specialist nurses, 5-14 months after graduation. A major concern for specialist nurses was that academic learning should be "meaningful" for their professional future. The specialist nurses' "meaningful academic learning process" was characterised by an ambivalence of partly believing in and partly being hesitant about the significance of academic learning and partly receiving but also lacking support. Specialist nurses were influenced by factors in two areas: curriculum and healthcare context. They felt that the outcome of contribution to professional confidence was critical in making academic learning meaningful. Copyright © 2014 Elsevier Ltd. All rights reserved.

Best Practices in Academic Mentoring: A Model for Excellence

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Jan M. Nick

2012-01-01

Full Text Available Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protégé, integrate the protégé into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protégé outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities.

A participative evaluation model to refine academic support for first year Indigenous higher education students

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Bronwyn Rossingh

2012-03-01

Full Text Available This paper presents an evaluative approach designed to provide a cycle of continuous improvement to retain Indigenous students during their first year of higher education.   The evaluation model operates in conjunction with a student academic enrichment program that is premised on valuing and respecting each student's background and life experience whilst building capability for learning success.  Data collected will be used for continual improvement of a newly developed innovative academic enrichment program that caters to the needs of Indigenous students.  The defining mechanisms of the model for measuring the first year experience are particularly meaningful for the Australian Centre For Indigenous Knowledges and Education as it moves into its inaugural year of operation in 2012. This preeminent time requires a flexible model to receive timely feedback in a reflexive environment where students guide the process as they continue their journey of accumulating knowledge and leave behind their contribution in shaping the landscape for future first year Indigenous students.  

Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations among Doctoral Students

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Curtin, Nicola; Malley, Janet; Stewart, Abigail J.

2016-01-01

We know little about the role of faculty mentoring in the development of interest in pursuing an academic career among doctoral students. Drawing on Social Cognitive Career Theory, this study examined the relationships between different kinds of mentoring (instrumental, psychosocial, and sponsorship) and academic career self-efficacy, interests,…

Administrative skills for academic physicians.

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Aluise, J J; Scmitz, C C; Bland, C J; McArtor, R E

1989-01-01

To function effectively within the multifaceted environment of the academic medical center, academic physicians need to heighten their understanding of the economics of the health care system, and further develop their leadership and managerial skills. A literature base on organizational development and management education now exists that addresses the unique nature of the professional organization, including academic medical centers. This article describes an administration development curriculum for academic physicians. Competency statements, instructional strategies and references provide the academic physician with guidelines for expanding their professional expertise to include organizational and management skills. The continuing success of the academic medical center as a responsive health care system may depend upon the degree to which academic physicians gain sophistication in self-management and organizational administration.

Male Student-Athlete Perceptions of University Academic Staff Expectations: A Qualitative Analysis of Perceptions, Value and Academic Motivation

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Verbeck, Teresa A.

2010-01-01

Semi-structured interviews were conducted with 11 male collegiate student-athletes in a revenue-generating sport in an effort to better inform current academic support practitioners how to best serve this population. The inquiry focused on student-athlete perceptions of two areas: (1) perceptions regarding the expectations academic personnel have…

45 CFR 605.44 - Academic adjustments.

Science.gov (United States)

2010-10-01

... impairments, and other similar services and actions. Recipients need not provide attendents, individually... Postsecondary Education § 605.44 Academic adjustments. (a) Academic requirements. A recipient to which this..., against a qualified handicapped applicant or student. Academic requirements that the recipient can...

Toward Understanding Non-Centralized Technology Support in Higher Education

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Jackson, Robert Jonathan

2009-01-01

The focus of this research is an examination of service quality provided by non-centralized technology personnel, Local Technical Support Providers (LSPs), at a southern research university. The SERVQUAL instrument was selected to measure service quality of LSPs within the Academic Affairs Division. The rationale for selecting and testing SERVQUAL…

Effectiveness of Resident Physicians as Triage Liaison Providers in an Academic Emergency Department

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Victoria Weston

2017-04-01

Full Text Available Introduction: Emergency department (ED crowding is associated with detrimental effects on ED quality of care. Triage liaison providers (TLP have been used to mitigate the effects of crowding. Prior studies have evaluated attending physicians and advanced practice providers as TLPs, with limited data evaluating resident physicians as TLPs. This study compares operational performance outcomes between resident and attending physicians as TLPs. Methods: This retrospective cohort study compared aggregate operational performance at an urban, academic ED during pre- and post-TLP periods. The primary outcome was defined as cost-effectiveness based upon return on investment (ROI. Secondary outcomes were defined as differences in median ED length of stay (LOS, median door-to-provider (DTP time, proportion of left without being seen (LWBS, and proportion of “very good” overall patient satisfaction scores. Results: Annual profit generated for physician-based collections through LWBS capture (after deducting respective salary costs equated to a gain (ROI: 54% for resident TLPs and a loss (ROI: −31% for attending TLPs. Accounting for hospital-based collections made both profitable, with gains for resident TLPs (ROI: 317% and for attending TLPs (ROI: 86%. Median DTP time for resident TLPs was significantly lower (p<0.0001 than attending or historical control. Proportion of “very good” patient satisfaction scores and LWBS was improved for both resident and attending TLPs over historical control. Overall median LOS was not significantly different. Conclusion: Resident and attending TLPs improved DTP time, patient satisfaction, and LWBS rates. Both resident and attending TLPs are cost effective, with residents having a more favorable financial profile.

Factors Affecting Examination Attrition: Does Academic Support Help? A Survey of ACN203S (Cost Accounting and Control) Students at Unisa

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Tladi, Lerato Sonia

2013-01-01

This study sought to determine the attributing and contributing factors to examination absence as well as whether the academic and social support available to students had a role to play in discouraging or reducing absence from examinations using results from a quantitative survey of ACN203S (Cost Accounting and Control) students who were admitted…

Job Satisfaction of Academics: Does Gender Matter?

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Machado-Taylor, Maria de Lourdes; White, Kate; Gouveia, Odilia

2014-01-01

Academic work in higher education has been influenced by global trends such as accountability, massification and deteriorating financial support. Within this broader context, the performance of academic staff as teachers and researchers has an impact on student learning and implications for the quality of higher education institutions (HEIs).…

Planning and Implementing a 3D Printing Service in an Academic Library

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Gonzalez, Sara Russell; Bennett, Denise Beaubien

2014-01-01

Initiating a 3D printing service in an academic library goes beyond justification of its value and gaining the necessary library and administrative support. Additional aspects such as policies, environmental safety, training, publicizing, maintenance, and scope of service must be considered. This article provides a guide to developing a 3D print…

Academic couples, parenthood and women’s research careers

Czech Academy of Sciences Publication Activity Database

Vohlídalová, Marta

2017-01-01

Roč. 16, 2-3 (2017), s. 166-182 ISSN 1474-9041 R&D Projects: GA MŠk(CZ) LE12003 Institutional support: RVO:68378025 Keywords : Academic careers * academic couples * Czech Republic Subject RIV: AO - Sociology, Demography OBOR OECD: Sociology

Academic and non-academic career options for marine scientists. - Support measures for early career scientists offered at MARUM - Center for Marine Environmental Sciences, University of Bremen, Germany

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Hebbeln, Dierk; Klose, Christina

2015-04-01

Early career scientists at MARUM cover a wide range of research topics and disciplines including geosciences, biology, chemistry, social sciences and law. Just as colourful as the disciplinary background of the people, are their ideas for their personal careers. With our services and programmes, we aim to address some important career planning needs of PhD students and early career Postdocs, both, for careers in science and for careers outside academia. For PhD students aiming to stay in science, MARUM provides funding opportunities for a research stay abroad for a duration of up to 6 months. A range of courses is offered to prepare for the first Postdoc position. These include trainings in applying for research funding, proposal writing and interview skills. Following MARUM lectures which are held once a month, early career scientists are offered the opportunity to talk to senior scientists from all over the world in an informal Meet&Greet. Mentoring and coaching programmes for women in science are offered in cooperation with the office for equal opportunities at the University of Bremen. These programmes offer an additional opportunity to train interpersonal skills and to develop personal career strategies including a focus on special challenges that especially women might (have to) face in the scientific community. Early career scientists aiming for a non-academic career find support on different levels. MARUM provides funding opportunities for placements in industry, administration, consulting or similar. We offer trainings in e.g. job hunting strategies or interview skills. For a deeper insight into jobs outside the academic world, we regularly invite professionals for informal fireside chats and career days. These events are organised in cooperation with other graduate programmes in the region to broaden the focus of both, the lecturers and the participants. A fundamental component of our career programmes is the active involvement of alumni of MARUM and our

Determinants of Academic Startups’ Orientation toward International Business Expansion

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Shinya Suzuki

2016-12-01

Full Text Available This study explores the determinants of academic startups’ orientation toward international business expansion, focusing on their technological capabilities, availability of public support, the regional characteristics of their locations, and the research standards of their parent universities. Using unique survey data on 448 academic startups in Japan and by estimating an ordered logit model, we find that academic startups are strongly oriented toward expanding their businesses internationally if they have strong technological capabilities, receive public support, are established in regions with a high ratio of exporting small firms, or are affiliated with a parent university with an excellent research reputation.

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

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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.

The Emotional and Academic Consequences of Parental Conditional Regard: Comparing Conditional Positive Regard, Conditional Negative Regard, and Autonomy Support as Parenting Practices

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Roth, Guy; Assor, Avi; Niemiec, Christopher P.; Deci, Edward L.; Ryan, Richard M.

2009-01-01

The authors conducted 2 studies of 9th-grade Israeli adolescents (169 in Study 1, 156 in Study 2) to compare the parenting practices of conditional positive regard, conditional negative regard, and autonomy support using data from multiple reporters. Two socialization domains were studied: emotion control and academics. Results were consistent…

Vice-Chancellors Influence on Academic Staff Intentions to Use ...

African Journals Online (AJOL)

kmacharia

adoption and diffusion of Learning Management System (LMS) by academic staff for ... of TAM, as a supportive framework for investigating the academic staff ... This definition includes university-wide information systems that embrace blended.

Factors affecting nurse retention at an academic Magnet® hospital.

Science.gov (United States)

Buffington, Annsley; Zwink, Jennifer; Fink, Regina; Devine, Deborah; Sanders, Carolyn

2012-05-01

: The aim of this study was to examine the factors affecting the retention of registered nurses (RNs) and validate the revised Casey-Fink Nurse Retention Survey (2009). : Creating an organizational culture of retention may reduce nurse turnover. Focusing on why nurses leave and identifying factors why nurses stay are essential. : A descriptive survey design gathered data from RNs with 1 or more years of experience providing direct patient care and employed in inpatient/ambulatory settings in an acute care, academic, Magnet hospital. : There were no statistically significant relationships between nurse respondents' perceptions of work environment/support/encouragement and age or years of experience. However, there were significant differences between inpatient and ambulatory nurse responses in several key areas including job satisfaction, mentorship, and educational support. Overall, nurses reported feeling a lack of support and recognition from managers. Results provide evidence to support improved strategies to foster nurse retention.

PROVIDING R-TREE SUPPORT FOR MONGODB

Directory of Open Access Journals (Sweden)

L. Xiang

2016-06-01

Full Text Available Supporting large amounts of spatial data is a significant characteristic of modern databases. However, unlike some mature relational databases, such as Oracle and PostgreSQL, most of current burgeoning NoSQL databases are not well designed for storing geospatial data, which is becoming increasingly important in various fields. In this paper, we propose a novel method to provide R-tree index, as well as corresponding spatial range query and nearest neighbour query functions, for MongoDB, one of the most prevalent NoSQL databases. First, after in-depth analysis of MongoDB’s features, we devise an efficient tabular document structure which flattens R-tree index into MongoDB collections. Further, relevant mechanisms of R-tree operations are issued, and then we discuss in detail how to integrate R-tree into MongoDB. Finally, we present the experimental results which show that our proposed method out-performs the built-in spatial index of MongoDB. Our research will greatly facilitate big data management issues with MongoDB in a variety of geospatial information applications.

