Página 1 dos resultados de 110 itens digitais encontrados em 0.006 segundos

College Students’ Revenge Goals Across Friend, Romantic Partner, and Roommate Contexts: The Role of Interpretations and Emotions

McDonald, Kristina L.; Asher, Steven R.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.138718%
Residential college environments provide young people with distinctive relationship opportunities and challenges. A major purpose of the present study was to learn whether college students respond differently to conflict-of-interest vignettes in three different relationship contexts. Students were more likely to make negative interpretations about their romantic partner’s behavior than they did about their friend’s or roommate’s behavior. They were also more likely to feel angry and hurt and to endorse hostile goals and strategies with romantic partners. A second major purpose was to learn about the types of interpretations and emotions associated with revenge goals in conflict-of-interest situations. Results indicated that interpreting the other person’s actions as disrespectful and as rejecting was related to revenge goals and also predicted to revenge goals beyond the contributions of anger and hurt feelings.

A study of the effects of a service-learning experience on student success at an urban community college

Berson, Judith Sheryl
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.22483%
The purpose of this study was to explore the effects of a service-learning experience on student success as measured by class attendance, course completion, final course grades, and end-of-term evaluation data.^ Though many outcomes of service-learning experiences have been studied, including ethical values, self-esteem, student personal development, and career preparation, relatively few studies have been conducted on the effects of such experiences on academic achievement, and the studies that have been done have primarily studied students at traditional, four-year, residential universities.^ The study consisted of 286 students enrolled in six paired courses taught by five instructors at a community college in the Fall term 1996. One section of each pair (the control group) was taught using traditional subject matter and course materials and the other section of each pair (the treatment group) participated in a 20-hour required service-learning activity in addition to the regular course curriculum. The courses in the study included American History, Sociology, College Preparatory English, and Introduction to English Composition.^ The results of this study indicate that, overall, students who participated in a class in which service-learning was a requirement...

The Self-Perceived Effects on Faculty that Result From the Experience of Serving in a Residential College

Arneson, Eric E
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
68.284624%
The purpose of this phenomenological study was to examine the effects that faculty who live in residence with college students perceive result from their experience. This study examined the perspectives from current and recent residential faculty members. Data were gathered through individual structured interviews with current and former residential faculty who gave firsthand accounts of how they felt that experience impacted them. Literature consistently showed that faculty-student interaction is very important to the development and success of students (Astin, 1993). Research has clearly demonstrated positive outcomes that result for students. The present study was undertaken because there is a dearth of research, however, regarding this impact on the faculty members themselves. Given the importance of faculty-student interaction outside of the classroom (Lundberg, 2004), it is crucial to recruit faculty for these communities. Thus, more information regarding this experience will be valuable to faculty and administrators considering working with residential colleges. The study was conducted at a mid-sized private university in the Southeastern United States. The reason for this choice was the fact that this school has a 25-year history as a residential college system and utilizes 12-15 residential faculty members yearly. The researcher conducted interviews with 13 faculty members and coded and analyzed the data. The study findings indicated that the faculty perceived great benefits from serving as residential college faculty members. Perceived benefits as described by the participants included increased skill in teaching...

The self-perceived effects on faculty that result from the experience of serving in a residential college

Arneson, Eric E
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
48.15549%
The purpose of this phenomenological study was to examine the effects that faculty who live in residence with college students perceive result from their experience. This study examined the perspectives from current and recent residential faculty members. Data were gathered through structured interviews with current and former residential faculty who gave firsthand accounts of how they felt that experience impacted them. A pilot study had been previously conducted that enabled the researcher to modify and adjust the dissertation methodology accordingly, based upon the findings of the pilot study. The pilot study, in short, found that residential faculty members felt they gained from the experience in terms of relationships with students and other faculty while facing a few small challenges. ^ Literature consistently showed that faculty-student interaction is very important to the development and success of students (Astin, 1993). Research has clearly demonstrated positive outcomes that result for students; the literature review revealed this information is plentiful. There is a dearth of research, however, regarding this impact on the faculty members themselves. Given the importance of faculty-student interaction outside of the classroom...

