Home About us Contact
|
Home About us Contact | ||
|
|
||
Point Average (point + average)
Kinds of Point Average Selected AbstractsStudent Hits in an Internet-Supported Course: How Can Instructors Use Them and What Do They Mean?DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2003Andrew, Ellen Baugher Varanelli Weisbord ABSTRACT The world of education is changing as Web-based technology and courseware are increasingly used for delivery of course material. In this environment, instructors may need new measures for determining student involvement, and ultimately student performance. This study examines whether hits to a Web site have any value for predicting student performance in a traditional course supported by Web activities. Total Hits at the end of the semester was used as one measure. Hit Consistency, determined by assigning a 0 when no hits occurred between class meetings and by assigning a 1 when one or more hits occurred between class meetings, was another. Hit Consistency was significantly correlated with course average (r= .37, p < .001) for 108 students in two course sections. Hit Consistency started to show a significant relationship with course average by the third week (or class). Total Hits was not found to significantly correlate with course average (r= .08, p > .05) at the end of the semester or during any week. These results suggest that students who consistently access a Web site will perform better than those who do not. When Hit Consistency and Total Hits were entered as independent variables into a stepwise regression with course average as the dependent variable, the model was enhanced by the addition of Total Hits after Hit Consistency was entered (R= .43, p < .001). Hierarchical regression analysis in which cumulative grade point average was entered as the first controlling variable suggested that online access may go beyond the predictive value of achievement alone for predicting course performance with Hit Consistency appearing to be the dominant causal variable. [source] The effects of adolescent cannabis use on educational attainment: a reviewADDICTION, Issue 11 2000Michael Lynskey This paper reviews research examining the link between cannabis use and educational attainment among youth. Cross-sectional studies have revealed significant associations between cannabis use and a range of measures of educational performance including lower grade point average, less satisfaction with school, negative attitudes to school, increased rates of school absenteeism and poor school performance. However, results of cross-sectional studies cannot be used to determine whether cannabis use causes poor educational performance, poor educational performance is a cause of cannabis use or whether both outcomes are a reflection of common risk factors. Nonetheless, a number of prospective longitudinal studies have indicated that early cannabis use may significantly increase risks of subsequent poor school performance and, in particular, early school leaving. This association has remained after control for a wide range of prospectively assessed covariates. Possible mechanisms underlying an association between early cannabis use and educational attainment include the possibility that cannabis use induces an 'amotivational syndrome' or that cannabis use causes cognitive impairment. However, there appears to be relatively little empirical support for these hypotheses. It is proposed that the link between early cannabis use and educational attainment arises because of the social context within which cannabis is used. In particular, early cannabis use appears to be associated with the adoption of an anti-conventional lifestyle characterized by affiliations with delinquent and substance using peers, and the precocious adoption of adult roles including early school leaving, leaving the parental home and early parenthood. [source] Conscientiousness and achievement motivation predict performanceEUROPEAN JOURNAL OF PERSONALITY, Issue 7 2009Michelle Richardson Abstract A prospective survey was conducted to identify predictors of university students' grade point average (GPA) using separate samples of female (N,=,472) and male (N,=,142) students over 9 months. Big five personality traits and achievement motivation were measured. Correlations show that conscientiousness (C) and achievement motivation explained variation in GPA. Latent variable structural equation modelling showed that the effect of C on GPA is fully mediated by achievement motivation for both female and male students. Invariant factor and structural mediation models across the female and male groups are also reported. Finally, the mediation model is shown to remain significant after scholastic achievement is controlled. The findings are interpreted within the framework of Neo-Socioanalytic theory. Copyright © 2009 John Wiley & Sons, Ltd. [source] Sex differences in school achievement: what are the roles of personality and achievement motivation?EUROPEAN JOURNAL OF PERSONALITY, Issue 3 2008Ricarda Steinmayr Abstract It is consistently reported that despite equal cognitive ability, girls outperform boys in school. In several methodological steps, the present study examined sex differences in school achievement and some of the most important personality and motivational constructs in a sample of 204 females and 138 adolescent males (mean age M,=,16.94 years; SD,=,0.71). Grades in Math and German as well as grade point average (GPA) served as achievement criteria. Intelligence, the Big Five of personality and motivational variables (achievement motives, goal orientation, task values and ability self-concepts) served as predictors. After controlling for intelligence, girls' grades were