Providing R-Tree Support for Mongodb

Science.gov (United States)

Xiang, Longgang; Shao, Xiaotian; Wang, Dehao

2016-06-01

Supporting large amounts of spatial data is a significant characteristic of modern databases. However, unlike some mature relational databases, such as Oracle and PostgreSQL, most of current burgeoning NoSQL databases are not well designed for storing geospatial data, which is becoming increasingly important in various fields. In this paper, we propose a novel method to provide R-tree index, as well as corresponding spatial range query and nearest neighbour query functions, for MongoDB, one of the most prevalent NoSQL databases. First, after in-depth analysis of MongoDB's features, we devise an efficient tabular document structure which flattens R-tree index into MongoDB collections. Further, relevant mechanisms of R-tree operations are issued, and then we discuss in detail how to integrate R-tree into MongoDB. Finally, we present the experimental results which show that our proposed method out-performs the built-in spatial index of MongoDB. Our research will greatly facilitate big data management issues with MongoDB in a variety of geospatial information applications.

A Guide to Providing Social Support for Apprentices. Good Practice Guide

Science.gov (United States)

National Centre for Vocational Education Research (NCVER), 2016

2016-01-01

The main purpose of this guide is to provide some ideas for employers of apprentices to provide an environment in which strong informal bases of support can succeed. Formal mentoring is an important aspect of apprenticeships; however, it is also informal mentoring--practices that are difficult to formally nurture--that plays a significant and…

Swarm Intelligence: New Techniques for Adaptive Systems to Provide Learning Support

Science.gov (United States)

Wong, Lung-Hsiang; Looi, Chee-Kit

2012-01-01

The notion of a system adapting itself to provide support for learning has always been an important issue of research for technology-enabled learning. One approach to provide adaptivity is to use social navigation approaches and techniques which involve analysing data of what was previously selected by a cluster of users or what worked for…

The Marketing Concept in an Academic Environment

Science.gov (United States)

Rešetová, Kvetoslava

2013-01-01

Universities, as subjects of the academic environment, are institutions with the priority of education and research. The task of the marketing concept in the academic field is to communicate with all important target groups to support a stronger position and their perception of the school. The aim of the intervention is to increase the prestige, improve awareness, support positive attitudes, and present successful results in all areas of activity. This means creation and protection of a positive image, which enables higher interest of all target groups and secures better awareness about it.

Strategies to promote a climate of academic integrity and minimize student cheating and plagiarism.

Science.gov (United States)

Scanlan, Craig L

2006-01-01

Student academic misconduct is a growing problem for colleges and universities, including those responsible for preparing health professionals. Although the implementation of honor codes has had a positive impact on this problem, further reduction in student cheating and plagiarism can be achieved only via a comprehensive strategy that promotes an institutional culture of academic integrity. Such a strategy must combine efforts both to deter and detect academic misconduct, along with fair but rigorous application of sanctions against such behaviors. Methods useful in preventing or deterring dishonest behaviors among students include early integrity training complemented with course-level reinforcement, faculty role-modeling, and the application of selected testing/assignment preventive strategies, including honor pledges and honesty declarations. Giving students more responsibility for oversight of academic integrity also may help address this problem and better promote the culture needed to uphold its principles. Successful enforcement requires that academic administration provide strong and visible support for upholding academic integrity standards, including the provision of a clear and fair process and the consistent application of appropriate sanctions against those whose conduct is found to violate these standards.

The Strategic Thinking and Learning Community: An Innovative Model for Providing Academic Assistance

Science.gov (United States)

Commander, Nannette Evans; Valeri-Gold, Maria; Darnell, Kim

2004-01-01

Today, academic assistance efforts are frequently geared to all students, not just the underprepared, with study skills offered in various formats. In this article, the authors describe a learning community model with the theme, "Strategic Thinking and Learning" (STL). Results of data analysis indicate that participants of the STL…

Academic performance and correspondences with indicators of physical and psychological health

Directory of Open Access Journals (Sweden)

Alberto Portoles Ariño

2015-05-01

Full Text Available Academic performance of the teenagers is influenced and determined by numerous factors. Life style and the conducts of health adopted in this period relate to the academic performance of direct form, in such a way that the teenagers with ways of life and more healthy conducts, can present a more adapted academic performance. Equally, to support correct indicators of psychological health relates to the academic adapted performance. The results obtained with a sample of 1210 teenagers of the Region of Murcia, with a normal age of 15.13 years it allows to value the importance of the indicators of health as determinants of the academic performance, for what they should develop programs directed to supporting positive levels of said

The Behavioral and Social Sciences: Contributions and Opportunities in Academic Medicine.

Science.gov (United States)

Smith, Patrick O; Grigsby, R Kevin

2017-06-01

The Association of American Medical Colleges plays a leading role in supporting the expansion and evolution of academic medicine and medical science in North America, which are undergoing high-velocity change. Behavioral and social science concepts have great practical value when applied to the leadership practices and administrative structures that guide and support the rapid evolution of academic medicine and medical sciences. The authors are two behavioral and social science professionals who serve as academic administrators in academic medical centers. They outline their career development and describe the many ways activities have been shaped by their work with the Association of American Medical Colleges. Behavioral and social science professionals are encouraged to become change agents in the ongoing transformation of academic medicine.

Perceptions of Autonomy Support, Parent Attachment, Competence and Self-Worth as Predictors of Motivational Orientation and Academic Achievement: An Examination of Sixth- and Ninth-Grade Regular Education Students.

Science.gov (United States)

Wong, Eugene H.; Wiest, Dudley J.; Cusick, Lisa B.

2002-01-01

Examines the hypothesis that students' perceptions of teacher autonomy support, parent attachment, competence, and self-worth would predict motivational orientation and achievement test performance. Results indicate that autonomy support, parent attachment, scholastic competence, and self-worth predicted the academic criterion variables.…

Motivational Factors of Student Nurse Athletes Attributing to Academic Success.

Science.gov (United States)

Forst, Kimberly A

Student nurse athletes experience difficulties achieving academic success in nursing programs. The purpose of this study was to identify facilitators, barriers, and motivators of student nurse athletes that attribute to their academic success. Athletes ranked time management and prioritization as critical skills to success in the nursing program. This study reinforced the importance of academic support services for student nurse athletes to assist in their academic success.

Academic citizenship beyond the campus

DEFF Research Database (Denmark)

Nørgård, Rikke Toft; Bengtsen, Søren Smedegaard

2016-01-01

hrough combining theories of space and place with works on institutional being, virtues and modes of becoming, this article develops and promotes academic citizenship as the formation of dwelling, being and becoming on the placeful university beyond the campus. We argue that this is a prerequisite......-imagine the possibilities of the university to integrate with people and society through dialogue and placeful-ness. Accordingly, supporting academic citizenship entails designing for the placeful university – a university that invites and promotes openness, dialogue, democracy, mutual integration, care and joint...... responsibility. Consequently, a comprehension of the placeful university is developed in the article to make the potentiality of academic citizenship for the future university emerge....

Attack on Academic Dishonesty: What "Lies" Ahead?

Science.gov (United States)

Marshall, Leisa L.; Varnon, Anthony W.

2017-01-01

The purpose of this study is to apply corporate fraud fighting methods to develop a framework for fighting academic dishonesty in higher education. The evidence in the literature overwhelmingly supports the existence of academic dishonesty in higher education, with increases in admitted cheating over the past several decades and as many as 80…

Modelling intentions to provide smoking cessation support among mental health professionals in the Netherlands.

Science.gov (United States)

Blankers, Matthijs; Buisman, Renate; Hopman, Petra; van Gool, Ronald; van Laar, Margriet

2016-01-01

Tobacco use prevalence is elevated among people with mental illnesses, leading to elevated rates of premature smoking-related mortality. Opportunities to encourage smoking cessation among them are currently underused by mental health professionals. In this paper, we aim to explore mechanisms to invigorate professionals' intentions to help patients stop smoking. Data stem from a recent staff survey on the provision of smoking cessation support to patients with mental illnesses in the Netherlands. Items and underlying constructs were based on the theory of planned behaviour and literature on habitual behaviour. Data were weighted and only data from staff members with regular patient contact (n = 506) were included. Descriptive statistics of the survey items are presented and in a second step using structural equation modelling (SEM), we regressed the latent variables attitudes, subjective norms (SN), perceived behavioural control (PBC), past cessation support behaviour (PB) and current smoking behaviour on intentions to provide support. In optimisation steps, models comprising a subset of this initial model were evaluated. A sample of 506 mental health workers who had direct contact with patients completed the survey. The majority of them were females (70.0 %), respondents had an average age of 42.5 years (SD = 12.0). Seventy-five percent had at least a BSc educational background. Of the respondents, 76 % indicated that patients should be encouraged more to quit smoking. Respondents were supportive to train their direct colleagues to provide cessation support more often (71 %) and also supported the involvement of mental health care facilities in providing cessation support to patients (69 %). The majority of the respondents feels capable to provide cessation support (66 %). Two thirds of the respondents wants to provide support, however only a minority (35 %) intends to actually do so during the coming year. Next, using SEM an acceptable fit was

Efficacy and Social Validity of Peer Support Arrangements for Adolescents with Disabilities

Science.gov (United States)

Carter, Erik W.; Moss, Colleen K.; Hoffman, Alicia; Chung, Yun-Ching; Sisco, Lynn

2011-01-01

Current research and policy emphasize providing students with severe disabilities with the supports needed to participate socially and academically within inclusive classrooms. The authors examined the efficacy and acceptability of peer support arrangements as an avenue for promoting the participation of 3 students with severe disabilities in high…

Latino Adolescents' Academic Motivation: The Role of Siblings

Science.gov (United States)

Alfaro, Edna C.; Umana-Taylor, Adriana J.

2010-01-01

Guided by an ecological perspective, two competing models were tested to examine how sibling relationship quality directly predicted or interacted with academic support from siblings to predict Latino adolescents' academic motivation (N = 258). Gender differences were examined utilizing multiple group analysis in structural equation modeling.…

Academic procrastination and feelings toward procrastination in LD and non-LD students: Preliminary insights for future intervention.

Science.gov (United States)

Hen, Meirav

2018-01-01

Academic procrastination is a prevalent behavior that negatively influences students' performance and well-being. The growing number of students with learning disabilities (LD) in higher education communities leads to the need to study and address academic procrastination in this unique population of students and to develop ways to prevent and intervene. The present study examined the difference in academic procrastination between LD, non-LD, and supported LD college students in Israel. Findings indicated a significant difference between the three groups, both in academic procrastination and in the desire to change this behavior. Interestingly, supported LD students were similar to non-LD students in all parameters of academic procrastination; however, they expressed less desire to change this behavior than unsupported LD students. These findings highlight the effect of general academic support on academic procrastination in LD students. Future studies will need to further explore the specific elements of support that most contribute to the reduction of academic procrastination in LD students. Specific support programs for academic procrastination in LD students who take into account the findings of these future studies can then be developed and studied.

