The effect of sexist attitudes on the perception of visual artists by community college and university students

This study compared the effects of sexist labeling on the perceptions of visual artists by the community college and university students and determined their sex role orientation. The 370 students were shown five slides of an artist's works and were given six versions of an artist's biography. It contained embedded sexual labeling (woman, girl, person/ she, man, guy, person/he). The Artist Evaluation Questionnaire was administered to the female and male community college and university students that required the students to evaluate the female and male artists on several aspects of affective and cognitive measures. The questionnaire consisted of 9 items that had to be rated by the participants. In addition, the students filled out the Demographic Questionnaire and the BEM Sex Role Inventory, titled the Attitude Questionnaire. The Analysis of Variance testing procedures were administered to analyze the responses. The results disclosed gender differences in students' ratings. The female artist's work, when the artist was referred to by the neutral sexual label, "person", received significantly higher ratings from the female students. The male students gave the female artist her highest ratings when she was referred to by the low status sexual label, "girl". Both sexes did not express statistically significant preferences for any of the male sexual labels. Gender difference became apparent when it was found that female students rated both sexes equally, and their ratings were lower than those of the male students. The male students rated the female artist's work higher than the work of the male artist. The analysis of the sex role inventory questionnaire revealed the absence of the feminine (expressive) and masculine (instrumental) personalities among the students. The personalities of almost all the students were androgynous, with a few within the range of the near feminine, and a few within the range of the near masculine. The study reveals that there are differences in perception of sexual labels among the community college and university students.

Community college faculty's teaching social networks and their implications for librarians

Collaboration between faculty and librarians is an important topic of discussion and research among academic librarians. These partnerships between faculty and librarians are vital for enabling students to become lifelong learners through their information literacy education. This research developed an understanding of academic collaborators by analyzing a community college faculty's teaching social networks. A teaching social network, an original term generated in this study, is comprised of communications that influence faculty when they design and deliver their courses. The communication may be formal (e.g., through scholarly journals and professional development activities) and informal (e.g., through personal communication) through their network elements. Examples of the elements of a teaching social network may be department faculty, administration, librarians, professional development, and students. This research asked 'What is the nature of faculty's teaching social networks and what are the implications for librarians?' This study moves forward the existing research on collaboration, information literacy, and social network analysis. It provides both faculty and librarians with added insight into their existing and potential relationships. This research was undertaken using mixed methods. Social network analysis was the quantitative data collection methodology and the interview method was the qualitative technique. For the social network analysis data, a survey was sent to full-time faculty at Las Positas College, a community college, in California. The survey gathered the data and described the teaching social networks for faculty with respect to their teaching methods and content taught. Semi-structured interviews were conducted following the survey with a sub-set of survey respondents to understand why specific elements were included in their teaching social networks and to learn of ways for librarians to become an integral part of the teaching social networks. The majority of the faculty respondents were moderately influenced by the elements of their network except the majority of the potentials were weakly influenced by the elements in their network in their content taught. The elements with the most influence on both teaching methods and content taught were students, department faculty, professional development, and former graduate professors and coursework. The elements with the least influence on both aspects were public or academic librarians, and social media. The most popular roles for the elements were conversations about teaching, sharing ideas, tips for teaching, insights into teaching, suggestions for ways of teaching, and how to engage students. Librarians' weakly influenced faculty in their teaching methods and their content taught. The motivating factors for collaboration with librarians were that students learned how to research, students' research projects improved, faculty saved time by having librarians provide the instruction to students, and faculty built strong working relationships with librarians. The challenges of collaborating with librarians were inadequate teaching techniques used when librarians taught research orientations and lack of time. Ways librarians can be more integral in faculty's teaching social networks included: more workshops for faculty, more proactive interaction with faculty, and more one-on-one training sessions for faculty. Some of the recommendations for the librarians from this study were develop a strong rapport with faculty, librarians should build their services in information literacy from the point of view of the faculty instead of from the librarian perspective, use staff development funding to attend conferences and workshops to improve their teaching, develop more training sessions for faculty, increase marketing efforts of the librarian's instructional services, and seek grant opportunities to increase funding for the library. In addition, librarians and faculty should review the definitions of information literacy and move from a skills based interpretation to a learning process.

Southend Adult Community College: Walk like an Egyptian - A new reflection

Southend Adult Community College hosts a regular Middle Eastern and Egyptian dance class for all ages and abilities. For a performing art such as dance, learning and self-review aids such as mirrors are essential for improving technique and attainment. The Egyptian Dance course is very popular with many students enrolled. Therefore, sessions need to take place in a large hall within the college. Through inspired innovation and improvisation, the class now have an extremely useful reflective teaching aid using cameras and projectors.

Are they adicctied to college students social networks?

The development of the Internet and in particular of social networks has supposedly given a new view to the different aspects that surround human behavior. It includes those associated with addictions, but specifically the ones that have to do with technologies. Following a correlational descriptive design we present the results of a study, which involved university students from Social and Legal Sciences as participants, about their addiction to the Internet and in particular to social networks. The sample was conformed of 373 participants from the cities of Granada, Sevilla, Málaga, and Córdoba. To gather the data a questionnaire that was design by Young was translated to Spanish. The main research objective was to determine if university students could be considered social network addicts. The most prominent result was that the participants don’t consider themselves to be addicted to the Internet or to social networks; in particular women reflected a major distance from the social networks. It’s important to know that the results differ from those found in the literature review, which opens the question, are the participants in a phase of denial towards the addiction?

