A phenomenological study of Irish and Portuguese women���s experiences of receiving family support when studying STEM subjects at technical institutes

Comunica����o apresentada na 44th SEFI Conference, 12-��15 September 2016, Tampere, Finland

Relaci��n de la imagen corporal percibida con el ��ndice de masa corporal real en estudiantes de la Escuela de Tecnolog��a M��dica de la Universidad de Cuenca. Cuenca octubre 2015 ��� marzo 2016

OBJETIVO: Determinar la relaci��n de la imagen corporal percibida con el ��ndice de masa corporal real en estudiantes de la Escuela de Tecnolog��a M��dica de la Universidad de Cuenca. MATERIALES Y METODOS: Estudio transversal efectuado en estudiantes de la Escuela de Tecnolog��a M��dica, con una muestra probabil��stica aleatoria de 250 alumnos. Previo consentimiento informado, se encuest�� a los estudiantes a trav��s del ���Cuestionario de la forma corporal��� elaborado por: Cooper, Taylor y Fairburn; posteriormente se les present�� a los estudiantes el test de fotograf��as corporales de los autores Harris y Col., en el cual eligieron una de las figuras con las que se sent��an mejor identificados; consecutivamente se procedi�� a la toma de las medidas antropom��tricas para la obtenci��n del estado nutricional; finalmente se compar�� la imagen corporal percibida con el estado nutricional de cada estudiante. La informaci��n fue analizada en el programa SPSS V22 y Excel 2013. RESULTADOS: Del total de la muestra de 251 estudiantes, el 69.7% presentaron un estado nutricional normal; el 4.4% bajo peso; el 20.7% sobrepeso y el 5.2% present�� obesidad. El 67.3% de los estudiantes present�� una adeudada percepci��n de su imagen corporal, el 6.8% sobrestima su peso y el 25.9% de la muestra lo subestim��. CONCLUSIONES: La mayor parte de los estudiantes universitarios presentaron una correcta percepci��n de su imagen corporal, al compararla con el IMC real; se evidenci�� un m��nimo porcentaje de distorsi��n, donde se present�� una tendencia a la subestimaci��n, condici��n que aumenta el riesgo de padecer enfermedades relacionadas con la alimentaci��n.

Coping with chronic pain: the impact of depression and life events

The book focuses on stress in the context of education and health. The first part is concerned with stress in educational settings including stress, anxiety, and coping of preschoolers, primary school children, college students adolescents and teachers. The second part deals with stress and its effects on health, e.g. while coping with a distaster, with chronic pain or myocardial infarction.

Vulnerable dark triad personality facets are associated with religious fundamentalist tendencies

BACKGROUND: This study explores the possibility that religious fundamentalism (RF) may be linked to deficits in personality structure, which is in contrast to the general assumption that religiosity and spirituality are positively related to mature personality development. SAMPLING AND METHODS: To test this hypothesis, 327 (232 female) college students completed the Multidimensional Inventory for Religious/Spiritual Well-Being together with the Innsbrucker Religious Fundamentalism Scale. In addition, the 'vulnerable dark triad' of personality ('vulnerable narcissism', subscale of the Pathological Narcissism Inventory; 'secondary psychopathy', subscale of Levenson's Self-Report Psychopathy Scale; 'borderline personality', of the Borderline Personality Inventory) was assessed. RESULTS: In general, the relation between spirituality and healthy personality functioning was confirmed. In addition to greatly overlapping with 'general religiosity' (p < 0.001), RF was also relevantly predicted by narcissistic ('hiding the self') and borderline ('primitive defenses') personality facets (p < 0.05 for both). CONCLUSIONS: Based on these preliminary data, we conclude that specific structural deficits in personality might lead to more rigorous variants of religious/spiritual beliefs such as RF. Further research in clinical surroundings as well as in religious extremist groups is recommended.

The importance of taste on dietary choice, behaviour and intake in a group of young adults

The 'taste of food' plays an important role in food choice. Furthermore, foods high in fat, sugar and salt are highly palatable and associated with increased food consumption. Research exploring taste importance on dietary choice, behaviour and intake is limited, particularly in young adults. Therefore, in this study a total of 1306 Australian university students completed questionnaires assessing dietary behaviors (such as how important taste was on food choice) and frequency of food consumption over the prior month. Diet quality was also assessed using a dietary guideline index. Participants had a mean age of 20 ± 5 years, Body Mass Index (BMI) of 22 ± 3 kg/m(2), 79% were female and 84% Australian. Taste was rated as being a very or extremely important factor for food choice by 82% of participants. Participants who rated taste as highly important, had a poorer diet quality (p = 0.001) and were more likely to consume less fruit (p = 0.03) and vegetables (p = 0.05). Furthermore, they were significantly more likely to consume foods high in fat, sugar and salt, including chocolate and confectionary, cakes and puddings, sweet pastries, biscuits, meat pies, pizza, hot chips, potato chips, takeaway meals, soft drink, cordial and fruit juice (p = 0.001-0.02). They were also more likely to consider avoiding adding salt to cooking (p = 0.02) and adding sugar to tea or coffee (p = 0.01) as less important for health. These findings suggest that the importance individuals place on taste plays an important role in influencing food choice, dietary behaviors and intake.