The Development of a Questionnaire on Academic Hardiness for Late Elementary School Children

Science.gov (United States)

Kamtsios, Spiridon; Karagiannopoulou, Evangelia

2013-01-01

The purpose of the research was to develop a questionnaire to measure dimensions of academic hardiness in late elementary school children. Questionnaires were distributed to 1474 children. After a set of exploratory factor analyses in studies 1 and 2, the confirmatory factor analysis results provided support for the 9-factor solution which…

Perceived Value of Academic Support Services for Post-Secondary Students with Learning Disabilities at Accredited Institutions of the Association for Biblical Higher Education

Science.gov (United States)

Wilhelm, Gretchen Marie

2014-01-01

This study examined the perceived value of academic support service types for post-secondary students with learning disabilities in the Christian higher education milieu. Grounded in a model of service utilization (Pescosolido, 1992), the research methodology applied in this study addressed the following research question: What is the perceived…

How IELTS Preparation Courses Support Students: IELTS and Academic Socialisation

Science.gov (United States)

Yang, Yanxian; Badger, Richard

2015-01-01

IELTS scores are widely used in combination with academic results as a way of judging whether non-English background students should be admitted to degree-level courses in Anglophone contexts. However, successful study at university requires more than language competence and intellectual ability and international students often seem to start from…

Professor in Residence: An Innovative Academic-Practice Partnership.

Science.gov (United States)

Hinic, Katherine; Kowalski, Mildred Ortu; Silverstein, Wendy

2017-12-01

This article describes an academic-practice partnership between an American Nurses Credentialing Center Magnet ® -designated hospital and an academic nurse educator that has increased the hospital's capacity for research, evidence-based practice, and support for nurses continuing their education. Through close collaboration with the full-time nurse researcher and members of the nursing education department, the professor in residence consults with clinical staff to support completion of research and evidence-based practice projects. The collaboration also has resulted in the development of a formal year-long mentoring program for clinical nurses in the area of evidence-based practice. Individual support and academic consults are offered to nurses enrolled in school to promote advancement of nurses' educational level. This collaboration has been beneficial for both the hospital and the university, increasing the capacity for scholarly activities for nurses in the hospital and serving as a forum for ongoing faculty practice and scholarship. J Contin Educ Nurs. 2017;48(12):552-556. Copyright 2017, SLACK Incorporated.

Research performance of marketing academics and departments

DEFF Research Database (Denmark)

Soutar, Geoffrey N.; Wilkinson, Ian; Young, Louise

2015-01-01

We report the results of an analysis of the research impact of marketing academics using citation metrics for 2263 academics in the top 500 research universities in the Academic Ranking of World Universities based in Australia and New Zealand, Canada, the United Kingdom and the USA. The metrics...... are computed for publications from 2001 to 2013, which were collected in 2014 and 2015. We also report the same metrics for all universities in Australia and New Zealand that employ more than 4 marketing academics. The results provide an objective measure of research impact and provide benchmarks that can...... be used by governments, universities and individual academics to compare research impact. In an appendix we rank the top 100 university marketing departments in the top 500....

Family Matters: Promoting the Academic Adaptation of Latino Youth in New and Established Destination.

Science.gov (United States)

Spees, Lisa; Perreira, Krista M; Fuligni, Andrew

2017-03-01

As primary agents of socialization, families and schools can powerfully shape the academic adaptation of youth. Using data from the SIAA studies, we compare the family and school environments of Latino high school seniors living in a new destination, North Carolina, with those living in an established destination, Los Angeles. We then evaluate how family and school environments influence their educational aspirations, expectations, and performance. We find that parents' achievement expectations promote Latino youths' academic success while perceived future family obligations inhibit them. Additionally, we find that schools remain essential in promoting Latino immigrant youths' achievement by providing a supportive and safe learning environment. Discrimination in schools and the broader community is associated with lower educational expectations and aspirations but not lower academic performance.

Strengthening Academic Advising by Developing a Normative Theory

Science.gov (United States)

Himes, Hilleary A.

2014-01-01

Discussions on academic advising theory have centered on application from many disciplines; however, academic advising is unlike any other field, and therefore, theories from other disciplines do not correspond with all of the unique goals of advising: assisting students in understanding the meaning of higher education, supporting students in…

Conversion of Provider EMR Training from Instructor-Led Training to eLearning at an Academic Medical Center.

Science.gov (United States)

Sharp, Karen; Williams, Michele; Aldrich, Alison; Bogacz, Adrienne; Denier, Sighle; McAlearney, Ann S

2017-07-26

This case study overviews the conversion of provider training of the electronic medical record (EMR) from an instructor-led training (ILT) program to eLearning at an Academic Medical Center (AMC). This conversion provided us with both a useful training tool and the opportunity to maximize efficiency within both our training and optimization team and organization. eLearning Development Principles were created and served as a guide to assist us with designing an eLearning curriculum using a five step process. The result was a new training approach that allowed learners to complete training at their own pace, and even test out of sections based on demonstrated competency. The information we have leads us to believe that a substantial return on our investment can be obtained from the conversion with positive impacts that have served as the foundation for the future of end user EMR training at our AMC.

Academic self-concept, autonomous academic motivation, and academic achievement : mediating and additive effects

OpenAIRE

Guay, Frédéric; Ratelle, Catherine; Roy, Amélie; Litalien, David

2010-01-01

Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 hig...

15 CFR 8b.22 - Academic adjustments.

Science.gov (United States)

2010-01-01

... actions. Recipients need not provide attendants, individually prescribed devices, readers for personal use... Secondary Education § 8b.22 Academic adjustments. (a) Academic requirements. A recipient to which this..., against a qualified handicapped applicant or student. Academic requirements that the recipient can...

Academic Performance of Native and Immigrant Students: a Study Focused on the Perception of Family Support and Control, School Satisfaction and Learning Environment

Directory of Open Access Journals (Sweden)

Miguel A. Santos

2016-10-01

Full Text Available The international assessment studies of key competences, such as the PISA report of the OECD, have revealed that the academic performance of Spanish students is significantly below the OECD average; in addition, it has also been confirmed that the results of immigrant students are consistently lower than those of their native counterparts. Given the context, the first objective of this work is to observe the variables (support, control, school satisfaction and learning environment which distinguish between native and immigrant students with high and low academic performance; the second objective is to check, by comparing the native and immigrant students with high and low performance and separating the two levels, to find out which of the selected variables clearly differentiate the two groups. To this end, a sample of 1359 students was used (79.8% native students and 20.2% immigrant students of Latin American origin, who were enrolled in the 5th and 6th year of Primary Education (aged 10-11 years and in the 1st and 2nd year of Secondary Education (aged 12-13 years. The origin and the fact of being a retained student or not were estimated as independent variables, whereas their responses to the variables of perceived family support and control (paternal and maternal separately, their school satisfaction and assessment of the learning environment were taken into account as dependent variables. Considering that the reliability of the scales used is adequate, along with the optimal factorization in a series of coherent constructs, it was revealed that the main differences consisted of individual dimensions (perception of family support and control and, to a lesser extent, of dimensions related to the context (assessment of the school and learning environments. Given the results obtained, our intention is to provide solid evidence that would facilitate the design of family involvement programs, helping to improve students' educational performance.

Factors Supporting the Employment of Young Adult Peer Providers: Perspectives of Peers and Supervisors.

Science.gov (United States)

Delman, Jonathan; Klodnick, Vanessa V

2017-10-01

Peer providers are a promising practice for transition-age youth community mental health treatment engagement and support, yet little is known about the experience of being a young adult peer provider or what helps to make an individual in this role successful. Utilizing a capital theory lens, this study uses data from focus groups (two with young adult peer providers and two with their supervisors) to examine facilitators of young adult peer provider success in community mental health treatment settings. Eight factors were identified as critical to young adult peer provider on-the-job success: persistence, job confidence, resilience, job training, skilled communications with colleagues, regular and individualized supervision, support from colleagues, and family support. Findings suggest that young adult peer providers may benefit immensely from an agency level focus on fostering social organizational capital as well as more individualized efforts to increase cultural, social, and psychological capital through training and supervision.

Are Anesthesia Providers Ready for Hypnosis? Anesthesia Providers' Attitudes Toward Hypnotherapy.

Science.gov (United States)

Stone, Alexander B; Sheinberg, Rosanne; Bertram, Amanda; Seymour, Anastasia Rowland

2016-04-01

This study sought to measure current attitudes toward hypnosis among anesthesia providers using an in-person survey distributed at a single grand rounds at a single academic teaching hospital. One hundred twenty-six anesthesia providers (anesthesiologists and nurse anesthetists) were included in this study. A 10-question Institutional Review Board (IRB)-approved questionnaire was developed. One hundred twenty-six (73% of providers at the meeting) anesthesia providers completed the survey. Of the respondents, 54 (43%) were anesthesiologists, 42 (33%) were trainees (interns/residents/fellows) in anesthesia, and 30 (24%) were nurse anesthetists. Over 70% of providers, at each level of training, rated their knowledge of hypnosis as either below average or having no knowledge. Fifty-two (42%) providers agreed or strongly agreed that hypnotherapy has a place in the clinical practice of anesthesia, while 103 (83%) believed that positive suggestion has a place in the clinical practice of anesthesia (p hypnosis were that it is too time consuming (41%) and requires special training (34%). Only three respondents (2%) believed that there were no reasons for using hypnosis in their practice. These data suggest that there is a self-reported lack of knowledge about hypnosis among anesthesia providers, although many anesthesia providers are open to the use of hypnosis in their clinical practice. Anesthesia providers are more likely to support the use of positive suggestion in their practice than hypnosis. Practical concerns should be addressed if hypnosis and therapeutic verbal techniques are to gain more widespread use.

The need for academic electronic health record systems in nurse education.

Science.gov (United States)

Chung, Joohyun; Cho, Insook

2017-07-01

The nursing profession has been slow to incorporate information technology into formal nurse education and practice. The aim of this study was to identify the use of academic electronic health record systems in nurse education and to determine student and faculty perceptions of academic electronic health record systems in nurse education. A quantitative research design with supportive qualitative research was used to gather information on nursing students' perceptions and nursing faculty's perceptions of academic electronic health record systems in nurse education. Eighty-three participants (21 nursing faculty and 62 students), from 5 nursing schools, participated in the study. A purposive sample of 9 nursing faculty was recruited from one university in the Midwestern United States to provide qualitative data for the study. The researcher-designed surveys (completed by faculty and students) were used for quantitative data collection. Qualitative data was taken from interviews, which were transcribed verbatim for analysis. Students and faculty agreed that academic electronic health record systems could be useful for teaching students to think critically about nursing documentation. Quantitative and qualitative findings revealed that academic electronic health record systems regarding nursing documentation could help prepare students for the future of health information technology. Meaningful adoption of academic electronic health record systems will help in building the undergraduate nursing students' competence in nursing documentation with electronic health record systems. Copyright © 2017. Published by Elsevier Ltd.

LED provides engineering and electrooptics support to the Laser Program

International Nuclear Information System (INIS)

Pehrson, D.

1985-01-01

The work of the Laser Engineering Division is reviewed. The division provides engineering and electrooptics support to the laser program. The laser program has been an integral part of the efforts to explore the potential of lasers in harnessing thermonuclear fusion for energy and for defense-related physics studies and in efficiently separating fissile fuels

Disentangling the relationship between children's motor ability, executive function and academic achievement.