Back to the Roots: A Conceptual, Residential Redesign

Sturm, Emily Elizabeth
Fonte: School of Landscape Architecture and Planning, College of Design, Construction and Planning, University of Florida; School of Landscape Architecture and Planning, College of Design, Construction and Planning, University of Florida ( Gainesville, Fla ) Publicador: School of Landscape Architecture and Planning, College of Design, Construction and Planning, University of Florida; School of Landscape Architecture and Planning, College of Design, Construction and Planning, University of Florida ( Gainesville, Fla )
Tipo: Artigo de Revista Científica
Publicado em //2013 Português
Relevância na Pesquisa
37.381025%
Landscape Architecture capstone project

Residential Halls for Men under construction, fall 1911

Fonte: Rice University Publicador: Rice University
Português
Relevância na Pesquisa
37.31411%
Mr. Watkin, in bowler hat, oversees construction of residential hall. Views of Administration Building and Campanile also under construction.

Residential halls and Commons with Autry House in the background, Rice Institute

Fonte: Rice University Publicador: Rice University
Português
Relevância na Pesquisa
37.31411%
Black and white photograph of an aerial view of Rice Institute residential halls and featuring East Hall, Institute Commons, South Hall, West Hall, and a background view of the Autry House.; The residential college system was not implemented at Rice Institute until 1957.; In 1921 E.D. Embres and Thomas B. Eaton, class of 1920 and veterans of World War I, flew over the campus and shot twleve iconic images which are included in the booklet, “The Flying Owls: Rice Institute from the Air.” (LD4711 .R333 F6) All twelve photographs were dedicated to the memory of men of Rice who died in the war, many of whom were friends of the authors. This image is one of those photographs.

Lunch in East Hall (now Baker College) Commons before the formation of the residential college system

Fonte: Rice University Publicador: Rice University
Português
Relevância na Pesquisa
37.138718%
People having lunch in East Hall (now Baker College) Commons. Original resource is a black and white photograph.

Sid Richardson College exterior, Rice University

Fonte: Rice University Publicador: Rice University
Português
Relevância na Pesquisa
37.138718%
Sid Richardson College was completed in 1970 and was the last residential college established at Rice in the twentieth century. It was named for the Fort Worth oilman, who was a major contributor to the project.

Dr. Richard Smith teaching informally in a residential college, Rice University

Fonte: Rice University Publicador: Rice University
Português
Relevância na Pesquisa
47.381025%
Richard Smith pointing at a spot on a projected image. He is being watched by a group of people sitting around a living room setting in a residential college at Rice University. Original resource is a color photograph.

Construction of West Hall (Hanszen College), Rice Institute

Fonte: Rice University Publicador: Rice University
Português
Relevância na Pesquisa
37.28316%
Black and white photograph of construction of West Hall (now Hanszen College); West Hall was the last of the dormitories designed by Cram & Ferguson to be built on Rice Institute campus. Among its features are glazed ceramic discs made by the Enfield P&T Co, Enfield, Pennsylvania, a cloister arcade supported on piers rather than columns and stone detailing on its windows and stairway doors. When Rice introduced the residential college system in 1957, the college was named Hanszen College for Harry C. Hanszen, an independent oil operator and chairman of the board of trustees from 1946-1950.

Construction of West Hall (Hanszen College), Rice Institute

Fonte: Rice University Publicador: Rice University
Português
Relevância na Pesquisa
37.28316%
Black and white photograph of construction of West Hall (now Hanszen College); West Hall was the last of the dormitories designed by Cram & Ferguson to be built on Rice Institute campus. Among its features are glazed ceramic discs made by the Enfield P&T Co, Enfield, Pennsylvania, a cloister arcade supported on piers rather than columns and stone detailing on its windows and stairway doors. When Rice introduced the residential college system in 1957, the college was named Hanszen College for Harry C. Hanszen, an independent oil operator and chairman of the board of trustees from 1946-1950.

Alcohol Awareness for College Students

DeCoster, David; Engs, Ruth; Larson, Ralph; McPherson, Philip
Fonte: Johns Hopkins University Press Publicador: Johns Hopkins University Press
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.22483%
Copyright ?? 1976 The Johns Hopkins University Press. This article first appeared in Journal of College Student Personnel, September 1976, pages 438-439.; Other PUBLICATIONS and PAPERS concerning alcohol, drug or health education methods and programs can be found at: https://scholarworks.iu.edu/dspace/handle/2022/17128/browse?type=title; https://scholarworks.iu.edu/dspace/handle/2022/17135/browse?type=title; https://scholarworks.iu.edu/dspace/handle/2022/17138/browse?type=title or https://scholarworks.iu.edu/dspace/handle/2022/17124/browse?type=title.; This article describes steps in developing and alcohol awareness program on the college campus.