A study of occupational aspiration of college students i Ernakulam district as related to their Socio-economic backgrounds

The major objective of the study is to find out how far the differential location in the socio-economic status and the various interests determine the occupational aspirations of the college students in Ernakulum district. The study gives a detailed picture of the influence of caste and community affiliations, rural-urban background, gender differences and academic achievements on the occupational aspirations of college students. The thesis aims to see how far the economic status of the family is associated with the occupational aspirations of the college youth .The study also throws light on the influence exerted by the occupational and educational standards of the parents on the occupational aspirations of the students and brings out the relation between the occupational aspirations and interests of the college students.

Perspective: LaGuardia Community College Newsletter Vol. 1, No. 5

A newsletter published periodically to keep the faculty, students, staff, and community informed about the activities taking place on the campus of LaGuardia Community College. Cover article: SONY SHIFT SCHEDULED SOON, SPOKESMAN SAYS. Other entries include: CUNY TEACHING EXCELLENCE AWARD TO PROFESSOR MILLER; CHILD CARE LEAVE ADOPTED BY BHE; NINETY SENIOR CITIZENS RECEIVE CERTIFICATES; COLLEGE COMMENCEMENT TO BE HELD AT QUEENS COLLEGE AUDITORIUM; DEAN PALMER TO SING AT SEPT. 16, COMMENCEMENT; FOUR MORE PARAPROFESSIONALS COMPLETE DEGREES.”

Perspective: LaGuardia Community College Newsletter Vol. 1, No. 2

"A newsletter published periodically to keep the faculty, students, staff, and community informed about the activities taking place on the campus of LaGuardia Community College." No date [1973]; Vol. 1, No. 2; 4 pages; Color (green, black & white); black & white photographs. Cover article: “BLACK HISTORY WEEK AT LAGUARDIA”. Other entries include: “LAGUARDIA’S FIRST ANNUAL COMMENCEMENT SCHEDULED FOR SUNDAY, SEPT. 16;” “LAGUARDIA FIVE SEEKS FIRST VICTORY.”

Perspective: LaGuardia Community College Newsletter Vol. 1, No. 3

"A newsletter published periodically to keep the faculty, students, staff, and community informed about the activities taking place on the campus of LaGuardia Community College." No date [1973]; Vol. 1, No. 3; 4 pages; Color (green, black & white); black & white photographs. Cover article: “COMMENCEMENT SPEAKER NAMED, SHIRLEY CHISHOLM TO DELIVER GRADUATION ADDRESS”. Other entries include: “FIORELLO FUNDS COMMITTEE ANNOUNCES F INAL AWARDS;” “’TOWN MEETINGS’ PROGRAMS TO BEGIN ON TELEVISION MARCH 17;” “Highights of BLACK HISTORY WEEK.”

Perspective: LaGuardia Community College Newsletter Vol. 1, No. 4

"A newsletter published periodically to keep the faculty, students, staff, and community informed about the activities taking place on the campus of LaGuardia Community College." No date [1973]; Vol. 1, No. 4; 3 pages; Color (green, black & white); black & white photographs. Cover article: “Another LaGuardia First, Distinguished Professor John A. Willliams.” Other entries include: “DEAN HAMILTON WELCOMES NEW FRESHMEN.”

Perspective: LaGuardia Community College Newsletter (09 May 1974)

vol. II, no. IV; "A newsletter published periodically to keep the faculty, students, staff, and community informed about the activities taking place on the campus of LaGuardia Community College."

Perspective: LaGuardia Community College Newsletter (28 June 1974)

"A newsletter published periodically to keep the faculty, students, staff, and community informed about the activities taking place on the campus of LaGuardia Community College."

Perspective: LaGuardia Community College Newsletter (06 November 1974)

"A newsletter published periodically to keep the faculty, students, staff, and community informed about the activities taking place on the campus of LaGuardia Community College."

Perspective: LaGuardia Community College Newsletter (27 November 1974)

"A newsletter published periodically to keep the faculty, students, staff, and community informed about the activities taking place on the campus of LaGuardia Community College." No date; 2 pages; Color (green, black & white). Cover article: “JOHN WILLIAMS TO HOLD READING DECEMBER 5.” Other entries: “Resolution prohibiting smoking and eating in all classrooms;” “Parking Shifted to L&P;” “Who’s Who Seeks Nominees;” Faculty news; “Cagers to Face John Jay, Ulster.”

Perspective: LaGuardia Community College Newsletter (10 January 1977)

A newsletter published periodically to keep the faculty, students, staff, and community informed about the activities taking place on the campus of LaGuardia Community College. Information for PERSPECTIVE should be sent to Bob McVeigh In Room 341, Main Bldg., ext. 248, 249.

Perspective: LaGuardia Community College Newsletter (24 January 1977)

A newsletter published periodically to keep the faculty, students, staff, and community informed about the activities taking place on the campus of LaGuardia Community College. Information for PERSPECTIVE should be sent to Bob McVeigh In Room 341, Main Bldg., ext. 248, 249.