Directory of Open Access Journals (Sweden)

Mirko Schmidt

Full Text Available Even though positive relations between children's motor ability and their academic achievement are frequently reported, the underlying mechanisms are still unclear. Executive function has indeed been proposed, but hardly tested as a potential mediator. The aim of the present study was therefore to examine the mediating role of executive function in the relationship between motor ability and academic achievement, also investigating the individual contribution of specific motor abilities to the hypothesized mediated linkage to academic achievement. At intervals of ten weeks, 236 children aged between 10 and 12 years were tested in terms of their motor ability (t1: cardiovascular endurance, muscular strength, motor coordination, core executive functions (t2: updating, inhibition, shifting, and academic achievement (t3: mathematics, reading, spelling. Structural equation modelling revealed executive function to be a mediator in the relation between motor ability and academic achievement, represented by a significant indirect effect. In separate analyses, each of the three motor abilities were positively related to children's academic achievement. However, only in the case of children's motor coordination, the mediation by executive function accounted for a significance percentage of variance of academic achievement data. The results provide evidence in support of models that conceive executive function as a mechanism explaining the relationship that links children's physical activity-related outcomes to academic achievement and strengthen the advocacy for quality physical activity not merely focused on health-related physical fitness outcomes, but also on motor skill development and learning.

An Integrated Framework for Gender Equity in Academic Medicine.

Science.gov (United States)

Westring, Alyssa; McDonald, Jennifer M; Carr, Phyllis; Grisso, Jeane Ann

2016-08-01

In 2008, the National Institutes of Health funded 14 R01 grants to study causal factors that promote and support women's biomedical careers. The Research Partnership on Women in Biomedical Careers, a multi-institutional collaboration of the investigators, is one product of this initiative.A comprehensive framework is needed to address change at many levels-department, institution, academic community, and beyond-and enable gender equity in the development of successful biomedical careers. The authors suggest four distinct but interrelated aspects of culture conducive to gender equity: equal access to resources and opportunities, minimizing unconscious gender bias, enhancing work-life balance, and leadership engagement. They review the collection of eight articles in this issue, which each address one or more of the four dimensions of culture. The articles suggest that improving mentor-mentee fit, coaching grant reviewers on unconscious bias, and providing equal compensation and adequate resources for career development will contribute positively to gender equity in academic medicine.Academic medicine must adopt an integrated perspective on culture for women and acknowledge the multiple facets essential to gender equity. To effect change, culture must be addressed both within and beyond academic health centers (AHCs). Leaders within AHCs must examine their institutions' processes, resources, and assessment for fairness and transparency; mobilize personnel and financial resources to implement evidence-based initiatives; and assign accountability for providing transparent progress assessments. Beyond AHCs, organizations must examine their operations and implement change to ensure parity of funding, research, and leadership opportunities as well as transparency of assessment and accreditation.

Rationales for Support That African American Grandmothers Provide to Their Children Who Are Parenting Adolescents

Science.gov (United States)

Sumo, Jen'nea; Dancy, Barbara; Julion, Wrenetha; Wilbur, JoEllen

2015-01-01

African American grandmothers are known to be a major source of support for their children who are parenting adolescents, but little is known about why they provide support. The purpose of this study was to describe the kinds of support provided by African American maternal and paternal grandmothers to their parenting adolescents and the reasons…

Academic freedom, public reactions, and anonymity.

Science.gov (United States)

Häyry, Matti

2014-05-01

Academic freedom can be defined as immunity against adverse reactions from the general public, designed to keep scholars unintimidated and productive even after they have published controversial ideas. Francesca Minerva claims that this notion of strict instrumental academic freedom is supported by Ronald Dworkin, and that anonymity would effectively defend the sphere of immunity implied by it. Against this, I argue that the idea defended by Minerva finds no support in the work by Dworkin referred to; that anonymity would not in most cases effectively protect the kind of immunity sought after; and that in some cases it would not even be desirable to protect scholars from public reactions to their controversial claims. © 2014 John Wiley & Sons Ltd.

Self-control and academic performance: Two field studies on university citizenship behavior and counterproductive academic behavior

DEFF Research Database (Denmark)

Zettler, Ingo

2011-01-01

Self-control affects, among other things, individuals' performance and criminal or deviant behavior. Herein, the construct of self-control is linked to rather specific criteria in an academic context, as derived from findings in the area of organizational psychology. Specifically, it is assumed...... that students' self-control impacts university citizenship behavior positively and counterproductive academic behavior negatively. Two correlative field studies, at which one is predictive, using different questionnaires to assess self-control support both hypotheses....

Sex differences in academic advancement. Results of a national study of pediatricians.

Science.gov (United States)

Kaplan, S H; Sullivan, L M; Dukes, K A; Phillips, C F; Kelch, R P; Schaller, J G

1996-10-24

Although the numbers of women in training and in entry-level academic positions in medicine have increased substantially in recent years, the proportion of women in senior faculty positions has not changed. We conducted a study to determine the contributions of background and training, academic productivity, distribution of work time, institutional support, career attitudes, and family responsibilities to sex differences in academic rank and salary among faculty members of academic pediatric departments. We conducted a cross-sectional survey of all salaried physicians in 126 academic departments of pediatrics in the United States in January 1992. Of the 6441 questionnaires distributed, 4285 (67 percent) were returned. The sample was representative of U.S. pediatric faculty members. Multivariate models were used to relate academic rank and salary to 16 independent variables. Significantly fewer women than men achieved the rank of associate professor or higher. For both men and women, higher salaries and ranks were related to greater academic productivity (more publications and grants), more hours worked, more institutional support of research, greater overall career satisfaction, and fewer career problems. Less time spent in teaching and patient care was related to greater academic productivity for both sexes. Women in the low ranks were less academically productive and spent significantly more time in teaching and patient care than men in those ranks. Adjustment for all independent variables eliminated sex differences in academic rank but not in salary. Lower rates of academic productivity, more time spent in teaching and patient care and less time spent in research, less institutional support for research, and lower rates of specialization in highly paid subspecialties contributed to the lower ranks and salaries of female faculty members.

Student Support in Open Learning: Sustaining the Process.

Science.gov (United States)

Dearnley, Christine

2003-01-01

A 2-year study included interviews with 18 and survey of 160 nurses studying through open learning in the United Kingdom. They were challenged by returning to study, requiring time management and technological skills. Professional, academic, and social networks provided important support as life responsibilities and events impinged on learning.…

Providing Operational Definitions to Quality Constructs for E-Learning in Higher Education

Science.gov (United States)

Usoro, Abel; Abiagam, Bridget

2009-01-01

New developments in information and communication technologies (ICT) to support learning have brought about increasing interest by both academic and non-academic institutions in e-learning. These developments in ICT are principally multimedia and the Internet with its World Wide Web. Interest in ICT supported learning is also fuelled by the…

High Self-efficacy and High Use of Electronic Information may Predict Improved Academic Performance. A review of: Tella, Adeyinka, Adedeji Tella, C. O. Ayeni, and R. O. Omoba. “Self-efficacy and Use of Electronic Information as Predictors of Academic Performance.” Electronic Journal of Academic and Special Librarianship 8.2 (2007. 24 Apr. 2008

Directory of Open Access Journals (Sweden)

Stephanie J. Schulte

2008-06-01

Full Text Available Objective – To determine if self-efficacy and use of electronic information jointly predicted academic performance and to determine what information sources students used most often. Design – Descriptive surveys (scales for each of the three variables.Setting – University of Ibadan, Nigeria, a metropolitan, government-supported university with approximately 18,000 students.Subjects – Seven hundred undergraduate and graduate students randomly chosen from 7 departments of the faculty (i.e., college of education (100 students from each department.Methods – Students completed the Morgan-Jinks Self-Efficacy Scale and the Use of Electronic Information Scale. Academic performance was measured using a general aptitude test that covered general education, English language, and mathematics. The Morgan-Jinks scale consisted of 30 items, and the academic performance test consisted of 40 items. No instrument length was provided for the Use of Electronic Information Scale, and no details on the actual content of the general aptitude test or the Use of Electronic Information Scale were provided. These surveys were completed atthe university under conditions similar to that of a typical exam (i.e., no talking. All 700 subjects completed the surveys, and there was no evidence of participants providing informed consent or that they were given an opportunity to withdraw from the study. Data was analyzed using multiple regression analysis, a suitable analysis for this type of data.Main Results – Self-efficacy and use of electronic information together contributed to 9% (reported as 0.9% in the article of the variance in academic performance, and each variable statistically significantly contributed to predicting academic performance (pConclusion – The original authors conclude that self-efficacy and use of electronic information “predict and influence academic performance” (Discussion ¶ 6. Since use of electronic information is related to greater

The relationship between study strategies and academic performance.

Science.gov (United States)

Zhou, Yuanyuan; Graham, Lori; West, Courtney

2016-10-07

To investigate if and to what extent the Learning and Study Strategy Inventory (LASSI) and the Self-Directed Learning Readiness Scale (SDLRS) yield academic performance predictors; To examine if LASSI findings are consistent with previous research. Medical school students completed the LASSI and SDLRS before their first and second years (n = 168). Correlational and regression analyses were used to determine the predictive value of the LASSI and the SDLRS. Paired t-tests were used to test if the two measurement points differed. Bivariate correlations and R 2 s were compared with five other relevant studies. The SDLRS was moderately correlated with all LASSI subscales in both measures (r (152) =.255, p=.001) to (r (152) =.592, p =.000). The first SDLRS, nor the first LASSI, were predictive of academic performance. The second LASSI measure was a significant predictor of academic performance (R 2 (138) = 0.188, p = .003). Six prior LASSI studies yielded a range of R 2 s from 10-49%. The SDLRS is moderately correlated with all LASSI subscales. However, the predictive value of the SDLRS and LASSI differ. The SDLRS does not appear to be directly related to academic performance, but LASSI subscales: Concentration, Motivation, Time Management, and Test Strategies tend to be correlated. The explained LASSI variance ranges from 10% to 49%, indicating a small to substantial effect. Utilizing the LASSI to provide medical school students with information about their strengths and weaknesses and implementing targeted support in specific study strategies may yield positive academic performance outcomes.

Doulas' Perspectives about Providing Support to Incarcerated Women: A Feasibility Study.

Science.gov (United States)

Shlafer, Rebecca J; Hellerstedt, Wendy L; Secor-Turner, Molly; Gerrity, Erica; Baker, Rae

2015-01-01

To document the logistical feasibility of a doula program for pregnant incarcerated women and to assess doulas' perceptions of their achievements. Six doulas provided written case notes ("birth stories") about their experiences with 18 pregnant women in one Midwestern state prison. The birth stories were analyzed by two coders to identify major themes related to doulas' perceptions about providing support to incarcerated women. Analyses involved coder consensus about major themes and doula affirmation of findings. All doulas reported that they met key objectives for a successful relationship with each of their clients. Key themes were their ability to empower clients, establish a trusting relationship, normalize the delivery, and support women as they were separated from their newborns. The intervention was logistically feasible, suggesting that doulas can adapt their practice for incarcerated women. Doulas may need specific training to prepare themselves for institutional restrictions that may conflict with the traditional roles of doula care. It may be important for doulas to understand the level of personal and professional resources they may have to expend to support incarcerated women if they are separated from their infants soon after delivery. © 2014 Wiley Periodicals, Inc.

A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university

Science.gov (United States)

Hroch, Amber Michelle

2011-12-01

This grounded theory study revealed the common factors of backgrounds, strategies, and motivators in academically successful undergraduate women in science, engineering, and mathematics (SEM) fields at a private, research university in the West. Data from interviews with 15 women with 3.25 or better grade point averages indicated that current academic achievement in their college SEM fields can be attributed to previous academic success, self awareness, time management and organizational skills, and maintaining a strong support network. Participants were motivated by an internal drive to academically succeed and attend graduate school. Recommendations are provided for professors, advisors, and student affairs professionals.

[Depression status of academic high school students in Seoul: mediating role of entrapment].