Hanszen College, Cornerstone, Rice University

Fonte: Rice University Publicador: Rice University
Tipo: photographs; Image
Português
Relevância na Pesquisa
37.138718%
Color photograph of Hanszen College's cornerstone. The cornerstone is carved with the year, the Rice Shield, and an English inscription which reads "O Vision of These Early Days O Spirit of Our Years of Faith O Truth & Justice in Alliance With Freedom Soul of Art & Science and Beauty Truth's Undying Wraith Go With Our Sons on All Their Ways."; The original Hanszen College building was built in 1916 as "West Hall". When residential colleges were established in 1957, it was named for Harry Clay Hanszen, member and chairman of the Rice Board of Governors (1946-1950). Forms part of the original ("old") Hanszen building.

Pres. Lyndon B. Johnson's Dedication Speech for Sid Richardson College, Rice University

Fonte: Rice University Publicador: Rice University
Tipo: speeches; Text
Português
Relevância na Pesquisa
37.22483%
Yellow speech cards that Pres. Lyndon B. Johnson read at the dedication of Sid Richardson College. The President made the notations on page 3.; Sid Richardson College was dedicated on October 16, 1971. It became the eight residential college on campus. Pres. Johnson was a close friend of Sid Richardson, the college's namesake, which explains why he gave the dedication speech.

An interview study of community college student perspectives on service -learning

Appelbaum, Richard
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.32529%
Over the past two decades, the community college in the United States has boasted a leadership role in the movement to make education community-based and performance-oriented. This has led to an intensification in attempts to search for more innovative means to make education more experiential and relevant to students' lived experiences. ^ One such innovative program that holds promise to meet this challenge is service-learning. This paradigm attempts to relate the academic education in the classroom to community-based problems, which fits in neatly with the community-based characteristics of the community college. It promises to link ideas developed in the classroom and their practical application within the community through guided reflection. It is designed to enhance and enrich student learning of course material by combining citizenship, academic subjects, skills, and values. ^ Though many studies have been carried out in regard to the outcomes of service-learning through quantitative means, relatively few qualitative studies are available, and those available have primarily studied traditional students at four-year residential colleges or universities. Therefore, there is an urgent need to study non-traditional students' perspectives at the community college level. ^ The purpose of this study was to describe and explain the perspectives of five students at Broward Community College...

Academic Peer Effects with Different Group Assignment Policies : Residential Tracking versus Random Assignment

Garlick, Robert
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
Português
Relevância na Pesquisa
37.31411%
This paper studies the relative academic performance of students tracked or randomly assigned to South African university dormitories. Tracked or streamed assignment creates dormitories where all students obtained similar scores on high school graduation examinations. Random assignment creates dormitories that are approximately representative of the population of students. Tracking lowers students' mean grades in their first year of university and increases the variance or inequality of grades. This result is driven by a large negative effect of tracking on low-scoring students' grades and a near-zero effect on high-scoring students' grades. Low-scoring students are more sensitive to changes in their peer group composition and their grades suffer if they live only with low-scoring peers. In this setting, residential tracking has undesirable efficiency (lower mean) and equity (higher variance) effects. The result isolates a pure peer effect of tracking, whereas classroom tracking studies identify a combination of peer effects and differences in teacher behavior across tracked and untracked classrooms. The negative pure peer effect of residential tracking suggests that classroom tracking may also have negative effects unless teachers are more effective in homogeneous classrooms. Random variation in peer group composition under random dormitory assignment also generates peer effects. Living with higher-scoring peers increases students' grades and the effect is larger for low-scoring students. This is consistent with the aggregate effects of tracking relative to random assignment. However...