Romantic relationships and adjustment in early adulthood: The role of cross-sex experience in the context of social norms and support

Attachment and interpersonal theory suggest a sequential pattern of relationships beginning in the earliest stage of development and progressing to social and eventually romantic relationships. Theoretically, cross-sex experiences have an important role in the progression of interpersonal relationships. Despite the prevalence of these theories about the nature of romantic relationship development, the linkage of cross-sex experience (CSE) to romantic relationships has not been established. Indeed, it is an intuitive assumption, especially within Western society and these theories do not consider socio-cultural factors that may influence CSE and relationship satisfaction. This study addresses the varying contextual factors that may contribute to relationship satisfaction and adjustment, aside from CSE, and is divided into two parts. Study 1, addresses CSE, relationship satisfaction, and adjustment in a unique population, ultra-Orthodox Jews. Among this population, social or romantic CSE is limited and sexes are effectively segregated. Study 2, expanded the study to a larger sample of U.S. college students, to assess the linkage of CSE to romantic relationship satisfaction in a more typical Western population. It included social norm and support variables to address the contextual nature of relationship development and satisfaction. Results demonstrated clear differences in the relation between CSE and relationship satisfaction in the two samples. In the first sample CSE was unrelated to relationship satisfaction; nevertheless, relationship satisfaction was associated with adjustment as it is for more typical populations with greater CSE. These results suggested the importance of specifying how social norms and social support relate to CSE, relationship satisfaction and adjustment. The results from the second sample were consistent with the theoretical framework upon which the social/romantic literature is based. CSE was directly connected to relationship satisfaction. As anticipated, CSE, relationship satisfaction, and adjustment also varied as a function of social norms and support. These findings further validate the influence of socio-cultural factors on relationship satisfaction and adjustment. This study contributes to the romantic relationship literature and broadens our understanding of the complex nature of interpersonal and romantic relationships.^

Autoavalia����o das compet��ncias de informa����o em estudantes universit��rios

Nas ��ltimas d��cadas foram feitos grandes esfor��os para definir, conhecer e avaliar quais s��o as compet��ncias informativas que os estudantes universit��rios necessitam para poder progredir na sua aprendizagem e na sua inser����o no mercado laboral. Apesar do argumento de que os avan��os tecnol��gicos facilitaram o acesso �� informa����o, existe uma preocupa����o constante, porque os estudantes universit��rios n��o possuem compet��ncias suficientes para gerir e usar a informa����o: gerem quantidades enormes de informa����o atrav��s da Internet, mas n��o sabem o que fazer com ela, como avali��-la, de que modo devem us��-la ou aproveit��-la de forma estrat��gica e ��tica. O question��rio IL-HUMASS sobre literacia da informa����o foi concebido e desenhado com o objetivo de avaliar compet��ncias de informa����o e para ser aplicado �� popula����o de estudantes, professores e profissionais da informa����o dos diversos n��veis na ��rea das Ci��ncias Sociais e Humanas nas universidades espanholas e portuguesas. Cont��m 26 itens agrupados em quatro categorias (pesquisa, avalia����o, processamento e comunica����o e difus��o da informa����o) e em tr��s dimens��es de autoavalia����o (import��ncia, autoavalia����o e fonte favorita de aprendizagem). A avalia����o das qualidades psicom��tricas do IL-HUMASS para Portugu��s foi feita numa amostra de 1.077 estudantes universit��rios portugueses. A an��lise fatorial explorat��ria do question��rio indicou um ajustamento aceit��vel, apoiando a estrutura original composta por quatro categorias para cada dimens��o. O IL-HUMASS apresentou caracter��sticas psicom��tricas aceit��veis de consist��ncia interna e validade de constructo. As caracter��sticas psicom��tricas do IL-HUMASS validam a sua utiliza����o no nosso pa��s em estudos que requeiram a avalia����o de m��ltiplos indicadores, apresentando-se como particularmente ��til para avaliar e diagnosticar compet��ncias em literacia da informa����o. Conclui-se com um diagn��stico do n��vel de compet��ncias de informa����o dos estudantes universit��rios, destacando algumas for��as e debilidades, assim como uma proposta de interven����o subjacente nas oportunidades de melhoria e de necessidades de aprendizagem.