Science.gov (United States)

Park, Young-Joo; Shin, Nah-Mee; Han, Kuem-Sun; Kang, Hyun-Cheol; Cheon, Sook-Hee; Shin, Hyunjeong

2011-10-01

Purpose of this study was to investigate the status of depression in academic high school students and path analysis model for exploring the mediating role of entrapment to depression in relation to academic stress and perceived social support. Measurements were four reliable questionnaires measuring academic stress, social support, entrapment, and depression. Data were collected from students in 17 high schools in Seoul. Students (n=5,346) completing the questionnaires indicated depression & entrapment from academic stress. Depression was more prevalent in girls, those whose parents' household income was less than two million won, who did not live with father or mother or both due to divorce, separation, or death, and those who smoked or used alcohol. Entrapment was more prevalent in students similar to cases of depression and in seniors. According to the proposed path model, 48.6% of depression was explained by academic stress, social support, and entrapment. The indirect effect of entrapment as a mediator between academic stress and depression was verified and larger than the direct effect of academic stress on depression. Considering levels of depression and entrapment demonstrated by these students, better mental health programs with diverse strategies should be developed for their psychological well-being.

Bioethics and academic freedom.

Science.gov (United States)

Singer, Peter

1990-01-01

The author describes the events surrounding his attempts to lecture on the subject of euthanasia in West Germany in June 1989. Singer, who defends the view that active euthanasia for some newborns with handicaps may be ethically permissible, had been invited to speak to professional and academic groups. Strong public protests against Singer and his topic led to the cancellation of some of his engagements, disruptions during others, and harrassment of the German academics who had invited him to speak. These incidents and the subject of euthanasia became matters of intense national debate in West Germany, but there was little public or academic support for Singer's right to be heard. Singer argues that bioethics and bioethicists must have the freedom to challenge conventional moral beliefs, and that the events in West Germany illustrate the grave danger to that freedom from religious and political intolerance.

Academic Medical Centers Forming Accountable Care Organizations and Partnering With Community Providers: The Experience of the Johns Hopkins Medicine Alliance for Patients.

Science.gov (United States)

Berkowitz, Scott A; Ishii, Lisa; Schulz, John; Poffenroth, Matt

2016-03-01

Academic medical centers (AMCs)--which include teaching hospital(s) and additional care delivery entities--that form accountable care organizations (ACOs) must decide whether to partner with other provider entities, such as community practices. Indeed, 67% (33/49) of AMC ACOs through the Medicare Shared Savings Program through 2014 are believed to include an outside community practice. There are opportunities for both the AMC and the community partners in pursuing such relationships, including possible alignment around shared goals and adding ACO beneficiaries. To create the Johns Hopkins Medicine Alliance for Patients (JMAP), in January 2014, Johns Hopkins Medicine chose to partner with two community primary care groups and one cardiology practice to support clinical integration while adding approximately 60 providers and 5,000 Medicare beneficiaries. The principal initial interventions within JMAP included care coordination for high-risk beneficiaries and later, in 2014, generating dashboards of ACO quality measures to facilitate quality improvement and early efforts at incorporating clinical pathways and Choosing Wisely recommendations. Additional interventions began in 2015.The principal initial challenges JMAP faced were data integration, generation of quality measure reports among disparate electronic medical records, receiving and then analyzing claims data, and seeking to achieve provider engagement; all these affected timely deployment of the early interventions. JMAP also created three regional advisory councils as a forum promoting engagement of local leadership. Network strategies among AMCs, including adding community practices in a nonemployment model, will continue to require thoughtful strategic planning and a keen understanding of local context.

Women in Academic Medicine: Measuring Stereotype Threat Among Junior Faculty.

Science.gov (United States)

Fassiotto, Magali; Hamel, Elizabeth Otto; Ku, Manwai; Correll, Shelley; Grewal, Daisy; Lavori, Philip; Periyakoil, V J; Reiss, Allan; Sandborg, Christy; Walton, Gregory; Winkleby, Marilyn; Valantine, Hannah

2016-03-01

Gender stereotypes in science impede supportive environments for women. Research suggests that women's perceptions of these environments are influenced by stereotype threat (ST): anxiety faced in situations where one may be evaluated using negative stereotypes. This study developed and tested ST metrics for first time use with junior faculty in academic medicine. Under a 2012 National Institutes of Health Pathfinder Award, Stanford School of Medicine's Office of Diversity and Leadership, working with experienced clinicians, social scientists, and epidemiologists, developed and administered ST measures to a representative group of junior faculty. 174 School of Medicine junior faculty were recruited (62% women, 38% men; 75% assistant professors, 25% instructors; 50% white, 40% Asian, 10% underrepresented minority). Women reported greater susceptibility to ST than did men across all items including ST vulnerability (p gender identification (p women reported lower beliefs in advancement (p = 0.021); however, they had similar career interest and identification, felt just as connected to colleagues, and were equally likely to pursue careers outside academia (all p > 0.42). Innovative ST metrics can provide a more complete picture of academic medical center environments. While junior women faculty are susceptible to ST, they may not yet experience all of its consequences in their early careers. As such, ST metrics offer a tool for evaluating institutional initiatives to increase supportive environments for women in academic medicine.

Working Memory Updating as a Predictor of Academic Attainment

Science.gov (United States)

Lechuga, M. Teresa; Pelegrina, Santiago; Pelaez, Jose L.; Martin-Puga, M. Eva; Justicia, M. Jose

2016-01-01

There is growing evidence supporting the importance of executive functions, and specifically working memory updating (WMU), for children's academic achievement. This study aimed to assess the specific contribution of updating to the prediction of academic performance. Two updating tasks, which included different updating components, were…

The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model : An Integrated Model for Medical Student Success

NARCIS (Netherlands)

Stegers-Jager, Karen M.; Cohen-Schotanus, Janke; Themmen, Axel P. N.

2017-01-01

Not all students cope successfully with the demands of medical school, and students' struggles may result in study delay or dropout. To prevent these outcomes, medical schools need to identify students who are experiencing academic difficulties and provide them with timely interventions through

CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond.

Science.gov (United States)

Sinclair, Doug; Worthington, James R; Joubert, Gary; Holroyd, Brian R; Stempien, James; Letovsky, Eric; Rutledge, Tim; LeBlanc, Constance; Pitters, Carrol; McCallum, Andrew; Carr, Brendan; Gerace, Rocco; Stiell, Ian G; Artz, Jennifer D; Christenson, Jim

2016-05-01

A panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources. The expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel. The methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles. These recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

Concerned parents, belligerent adolescent: Providing support to distressed parents

Directory of Open Access Journals (Sweden)

Siddharth Sarkar

2018-01-01

Full Text Available Societal changes have brought about transformation in the family dynamics in India. The youth of today is exposed to a wide variety of influences, and their tendency toward experimentation makes them vulnerable to get into unpleasant situations. Adding to that, issues related to use and abuse of substances sometimes bring them into contact with mental health professionals. Parents come with high expectations that the treatment provider would provide “treatment” that would miraculously mend the ways of the belligerent adolescent. The treatment provider may find himself or herself sandwiched between a poorly motivated, somewhat deviant adolescent and concerned parents who press for a lasting solution. The progression of therapeutic encounters presents certain challenges to the mental health professional. In this case discussion, I would like to present few issues and challenges and put forth some reflections about an adolescent with substance use and behavioral problems brought by family members. Over time, the stance of the therapist changed from attempting to “reform” the adolescent to providing support to the distressed parents. At the same time, the potential ways of dealing with such a situation are explored further.

Academic performance and student engagement in level 1 physics undergraduates

International Nuclear Information System (INIS)

Casey, M M; McVitie, S

2009-01-01

At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academic performance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.

Academic performance and student engagement in level 1 physics undergraduates

Energy Technology Data Exchange (ETDEWEB)

Casey, M M; McVitie, S [Department of Physics and Astronomy, University of Glasgow, Glasgow G12 8QQ (United Kingdom)], E-mail: m.casey@physics.gla.ac.uk

2009-09-15

At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academic performance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.

Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms.

Science.gov (United States)

Chen, Lang; Bae, Se Ri; Battista, Christian; Qin, Shaozheng; Chen, Tianwen; Evans, Tanya M; Menon, Vinod

2018-03-01

Positive attitude is thought to impact academic achievement and learning in children, but little is known about its underlying neurocognitive mechanisms. Using a large behavioral sample of 240 children, we found that positive attitude toward math uniquely predicted math achievement, even after we accounted for multiple other cognitive-affective factors. We then investigated the neural mechanisms underlying the link between positive attitude and academic achievement in two independent cohorts of children (discovery cohort: n = 47; replication cohort: n = 28) and tested competing hypotheses regarding the differential roles of affective-motivational and learning-memory systems. In both cohorts, we found that positive attitude was associated with increased engagement of the hippocampal learning-memory system. Structural equation modeling further revealed that, in both cohorts, increased hippocampal activity and more frequent use of efficient memory-based strategies mediated the relation between positive attitude and higher math achievement. Our study is the first to elucidate the neurocognitive mechanisms by which positive attitude influences learning and academic achievement.

Citizen expectations of 'academic entrepreneurship' in health research: public science, practical benefit.

Science.gov (United States)

Miller, Fiona A; Painter-Main, Michael; Axler, Renata; Lehoux, Pascale; Giacomini, Mita; Slater, Barbara

2015-12-01

Responsiveness to citizens as users of technological innovation helps motivate translational research and commercial engagement among academics. Yet, retaining citizen trust and support for research encourages caution in pursuit of commercial science. We explore citizen expectations of the specifically academic nature of commercial science [i.e. academic entrepreneurship (AE)] and the influence of conflict of interest concerns, hopes about practical benefits and general beliefs. We conducted a cross-sectional national opinion survey of 1002 Canadians online in 2010. Approval of AE was moderate (mean 3.2/5, SD 0.84), but varied by entrepreneurial activity. Concern about conflict of interests (COI) was moderate (mean 2.9/5, SD 0.86) and varied by type of concern. An ordinary least-squares regression showed that expectations of practical benefits informed support for AE, specifically that academic-industry collaboration can better address real-world problems; conflict of interest concerns were insignificant. These findings suggest that citizens support AE for its potential to produce practical benefits, but enthusiasm varies and is reduced for activities that may prioritize private over public interests. Further, support exists despite concern about COI, perhaps due to trust in the academic research context. For user engagement in research priority setting, these findings suggest the need to attend to the commercial nature of translational science. For research policy, they suggest the need for governance arrangements for responsible innovation, which can sustain public trust in academic research, and realize the practical benefits that inform public support for AE. © 2014 John Wiley & Sons Ltd.

A Digital Coach That Provides Affective and Social Learning Support to Low-Literate Learners

NARCIS (Netherlands)

Schouten, D.G.M.; Venneker, F.; Bosse, T.; Neerincx, M.; Cremer, A.H.M.

In this study, we investigate if a digital coach for low-literate learners that provides cognitive learning support based on scaffolding can be improved by adding affective learning support based on motivational interviewing, and social learning support based on small talk. Several knowledge gaps

Preparing Graduate Students for Non-Academic Careers

Science.gov (United States)

Woolf, Lawrence

2014-03-01

One of the primary topics discussed at the conference concerned career development, since most graduate students will not have the academic careers of their advisors. Goals included reviewing the primary functions of physicists in industry, evaluating how students are currently prepared for these careers, and identifying how to fill gaps in preparation. A number of non-academic physicists provided insight into meeting these goals. Most physics graduate programs in general do not purposely prepare students for a non-academic career. Strategies for overcoming this shortcoming include advising students about these careers and providing training on broadly valued professional skills such as written and verbal communication, time and project management, leadership, working in teams, innovation, product development, and proposal writing. Alumni and others from industry could provide guidance on careers and skills and should be invited to talk to students. Academic training could also better prepare students for non-academic careers by including engineering and cross disciplinary problem solving as well as incorporating software and toolsets common in industry.