Decarbonising the English residential sector: modelling policies, technologies and behaviour within a heterogeneous building stock; Modelling policies, technologies and human behaviour within a heterogeneous building stock; A new building stock model for the english residential sector; A systems approach to modelling energy and emissions from the residential sector

Kelly, Scott
Fonte: University of Cambridge; Department of Land Economy; Cambridge Centre for Climate Change Mitigation Research; Selwyn College Publicador: University of Cambridge; Department of Land Economy; Cambridge Centre for Climate Change Mitigation Research; Selwyn College
Tipo: Thesis; doctoral; PhD
Português
Relevância na Pesquisa
38.044907%
It is now widely accepted that the residential sector offers significant potential for carbon mitigation. This is true for both the overall magnitude of emissions reductions and the cost per tonne of CO2(eq) mitigated. However, both the scope and scale of potential carbon mitigation pathways remain controversial. The pace of decarbonisation is also openly debated. Examples of some of these contentions include: centralised versus decentralised energy supply; energy efficiency versus low carbon generation; demolition versus renovation of the existing building stock and behaviour change versus technological solutions. Incontrovertibly, any one of these seemingly apparent tensions is not mutually exclusive, and the ultimate decarbonisation pathway will likely consist of most if not all of these proposed solutions being implemented to some varying degree. Despite the significant potential for carbon mitigation in the built environment, deep cuts have not yet materialised. It is argued that this lack of progress stems from a poor understanding of the highly complex socio-economic, socio-dynamic and technical physical systems that underpin energy use in dwellings.Modelling this requires requires novel methods capable of capturing the complexities that arise from government policies...

Keeping in Touch: Relationships between Parenting Style, Parent-Child Electronic Communication, and the Developing Autonomy and Adjustment of College Students

Golonka, Megan Marie
Fonte: Universidade Duke Publicador: Universidade Duke
Tipo: Dissertação
Publicado em //2013 Português
Relevância na Pesquisa
47.402114%

Traditionally seen as a time for increasing independence and autonomy, the college experience is often the first major, long-term physical separation from parents (Chickering, 1969; Chickering & Reisser, 1993). For previous generations, living away from home provided conditions for autonomy development partially based on infrequent contact with parents. In contrast, the rapid evolution of communication technology in the recent past allows today's generation of college students to connect to their parents instantly and frequently through a variety of electronic means including cellular phone calls, text messages, emails, video chats, and social media. The current study used self-report data from 180 residential college students at a mid-sized private institution in the southeastern United States to explore parent-child communication patterns as they relate to parenting styles and the development of emotional autonomy and adjustment to college. Emotional autonomy was measured with items from the Emotional Autonomy Scale (EAS; Steinberg & Silverberg, 1986). Following Beyers, Goossens, Van Calster, & Duriez (2005), a separation scale (derived from the EAS subscales of parental deidealization, nondependence on parents, and individuation) was used as a measure of emotional autonomy. Two scales from the Student Adaptation to College Questionnaire (Baker & Siryk...

Impact of a pharmacist-directed educational program on the long-term knowledge and use of folic acid among college women: a 12-month follow-up study

Murphy,Bethany L.; Dipietro,Natalie A.
Fonte: Pharmacy Practice (Internet) Publicador: Pharmacy Practice (Internet)
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/06/2012 Português
Relevância na Pesquisa
37.28316%
Few studies have examined the impact of educational interventions on participants´ long-term knowledge and use of folic acid for prevention of neural tube defects (NTD). Objective: The objective of this pilot study was to evaluate changes in knowledge and behaviors in a sample of college women one year after such a program. Methods: Female students of a residential college campus voluntarily attended the event, which was advertised to the campus community as a women´s health seminar. Participants completed a multiple-choice test assessing knowledge of folic acid and NTD and frequency of multivitamin use before and immediately after a 30-minute oral presentation. Following 3 reminder messages sent via email or mail, knowledge and multivitamin use were re-assessed 1-month and 12-months post-intervention. Results: Thirty-two college women participated in the educational intervention; 27 (84%) completed the 12-month post-test. At 12 months, statistically significant increases in knowledge from baseline remained for questions pertaining to food high in folic acid (p=0.023); completion of spinal column (p=0.011); and 2 questions on NTD prevention (p=0.044). Increases in knowledge regarding recommended daily allowance of folic acid (p=0.817) and difficulty in receiving adequate folic acid from diet alone (p=0.617) were not statistically significant from baseline. Regular multivitamin use (=4 times per week) was not statistically significantly increased from baseline (p=0.592). Conclusion: Although it was encouraging that the women retained much of the information learned during the program...