Autoavalia����o das compet��ncias de informa����o em estudantes universit��rios ��� IL-HUMASS: estudo quantitativo (Parte II)

Nas ��ltimas d��cadas foram feitos grandes esfor��os para definir, conhecer e avaliar quais s��o as compet��ncias informativas que os estudantes universit��rios necessitam para poder progredir na sua aprendizagem e na sua inser����o no mercado laboral. Apesar do argumento de que os avan��os tecnol��gicos facilitaram o acesso �� informa����o, existe uma preocupa����o constante, porque os estudantes universit��rios n��o possuem compet��ncias suficientes para gerir e usar a informa����o: gerem quantidades enormes de informa����o atrav��s da Internet, mas n��o sabem o que fazer com ela, como avali��-la, de que modo devem us��-la ou aproveit��-la de forma estrat��gica e ��tica. O question��rio IL-HUMASS sobre literacia da informa����o foi concebido e desenhado com o objetivo de avaliar compet��ncias de informa����o e para ser aplicado �� popula����o de estudantes, professores e profissionais da informa����o dos diversos n��veis na ��rea das Ci��ncias Sociais e Humanas nas universidades espanholas e portuguesas. Cont��m 26 itens agrupados em quatro categorias (pesquisa, avalia����o, processamento e comunica����o e difus��o da informa����o) e em tr��s dimens��es de autoavalia����o (import��ncia, autoavalia����o e fonte favorita aprendizagem). A avalia����o das qualidades psicom��tricas do IL-HUMASS para Portugu��s foi feita numa amostra de 1.077 estudantes universit��rios portugueses. A an��lise fatorial explorat��ria do question��rio indicou um ajustamento aceit��vel, apoiando a estrutura original composta por quatro categorias para cada dimens��o. O IL-HUMASS apresentou caracter��sticas psicom��tricas aceit��veis de consist��ncia interna e validade de constructo. As caracter��sticas psicom��tricas do IL-HUMASS validam a sua utiliza����o no nosso pa��s em estudos que requeiram a avalia����o de m��ltiplos indicadores, apresentando-se como particularmente ��til para avaliar e diagnosticar compet��ncias em literacia da informa����o. Conclui-se com um diagn��stico do n��vel de compet��ncias de informa����o dos estudantes universit��rios, destacando algumas for��as e debilidades, assim como uma proposta de interven����o subjacente nas oportunidades de melhoria e de necessidades de aprendizagem.

Predi����o da criatividade e sa��de mental

A criatividade tem sido mencionada desde h�� muito tempo pela literatura. A forma de a conceptualizar tem dependido em muito dos investigadores e da sua vis��o sobre o que �� criatividade, por��m as suas potencialidades t��m tomado cada vez mais interesse pela comunidade cient��fica. Os seus benef��cios estendem-se a diversas ��reas da vida humana, como sentimentos de satisfa����o, bem-estar e sa��de mental. A investiga����o aqui apresentada procura encontrar modelos preditivos de comportamentos criativos, pressupondo que estes poder��o ser de grande aux��lio para o desenvolvimento de um melhor bem-estar psicol��gico. Assim a investiga����o comportou o uso de quatro vari��veis: a pessoa, o processo, o produto e o ambiente criativo. A amostra contou com 215 estudantes universit��rios e os resultados revelaram o encontro de quatro modelos preditivos de comportamentos criativos, com uma maior ��nfase nas artes visuais e manuais. Conclui-se com a ideia de que a predi����o de produtos criativos �� poss��vel e que tal poder�� ser preponderante para um bom desenvolvimento da sa��de mental.

Perce����o de in/seguran��a em estudantes universit��rios do P��lo de Asprela e o desenho urbano como preventor do crime

Projeto de Gradua����o apresentado �� Universidade Fernando Pessoa como parte dos requisitos para obten����o do grau de licenciada em Criminologia

Student handbook

The Student Handbook provides information about many of the resources available at TTC. It contains information about the College���s academic support programs, internet and computer resources, student activities, financial aid, and other programs and services. The Student Code of Conduct and Academic Issues sections in this handbook outline the College���s expectations for student rights and behavior. You can also keep track of important dates and campus events.

Student calendar & handbook

Piedmont Technical College publishes an annual student calendar and handbook with academic calendar, important dates, information about student programs and services, campus maps, and other campus information.