Information Systems Education: The Case for the Academic Cloud

Science.gov (United States)

Mew, Lionel

2016-01-01

This paper discusses how cloud computing can be leveraged to add value to academic programs in information systems and other fields by improving financial sustainment models for institutional technology and academic departments, relieving the strain on overworked technology support resources, while adding richness and improving pedagogical…

Academic literacy diagnostic assessment in the first semester of first year at university

Directory of Open Access Journals (Sweden)

Lorinda Palmer

2014-03-01

Full Text Available One vital aspect of the first semester of the first year at university is how academic literacy expectations are made explicit though teaching and assessment practices at the disciplinary level. This paper describes how an academic literacy diagnostic process, and the MASUS tool, was used to ascertain the academic literacy profile of a cohort of undergraduate nursing students [N=569] at the beginning and end of their first semester. Key findings of this quantitative descriptive case study were that only just over half of commencing students possessed appropriate academic literacy skills in all four aspects of the diagnostic and nearly 20% scored in the lowest band—suggesting difficulty with multiple aspects of academic literacy. By the end of semester, 77% of the students who had scored in the lowest band of the MASUS at the beginning of the semester had improved their scores to the middle or highest band, and 73% of them eventually attained a pass or higher grade for the course. The findings of this study suggest that large-scale academic literacy diagnostic assessment, when embedded and contextualized within a course of study, is an effective means of providing the early feedback and targeted support that many commencing university students need.

Factors that contribute to Hispanic English Language Learners' high academic performance in high school science in the Rio Grande Valley of Texas: A multicase study

Science.gov (United States)

Elizondo, Antonio

The purpose of this multicase study was to discover factors that contribute to Hispanic English language learners' (ELL) high academic performance in high school science in the Rio Grande Valley of Texas. Participants were high school seniors enrolled in college-level classes who had scored commended on the science exit-level Texas Assessment of Knowledge and Skills and ranked toward the top of their class. One student from each of four different high schools in south Texas were selected to participate. Schools identified students meeting the participant criteria and provided consent documents. In this qualitative research study, students were interviewed on three different dates. Administrators and science teachers were also interviewed for triangulation. Significant findings showed that intrinsic qualities were mainly responsible for factors contributing to high academic performance. Hispanic ELL students need meaningful responsibilities to internalize self-esteem and self-efficacy to realize high academic performance. Self-motivation, a contributing factor, provides students with a positive outlook on high academic performance and the ability to defer more immediate undermining rewards. Students expect to contribute to society by helping others. This helps their self-esteem as well as their self-worth and supports high academic performance. Parental and teacher support are critical for high academic performance. Low socioeconomic status alone is not a causal factor for poor academic performance. School administrations should assign willing and enthusiastic teachers as mentors to target students and provide skills to parents that promote, inspire, and motivate students' intrinsic qualities. Future studies should examine different leadership styles that maximize teachers' ability to influence students' high academic performance. Finally, students should be given guidance in setting career goals and demonstrating that high academic achievement is attainable and

A greater voice for academic health sciences libraries: the Association of Academic Health Sciences Libraries' vision.

Science.gov (United States)

Bunting, Alison

2003-04-01

The founders of the Association of Academic Health Sciences Libraries (AAHSL) envisioned the development of a professional organization that would provide a greater voice for academic health sciences libraries, facilitate cooperation and communication with the Association of American Medical Colleges, and create a forum for identifying problems and solutions that are common to academic health sciences libraries. This article focuses on the fulfillment of the "greater voice" vision by describing action and leadership by AAHSL and its members on issues that directly influenced the role of academic health sciences libraries. These include AAHSL's participation in the work that led to the publication of the landmark report, Academic Information in the Academic Health Sciences Center: Roles for the Library in Information Management; its contributions to the recommendations of the Physicians for the Twenty-first Century: The GPEP Report; and the joint publication with the Medical Library Association of Challenge to Action: Planning and Evaluation Guidelines for Academic Health Sciences Libraries.

Longitudinal pathways between mental health difficulties and academic performance during middle childhood and early adolescence.

Science.gov (United States)

Deighton, Jessica; Humphrey, Neil; Belsky, Jay; Boehnke, Jan; Vostanis, Panos; Patalay, Praveetha

2018-03-01

There is a growing appreciation that child functioning in different domains, levels, or systems are interrelated over time. Here, we investigate links between internalizing symptoms, externalizing problems, and academic attainment during middle childhood and early adolescence, drawing on two large data sets (child: mean age 8.7 at enrolment, n = 5,878; adolescent: mean age 11.7, n = 6,388). Using a 2-year cross-lag design, we test three hypotheses - adjustment erosion, academic incompetence, and shared risk - while also examining the moderating influence of gender. Multilevel structural equation models provided consistent evidence of the deleterious effect of externalizing problems on later academic achievement in both cohorts, supporting the adjustment-erosion hypothesis. Evidence supporting the academic-incompetence hypothesis was restricted to the middle childhood cohort, revealing links between early academic failure and later internalizing symptoms. In both cohorts, inclusion of shared-risk variables improved model fit and rendered some previously established cross-lag pathways non-significant. Implications of these findings are discussed, and study strengths and limitations noted. Statement of contribution What is already known on this subject? Longitudinal research and in particular developmental cascades literature make the case for weaker associations between internalizing symptoms and academic performance than between externalizing problems and academic performance. Findings vary in terms of the magnitude and inferred direction of effects. Inconsistencies may be explained by different age ranges, prevalence of small-to-modest sample sizes, and large time lags between measurement points. Gender differences remain underexamined. What does this study add? The present study used cross-lagged models to examine longitudinal associations in age groups (middle child and adolescence) in a large-scale British sample. The large sample size not only allows for

What does the UK public want from academic science communication? [version 1; referees: 3 approved

Directory of Open Access Journals (Sweden)

James Redfern

2016-06-01

Full Text Available The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent’s current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the ‘common practice’ of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals, there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience.

Academic Entrepreneurship and Institutional Change in Historical Perspective

DEFF Research Database (Denmark)

Wadhwani, R. Daniel; Galvez-Behar, Gabriel; Mercelis, Joris

2017-01-01

This article provides a historical perspective on academic entrepreneurship and its role in institutional change, and serves as an introduction to a special issue devoted to the subject. Unlike approaches that define academic entrepreneurship narrowly as the commercialization of academic research...

Exploring the academic invisible web

OpenAIRE

Lewandowski, Dirk; Mayr, Philipp

2006-01-01

Purpose: To provide a critical review of Bergman’s 2001 study on the Deep Web. In addition, we bring a new concept into the discussion, the Academic Invisible Web (AIW). We define the Academic Invisible Web as consisting of all databases and collections relevant to academia but not searchable by the general-purpose internet search engines. Indexing this part of the Invisible Web is central to scientific search engines. We provide an overview of approaches followed thus far. Design/methodol...

Scaffolding for Second Language Writers: Producing an Academic Essay.

Science.gov (United States)

Cotterall, Sara; Cohen, Robin

2003-01-01

Describes how a group of intermediate learners of English were guided through the process of producing their first academic essays in English. The approach applied the concept of scaffolding to the academic writing process by proving flexible support for the learners throughout the writing of their essays. (Author/VWL)

Students' Perceptions of Parental and Teacher Academic Involvement: Consequences on Achievement Goals

Science.gov (United States)

Regner, Isabelle; Loose, Florence; Dumas, Florence

2009-01-01

The present study examined whether students' perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students' achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental…

Career choice in academic medicine: systematic review.

Science.gov (United States)

Straus, Sharon E; Straus, Christine; Tzanetos, Katina

2006-12-01

To review systematically the evidence about what factors influence the decision to choose or not choose a career in academic medicine. A systematic review of relevant literature from 1990 to May 2005. Searches of The Cochrane Library, Medline (using Ovid and PubMed) from 1990 to May 2005, and EMBASE from 1990 to May 2005 were completed to identify relevant studies that explored the influential factors. Additional articles were identified from searching the bibliographies of retrieved articles. We attempted to identify studies that included residents, fellows, or staff physicians. No restrictions were placed on the study methodologies identified and all articles presenting empirical evidence were retrieved. For cohort, case-control, and cross-sectional studies, minimum inclusion criteria were the presence of defined groups, and the ability to extract relevant data. For surveys that involved case series, minimum inclusion criteria were a description of the population, and the availability of extractable data. Minimum inclusion criteria for qualitative studies were descriptions of the sampling strategy and methods. The search identified 251 abstracts; 25 articles were included in this review. Completion of an MD with a graduate degree or fellowship program is associated with a career in academic medicine. Of the articles identified in this review, this finding is supported by the highest quality of evidence. Similarly, the completion of research and publication of this research in medical school and residency are associated with a career in academic medicine. The desire to teach, conduct research, and the intellectual stimulation and challenge provided in academia may also persuade people to choose this career path. The influence of a role model or a mentor was reported by physicians to impact their decision making. Trainees' interest in academic medicine wanes as they progress through their residency. In order to revitalize academic medicine, we must engage trainees

22 CFR 142.44 - Academic adjustments.

Science.gov (United States)

2010-04-01

... services and actions. Recipients need not provide attendants, individually prescribed devices, readers for... adjustments. (a) Academic requirements. A recipient to which this subpart applies shall make such... applicant or student. Academic requirements that the recipient can demonstrate are essential to the...

A Digital Coach That Provides Affective and Social Learning Support to Low-Literate Learners

Science.gov (United States)

Schouten, Dylan G. M.; Venneker, Fleur; Bosse, Tibor; Neerincx, Mark A.; Cremers, Anita H. M.

2018-01-01

In this study, we investigate if a digital coach for low-literate learners that provides cognitive learning support based on scaffolding can be improved by adding affective learning support based on motivational interviewing, and social learning support based on small talk. Several knowledge gaps are identified: motivational interviewing and small…

The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists

Science.gov (United States)

Jones, Stephanie M.; Kahn, Jennifer

2017-01-01

"The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development" articulates the scientific consensus regarding how people learn. The research brief presents a set of consensus statements--developed and unanimously signed onto by the Commission's Council of Distinguished Scientists--that affirm the…

Academic retainer medicine: an innovative business model for cross-subsidizing primary care.

Science.gov (United States)

Lucier, David J; Frisch, Nicholas B; Cohen, Brian J; Wagner, Michael; Salem, Deeb; Fairchild, David G

2010-06-01

Retainer-medicine primary care practices, commonly referred to as "luxury" or "concierge" practices, provide enhanced services to patients beyond those available in traditional practices for a yearly retainer fee. Adoption of retainer practices has been largely absent in academic health centers (AHCs). Reasons for this trend stem primarily from ethical concerns, such as the potential for patient abandonment when physicians downsize from larger, traditional practices to smaller, retainer-medicine practices.In 2004, the Department of Medicine at Tufts Medical Center developed an academic retainer-medicine primary care practice within the Division of General Medicine that not only generates financial support for the division but also incorporates a clinical and business model that is aligned with the mission and ethics of an academic institution.In contrast to private retainer-medicine practices, this unique business model addresses several of the ethical issues associated with traditional retainer practices-it does not restrict net access to care and it neutralizes concerns about patient abandonment. Addressing the growing primary care shortage, the model also presents the opportunity for a retainer practice to cross-subsidize the expansion of general medicine in an academic medical setting. The authors elucidate the benefits, as well as the inherent challenges, of embedding an academic retainer-medicine practice within an AHC.

Academic Words and Academic Capitalism Academic Words and Academic Capitalism

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Michael Billig

2013-03-01

Full Text Available

Este artículo sugiere que esta época es la mejor y peor para la labor académica. La mejor en cuanto hay más publicaciones académicas que nunca. Y la peor porque sobra mucho de estas publicaciones. Trabajando en las condiciones competitivas del capitalismo académico, los académicos se sienten en la necesidad de continuar publicando, independientemente de que tengan algo que decir. Las presiones de publicar continuamente y promover la propia perspectiva se reflejan en la manera en la que los científicos sociales están escribiendo. Y es que los académicos utilizan un lenguaje técnico basado en sustantivos, con una precisión menor a la del lenguaje ordinario. Los estudiantes de postgrado han sido educados en esta manera de escribir como una condición previa a iniciarse en las ciencias sociales. Así, la naturaleza misma del capitalismo académico no sólo determina las condiciones en las que los académicos trabajan, sino que también afecta su manera de escribir.

This paper suggests that it is the best and worst of times for academic work. It is the best of times because there are more academics publishing than ever before. It is the worst of times because there is much unnecessary publication. Working in the competitive conditions of academic capitalism, academics feel impelled to keep publishing, whether or not they have anything to say. The pressures to publish continually and to promote one’s own approach are reflected in the way that social scientists are writing. Academics use a noun-based technical language, which is less precise than ordinary language. Postgraduates are taught this way of writing as a precondition for entering the social sciences. In this way, the nature of academic capitalism not only determines the conditions under which academics are working but it affects the way that they are writing.

Supporting Geoscience Students at Two-Year Colleges: Career Preparation and Academic Success

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McDaris, J. R.; Kirk, K. B.; Layou, K.; Macdonald, H.; Baer, E. M.; Blodgett, R. H.; Hodder, J.

2013-12-01

Two-year colleges play an important role in developing a competent and creative geoscience workforce, teaching science to pre-service K-12 teachers, producing earth-science literate citizens, and providing a foundation for broadening participation in the geosciences. The Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project has developed web resources for geoscience faculty on the preparation and support of students in two-year colleges (2YCs). Online resources developed from two topical workshops and several national, regional, and local workshops around the country focus on two main categories: Career Preparation and Workforce Development, and Supporting Student Success in Geoscience at Two-year Colleges. The Career Preparation and Workforce Development resources were developed to help faculty make the case that careers in the geosciences provide a range of possibilities for students and to support preparation for the geoscience workforce and for transfer to four-year programs as geoscience majors. Many two-year college students are unaware of geoscience career opportunities and these materials help illuminate possible futures for them. Resources include an overview of what geoscientists do; profiles of possible careers along with the preparation necessary to qualify for them; geoscience employer perspectives about jobs and the knowledge, skills, abilities and attitudes they are looking for in their employees; employment trends in sectors of the economy that employ geoscience professionals; examples of geotechnician workforce programs (e.g. Advanced Technological Education Centers, environmental technology programs, marine technician programs); and career resources available from professional societies. The website also provides information to support student recruitment into the geosciences and facilitate student transfer to geoscience programs at four- year colleges and universities, including sections on advising support before

Two ecological models of academic achievement among diverse students with and without disabilities in transition.

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Williams, Terrinieka T; McMahon, Susan D; Keys, Christopher B

2014-01-01

School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.

The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students.

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van Veggel, Nieky; Amory, Jonathan

2014-01-01

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students' confidence in maths and improve students' academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

Interdependence of depressive symptoms, school involvement, and academic performance between adolescent friends: A dyadic analysis.

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Chow, Chong Man; Tan, Cin Cin; Buhrmester, Duane

2015-09-01

Friendships play an important role in the development of school involvement and academic performance during adolescence. This study examined the interdependence of depressive symptoms, school involvement, and academic performance between adolescent same-sex friends. Using cross-sectional data, we examined whether the link between depressive symptoms and academic performance would be mediated by school involvement at the intrapersonal (actor) and interpersonal (partner) levels. Data came from 155 pairs of same-sex adolescent friends (80 boys; M(age) = 16.17, SD = 0.44). The actor-partner interdependence model was used to examine the dyadic data and mediation hypotheses. Mediated actor effects showed that adolescents who had more depressive symptoms reported lower academic performance, and such an association was mediated by their own and their friend's lower school involvement. Mediated partner effects showed that adolescents who had more depressive symptoms also had a friend with lower academic performance, and such an association was mediated by both individuals' lower school involvement. This study provided evidence to support the broader interpersonal framework for understanding school involvement and academic performance. The current findings also have potential practical implications, especially for programmes targeted at addressing adolescents' school problems. © 2015 The British Psychological Society.

Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

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María Dolores Guerra-Martín

2017-07-01

Full Text Available In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses. A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30, improving the information about courses (p < .001, d = 2.01, the information comprehension (p < .001, d = 0.85 and the strategies to improve academic performance (p < .001, d = 1.37. The intervention group students’ response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

Supporting the attainment of professional attributes in a work based learning programme

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Perera, Noel; Penlington, Roger

2012-01-01

With the impending change in the higher education landscape within the UK there is a greater need for flexibility and innovation in the delivery of degree programmes. One flexible and innovative form of programme delivery is the work based learning platform. Additional academic guidance is imperative for students undertaking a work based learning programme due to the flexible nature of the programme. However in providing this academic guidance and support it places additional demands upon bot...

Availability, Use and Contribution of Support Services to Students ...

African Journals Online (AJOL)

Availability, Use and Contribution of Support Services to Students Academic and Social Development in Nigerian University System. ... support services contribute meaningfully to the academic activities and social life. It was therefore ...

Embedding the Teaching of Academic Writing into Anthropology Lectures

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Mostert, Linda Ann; Townsend, Rodwell

2018-01-01

This paper lends support to the argument that students require a variety of teaching strategies to help them improve their academic writing. The study described here took place in 2014 in the context of embedding the teaching of academic writing into anthropology modules. The strategies implemented were microthemes, peer feedback, annotated…

Determining the Effects of LMS Learning Behaviors on Academic Achievement in a Learning Analytic Perspective

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Mehmet FIRAT

2016-01-01

Two of the most important outcomes of learning analytics are predicting students’ learning and providing effective feedback. Learning Management Systems (LMS), which are widely used to support online and face-to-face learning, provide extensive research opportunities with detailed records of background data regarding users’ behaviors. The purpose of this study was to investigate the effects of undergraduate students’ LMS learning behaviors on their academic achievements. In line with this pur...

Academic Integrity: A Review of the Literature

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Macfarlane, Bruce; Zhang, Jingjing; Pun, Annie

2014-01-01

This article provides a literature review on academic integrity, which encompasses the values, behaviour and conduct of academics in all aspects of their practice. This is a growing area of academic research as a result of the expansion of higher education on a global basis and concerns about standards of professional conduct. The article maps the…

Impact of mother tongue on construction of notes and first-year academic performance

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Shalini Dukhan

2016-11-01

Full Text Available The purpose of this study was to identify whether there are any differences in the quality of the notes constructed in English between students for whom English is a first language and those for whom it is a second language. Subsequently we assessed whether this difference, if any, affected their grades. Unsurprisingly, the first-language students produced better structured and more detailed notes; they also performed better academically than their second-language peers. However, when students were provided with training that focused on using writing as a means to promote critical thinking, there was an improvement in the personalisation of their notes. The improvement in grades was significant for second-language students. Thus the university has a pivotal role to play in preparing students for academic success by providing them with supportive measures to aid their transition into first year.

Diabetes self-management support for patients with low health literacy: Perceptions of patients and providers.

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Fransen, Mirjam P; Beune, Erik J A J; Baim-Lance, Abigail M; Bruessing, Raynold C; Essink-Bot, Marie-Louise

2015-05-01

The aim of the present study was to explore perceptions and strategies of health care providers regarding diabetes self-management support for patients with low health literacy (LHL), and to compare their self-management support with the needs of patients with LHL and type 2 diabetes. This study serves as a problem analysis for systematic intervention development to improve diabetes self-management among patients with LHL. This qualitative study used in-depth interviews with general practitioners (n = 4), nurse practitioners (n = 5), and patients with LHL (n = 31). The results of the interviews with health care providers guided the patient interviews. In addition, we observed 10 general practice consultations. Providers described patients with LHL as uninvolved and less motivated patients who do not understand self-management. Their main strategy to improve self-management was to provide standard information on a repeated basis. Patients with LHL seemed to have a different view of diabetes self-management than their providers. Most demonstrated a low awareness of what self-management involves, but did not express needing more information. They reported several practical barriers to self-management, although they seemed reluctant to use the information provided to overcome them. Providing and repeating information does not fit the needs of patients with LHL regarding diabetes self-management support. Health care providers do not seem to have the insight or the tools to systematically support diabetes self-management in this group. Systematic intervention development with a focus on skills-based approaches rather than cognition development may improve diabetes self-management support of patients with LHL. © 2014 Ruijin Hospital, Shanghai Jiaotong University School of Medicine and Wiley Publishing Asia Pty Ltd.

Academic Integration of Mainland Chinese Students in Germany

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Hanwei Li

2017-03-01

Full Text Available This article presents an analysis of the academic integration experiences of mainland Chinese tertiary-level students in Germany. Using Tinto’s model, the article explores the challenges that Chinese students face during their academic integration, the strategies they employ, and the relationship between academic and social integration. The data were collected in spring 2016 by interviewing 26 mainland Chinese students studying either in German universities or universities of applied sciences. Four major challenges were identified and analyzed: language barrier, knowledge gap, pedagogical differences, and cultural differences. An important outcome of the study presented is that social integration serves as a facilitator for enhancing academic integration, but is not a prerequisite for academic success. Group learning with peers was found to enhance learning outcomes. Overall, Chinese students have exploited their own advantages in academic integration by exploring feasible strategies and benefiting from their past learning experiences. It is suggested that academic integration as a long and challenging process for international students should be acknowledged by the German HEIs, and that more institutional support and guidance are needed.

A structural equation modelling of the academic self-concept scale

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Musa Matovu

2014-03-01

Full Text Available The study aimed at validating the academic self-concept scale by Liu and Wang (2005 in measuring academic self-concept among university students. Structural equation modelling was used to validate the scale which was composed of two subscales; academic confidence and academic effort. The study was conducted on university students; males and females from different levels of study and faculties. In this study the influence of academic self-concept on academic achievement was assessed, tested whether the hypothesised model fitted the data, analysed the invariance of the path coefficients among the moderating variables, and also, highlighted whether academic confidence and academic effort measured academic selfconcept. The results from the model revealed that academic self-concept influenced academic achievement and the hypothesised model fitted the data. The results also supported the model as the causal structure was not sensitive to gender, levels of study, and faculties of students; hence, applicable to all the groups taken as moderating variables. It was also noted that academic confidence and academic effort are a measure of academic self-concept. According to the results the academic self-concept scale by Liu and Wang (2005 was deemed adequate in collecting information about academic self-concept among university students.

"They See Us as Resource": The Role of a Community-Based Youth Center in Supporting the Academic Lives of Low-Income Chinese American Youth

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Wong, Nga-Wing Anjela

2008-01-01

Based on a 15-week ethnographic-based research, this article examines the role of a community-based youth center in supporting the academic lives of Chinese American youth from low-income families in an east coast city I call "Harborview." This study demonstrates the significant role that community-based organizations play for low-income immigrant…

Relationships among grit, academic performance, perceived academic failure, and stress in associate degree students.