Essays on employment / education, investment in education and student achievement

M��thodologie: Mod��le de r��gression quantile de variable instrumentale pour donn��es de Panel utilisant la fonction de production partielle

Apprendre �� ��tre un Leader dans un Programme de Leadership: Perceptions, ��xp��rience Pr��alable en Leadership et Sexe de l�����tudiant

The purpose of this study was to examine whether leadership can be learned through the Community Recreation and Leadership Training (CRLT) program and how effective the program is in terms of changing the perceptions and abilities of the students. The intentions of the researcher were to discover crucial learning moments as perceived by students and to gain insights that could lead to future improvements to enhance and enrich learning in a leadership program. To continue to be a viable program and to keep step with the demands of the recreation/leisure industry and society's wide-ranging needs, this study may help to inform the program's 'action plan' for continued success. This study employed a mixed method approach to determine how college students develop effective leadership ability in a three-year Community Recreation and Leadership Training (CRLT) college career program. First, a number of statistical tests were carried out to examine the four research questions used to guide the study. The SPSS software was used to analyze the data collected. The first research question asked how perceptions of leadership change as a result of being in a three-year leadership program. This study, using the Student Leadership Practice Inventory (SLPI), compared the five SLPI leadership dimensions by year. The SLPI was administered to all the first, second, and third year CRLT students ( N = 84). A one-way analysis of variance in participants' scores was conducted. No significant differences were revealed in any of the five dimensions of the SLPI among the first, second, and third year students at p < .05. However, two dimensions (model and encourage) approached significance and may hint at a possible influence the program is having on its students as they progress into the third year. The second research question asked whether perceptions of leadership vary by gender. Comparing the mean scores between the males and females on the five dimensions of the SLPI, no significant differences were found. The third research question asked whether prior leadership experience results in better academic performance for CRLT students in their 1st term. A one-way analysis of variance was conducted to evaluate the relationship between prior leadership experience and mean scores on academic performance. No significant correlations were found between grades and low, medium, or high levels of prior leadership experience F(2,79) = 2.67, p = .08. A correlation coefficient was also computed to determine whether there was a relationship between the Recreation Leadership I course grade and prior leadership experience. The correlation coefficient (.02) was statistically significant, r(80) = .24, p < .05. However, further studies with a larger sample size would be necessary to help determine this. The fourth question asked whether there was a correlation between students' first semester grades and their scores on the Student Leadership Practice Inventory (SLPI). Bivariate correlations (Pearson) were computed for the five SLPI dimensions with academic performance. None of the correlations using the five SLPI indicators was significant. Qualitative data was examined to discover what factors and experiences help students to assert a more effective leadership role. The study relied on content analysis of personal statements, and focus groups. Student perceptions of an effective leader, students' perceptions of their own abilities, and the strengths of the program were explored. A content analysis of the 'Personal Statements' was carried out to determine how students defined leadership prior to their having had any formal teaching in a college program. The result of the analysis of personal statements provided eight leadership categories used as an initial baseline for the study. Six focus groups (totaling N = 30) were conducted. Students responded to four key questions: how they define leadership. What is the single most effective quality of a leader? What leadership skills did they feel they had gained? How had the program helped them obtain their skills? Students credited the CRLT program with helping them develop a variety of leadership skills. Students revealed that they had gained skills such as confidence, knowledge and understanding of people's needs, and becoming more self-directed. They attributed their skill development to such things as good course design, intensive outdoor education and fieldwork courses, "hands on" learning approaches, group work, skill practice, the support they received from teachers, and encouragement they were given by their peers. A common finding among genders was defining an effective leader as someone who is "confident". However, the definition of the most important quality of a leader varied by gender. While males showed a tendency to prefer a leader being "confident," females preferred a leader being a "teacher".

Factors influencing success in introductory programming courses.

This study looked at the reasons why Vanier College students in computer programming are encountering difficulties in their learning process, Factors such as prior academic background, prior computer experience, mother tongue, and learning styles were examined to see how they play a role in students' success in programming courses. The initial research hypotheses were the following : Computer science students using understanding and integrating succeed better than students using following coding, or problem solving. Students using problem solving succeed better than those who use participating and enculturation. Students who use coding perform better than those who prefer participating ans enculturation. In addition, this study hoped to examine whether there is a gender difference in how students learn programming.||R��sum�� :||La pr��sente ��tude a examin�� les raisons pour lesquelles les ��tudiants en informatique du Coll��ge Vanier rencontrent des difficult��s dans leurs ��tudes en programmation. Les facteurs tel que le niveau des ��tudes pr��c��dentes, l'exp��rience en informatique, la langue maternelle e les m��thodes d'apprentissage ont ��t�� consid��r��s pour voir quel r��le ces facteurs jouent pour promouvoir la r��ussite dans les cours de programmation.Les hypoth��ses initiales de recherche ont ��t�� formul��es comme suit : 1. Les ��tudiants en informatique utilisant la compr��hension et l'int��gration r��ussissent mieux que ceux utilisant ��suivre��, le codage ou la r��solution des probl��mes. 2, Les ��tudiants utilisant la r��solution des probl��mes r��ussissent mieux que ceux qui utilisent la participation dans la culture informatique. 3, Les ��tudiants utilisant le codage r��ussissent mieux que ceux qui utilisent la participation dans la culture informatique.