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Lee, Wincy Wing Sze

2017-10-01

The present study examined the relationships among grit, academic performance, perceived academic failure, and stress levels of Hong Kong associate degree students using path analysis. Three hundred and forty-five students from a community college in Hong Kong voluntarily participated in the study. They completed a questionnaire that measured their grit (operationalized as interest and perseverance) and stress levels. The students also provided their actual academic performance and evaluated their perception of their academic performance as a success or a failure. The results of the path analysis showed that interest and perseverance were negatively associated with stress, and only perceived academic failure was positively associated with stress. These findings suggest that psychological appraisal and resources are more important antecedents of stress than objective negative events. Therefore, fostering students' psychological resilience may alleviate the stress experienced by associate degree students or college students in general. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Capturing information needs of care providers to support knowledge sharing and distributed decision making.

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Rogers, M; Zach, L; An, Y; Dalrymple, P

2012-01-01

This paper reports on work carried out to elicit information needs at a trans-disciplinary, nurse-managed health care clinic that serves a medically disadvantaged urban population. The trans-disciplinary model provides a "one-stop shop" for patients who can receive a wide range of services beyond traditional primary care. However, this model of health care presents knowledge sharing challenges because little is known about how data collected from the non-traditional services can be integrated into the traditional electronic medical record (EMR) and shared with other care providers. There is also little known about how health information technology (HIT) can be used to support the workflow in such a practice. The objective of this case study was to identify the information needs of care providers in order to inform the design of HIT to support knowledge sharing and distributed decision making. A participatory design approach is presented as a successful technique to specify requirements for HIT applications that can support a trans-disciplinary model of care. Using this design approach, the researchers identified the information needs of care providers working at the clinic and suggested HIT improvements to integrate non-traditional information into the EMR. These modifications allow knowledge sharing among care providers and support better health decisions. We have identified information needs of care providers as they are relevant to the design of health information systems. As new technology is designed and integrated into various workflows it is clear that understanding information needs is crucial to acceptance of that technology.

Transition to academic nurse educator: a survey exploring readiness, confidence, and locus of control.

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Goodrich, Robin S

2014-01-01

The purpose of this study was to describe nurse transition to the role of academic nurse educator and to investigate the resources and barriers that nurses experience during this career transition, specifically the relationships among levels of readiness, confidence, personal control, support, decision independence, general self-esteem, and work locus of control. A convenience sample of registered nurses in the United States (N = 541) who hold current full-time employment at an accredited nursing program granting baccalaureate or higher degrees was utilized. Subjects were recruited via electronic mail and answered an on-line survey. Pearson product-moment correlation and multivariate analysis of variance were used for statistical calculations. Results indicated significant, positive relationships among all the variables except readiness and personal control (p = .01). Significant differences were found in amount of time that nurses were in the role of academic nurse educator and the demographic variables of number of children, marital status, and highest degree held. The results of this study provide evidence to support and enhance processes to develop and retain nurse academicians, to promote excellence in the academic nurse educator role, and to advance the science and practice of the profession. © 2014.

Understanding the Academic Struggles of Community College Student Athletes

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Demas, Jason

2017-01-01

When students begin their education at community colleges, they may face more obstacles to obtaining their college education than students starting in four-year institutions. Research has shown the importance of academic and student services in the support of student athletes, that community college student athletes are often at academic risk, and…

The academic transitional experiences of masters’ students at the University of the Western Cape

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Jeffrey C. Hoffman

2012-08-01

A quantitative, exploratory, descriptive research design was employed. A cross-sectional survey was conducted with masters’ students during 2009, using convenience sampling. Data was statistically analysed using the SPSS to provide descriptive statistics. The majority of the sample indicated a lack of academic preparedness, even though most of them had a bachelor’s degree. The primary reasons listed as motivation for master’s study were to improve knowledge and reaching self-actualisation. The majority is still eager to complete their studies. Most support systems were utilised and students rated these services as a positive experience that facilitates smooth academic transition. However, concerns are that not many students utilised the academic writing centre and those who did, rated the overall service as average. One of the main recommendations was that a research culture needs to be established

Learners' experiences of learning support in selected Western Cape ...

African Journals Online (AJOL)

The learning support assisted in meeting learners' academic, social and emotional needs by addressing barriers to learning, creating conducive learning environments, enhancing learners' self-esteem and improving learners' academic performance. Keywords: academic needs; academic performance; barriers to learning; ...

Solution-Focused Brief Therapy: Impacts on Academic and Emotional Difficulties

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Daki, Julia; Savage, Robert S.

2010-01-01

This randomized control trial study evaluated the effectiveness of the solution-focused approach in addressing academic, motivational, and socioemotional needs of 14 children with reading difficulties. The intervention group received five 40-min solution-focused sessions. The control group received academic homework support. Results showed…

Can Low-Cost Support Programmes with Coaching Accelerate Doctoral Completion in Health Science Faculty Academics?

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Geber, Hilary; Bentley, Alison

2012-01-01

Career development for full-time Health Sciences academics through to doctoral studies is a monumental task. Many academics have difficulty completing their studies in the minimum time as well as publishing after obtaining their degree. As this problem is particularly acute in the Health Sciences, the PhD Acceleration Programme in Health Sciences…

Improve Research Visibility by Establishing an Academic Blog

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Ebrahim, Nader Ale

2016-01-01

Academic blogs help researchers to establish expertise, forge new intellectual bonds in their discipline, and give them a place to test out new ideas and promote their research. Blog services provide your research seen by more non-academics than your peer reviewed papers will ever be.  The importance of Academic Blog is not to be dismissed. Blogs are a vital tool for academics to publicly communicate about research developments and findings. Academics can also gain feedback from other peers, ...

The Academic ‘Patras’ of the Arab World: Creating a Climate of Academic Apartheid

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Ramzi N. Nasser

2007-01-01

Full Text Available This paper discusses factors that are contributing to the rise of what we refer to as an ethos of “academic apartheid” in Arab institutions of higher education. The paper examines the failure of these institutions to overcome their alienation from indigenous epistemology, to emancipate the education they provide from its colonial past, and to move towards the modern information age. The difficult position of Arab academics striving to rediscover, reintegrate and reorganize an epistemological framework to serve the indigenous world is also discussed. Current institutional approaches have deleterious effects on the performance of Arab academics, including arresting the process of transition to development. The paper concludes that Arab academics have a range of choices in determining how to establish a course of corrective action.

Machine learning methods in predicting the student academic motivation

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Ivana Đurđević Babić

2017-01-01

Full Text Available Academic motivation is closely related to academic performance. For educators, it is equally important to detect early students with a lack of academic motivation as it is to detect those with a high level of academic motivation. In endeavouring to develop a classification model for predicting student academic motivation based on their behaviour in learning management system (LMS courses, this paper intends to establish links between the predicted student academic motivation and their behaviour in the LMS course. Students from all years at the Faculty of Education in Osijek participated in this research. Three machine learning classifiers (neural networks, decision trees, and support vector machines were used. To establish whether a significant difference in the performance of models exists, a t-test of the difference in proportions was used. Although, all classifiers were successful, the neural network model was shown to be the most successful in detecting the student academic motivation based on their behaviour in LMS course.

Physical education, school physical activity, school sports and academic performance

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Shephard Roy J

2008-02-01

Full Text Available Abstract Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE, free school physical activity (PA and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007, PSYCHINFO (1974 to 2007, SCHOLAR.GOOGLE.COM, and ERIC databases. Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA, and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF. Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Conclusion Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health.

The need for a transparent, ethical, and successful relationship between academic scientists and the pharmaceutical industry: a view of the Group for the Respect of Ethics and Excellence in Science (GREES).

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Bruyere, O; Kanis, J A; Ibar-Abadie, M-E; Alsayed, N; Brandi, M L; Burlet, N; Cahall, D L; Chines, A; Devogelaer, J-P; Dere, W; Goel, N; Hughes, N; Kaufman, J-M; Korte, S; Mitlak, B H; Niese, D; Rizzoli, R; Rovati, L C; Reginster, J-Y

2010-05-01

This paper provides recommendations for fair and unbiased relationship between academic scientists and the pharmaceutical industry. Real or perceived problems in the relationship between academics and the industry have been the subject of much recent debate. It has been suggested that academic clinicians should sever all links with the industry-a view that is rarely challenged. Academic experts and members of the pharmaceutical industry were invited to an expert consensus meeting to debate this topic. This meeting was organized by the Group for the Respect of Ethics and Excellence in Science. Conflict of interest, competing interest, right and duties of academic scientist, authorship, and staff and student education were discussed. Guidelines for a transparent, ethical, strong, and successful partnership between the academic scientist and the pharmaceutical industry have been provided. The Group support interactions between the industry and clinicians provided that it is transparent and ethical.

E-books in academic libraries

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Mincic-Obradovic, Ksenija

2010-01-01

Written from the perspective of a librarian, this book offers a comprehensive overview of the impact of e-books on academic libraries. The author discusses advantages to both researchers and librarians and provides current examples of innovative uses of e-books in academic contexts. This book reviews the current situation in e-book publishing, and describes problems in managing e-books in libraries caused by the variety of purchase models and varying formats available, and the lack of standardisation. It discusses solutions for providing access and maintaining bibliographic control, looks at v

Factors influencing the academic motivation of individual college students.

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Yoshida, Masahiro; Tanaka, Masaaki; Mizuno, Kei; Ishii, Akira; Nozaki, Kumi; Urakawa, Ayako; Cho, Yuki; Kataoka, Yosky; Watanabe, Yasuyoshi

2008-10-01

Motivation is an important psychological concept in academic learning. Subjects performed jigsaw puzzle and square puzzle sessions (as difficulty variant task) and 80%, 50%, and 20% completion sessions (as completion variant task). After square puzzle or 20% completion sessions, subjective motivation decreased. Although baseline scores on an academic motivation scale were negatively correlated with changes in subjective motivation for the square puzzle session, a positive correlation was observed for the 20% completion session. These suggest that while continual completion of facile task trials may support the motivation of college students with lower academic motivation, attempting difficult task trials may sustain that of those with higher academic motivation.

Systems of career influences: a conceptual model for evaluating the professional development of women in academic medicine.

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Magrane, Diane; Helitzer, Deborah; Morahan, Page; Chang, Shine; Gleason, Katharine; Cardinali, Gina; Wu, Chih-Chieh

2012-12-01

Surprisingly little research is available to explain the well-documented organizational and societal influences on persistent inequities in advancement of women faculty. The Systems of Career Influences Model is a framework for exploring factors influencing women's progression to advanced academic rank, executive positions, and informal leadership roles in academic medicine. The model situates faculty as agents within a complex adaptive system consisting of a trajectory of career advancement with opportunities for formal professional development programming; a dynamic system of influences of organizational policies, practices, and culture; and a dynamic system of individual choices and decisions. These systems of influence may promote or inhibit career advancement. Within this system, women weigh competing influences to make career advancement decisions, and leaders of academic health centers prioritize limited resources to support the school's mission. The Systems of Career Influences Model proved useful to identify key research questions. We used the model to probe how research in academic career development might be applied to content and methods of formal professional development programs. We generated a series of questions and hypotheses about how professional development programs might influence professional development of health science faculty members. Using the model as a guide, we developed a study using a quantitative and qualitative design. These analyses should provide insight into what works in recruiting and supporting productive men and women faculty in academic medical centers.

The Protean Challenge of Game Collections at Academic Libraries

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Cross, Emma; Mould, David; Smith, Robert

2015-01-01

The rise of game development and game studies on university campuses prompts academic libraries to consider how to support teaching and research in this area. This article examines current issues and challenges in the development of game collections at academic libraries. The gaming ecosystem has become more complex and libraries may need to move…

The Work-Related Attitudes of Australian Accounting Academics

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Pop-Vasileva, Aleksandra; Baird, Kevin; Blair, Bill