significantly better than boys'. Mean sex differences were found for most variables. There were no gender-specific associations between predictors and grades. Agreeableness, work avoidance, ability self-concepts and values ascribed to German mediated the association between sex and grades in German. Controlling for ability self-concepts and values ascribed to Math enhanced the association between sex and math grades. We concluded that personality and motivation play important roles in explaining sex differences in school attainment. Results are discussed against the background of practical and methodological implications. Copyright © 2008 John Wiley & Sons, Ltd. [source] Factors That Affect Understanding of Social Responsibility Accounting,ACCOUNTING PERSPECTIVES, Issue 1 2005IRENE M. GORDON ABSTRACT Many social responsibility/sustainable development (SR/SD) issues affecting accounting policies and standards will have to be addressed by present and future accountants. This paper investigates qualitative factors that may impede the learning of, and attitudes toward, SR/SD. While Gordon (1998) examined exposure to SR/SD, the present study contributes to the literature in several ways. First, to overcome one of the limitations of Gordon's study, noted by her, matched pair responses (n = 198) to pre- and post-study questionnaires are employed in this study. These responses are analyzed using t-statistics, cluster analysis, and multivariate analysis. Second, three factors not previously examined that may affect learning of SR/SD (number of economics courses taken, gender, and grade point average) are explored in this paper. The positive conclusion is that exposure to SR/SD had more influence on learning, understanding, and attitudes than did pre-existing demographic and educational background variables with the exception of grade point average. As a surrogate for intelligence or ability to learn, grade point average was found to be highly significant in a multivariate model. An appreciation that ability to learn affects understanding and attitudes is important for instructors in both continuing professional education and university/college accounting. [source] CMA Candidate Attributes and Performance: Some Implications,ACCOUNTING PERSPECTIVES, Issue 1 2005MANMOHAN RAI KAPOOR ABSTRACT A university degree or equivalent is one of the criteria for eligibility to write the entrance examination for qualification as a certified management accountant (CMA). This study assessed various attributes, including exposure to liberal or general education, that candidates acquired during their university studies and examined the impact of these attributes on candidates' performance in the examination. The data included academic transcripts of 270 candidates who wrote the examination. Results indicated a positive, statistically significant correlation between the examination score and the candidate's exposure to liberal or general education, credit hours passed in accounting, grade point average in accounting, and grade point average in the overall course work. Credit hours failed in accounting showed a negative correlation. These findings are relevant to accounting educators, student counsellors, students, and the accountancy profession in general. [source] Eating problems, body image disturbances, and academic achievement: Preliminary evaluation of the eating and body image disturbances academic interference scaleINTERNATIONAL JOURNAL OF EATING DISORDERS, Issue 2 2008Tovah Yanover MA Abstract Objective: To examine the relationships between a new scale, the Eating and Body Image Disturbances Academic Interference Scale (EBIDAIS), and measures of eating disturbance, body image, and academic achievement. Method: One thousand five hundred eighty-four college undergraduates completed the measures in an online survey and were awarded class credit for their participation. Measures included the Eating Disorder Inventory Bulimia, Drive for Thinness, Body Dissatisfaction, and Perfectionism subscales. Grade point average (GPA) was also reported. Results: Academic interference and GPA were significantly correlated, indicating that higher interference scores were related to lower GPA. EBIDAIS was also significantly correlated with drive for thinness, bulimia, and body dissatisfaction, but was not significantly associated with perfectionism. The correlation between interference and GPA was substantially higher for a subsample of individuals who scored in the elevated range on eating and body dissatisfaction. Conclusion: Academic interference may be a relatively unexamined, but potentially important, outcome for individuals who experience eating problems and body image disturbance. © 2007 by Wiley Periodicals, Inc. Int J Eat Disord 2008 [source] Effect of Framing on Applicants' Reactions to Personnel Selection MethodsINTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 3 2009Eyal Gamliel This research demonstrates the effect of framing on applicants' reactions to two personnel selection methods: undergraduate grade point average and personnel interview scores. Presenting a selection situation framed positively (to accept applicants) caused applicants to rate both selection methods more favorably relative to presenting them with an identical selection situation framed negatively (to reject the remaining applicants). Framing affected reactions that emphasized distributive justice aspects of the selection situation and procedural justice aspects. The results are consistent with Prospect theory and with Fairness Heuristic theory. The paper offers a theoretical explanation for the effect of framing on applicants' reactions to personnel selection methods, discusses the implications of this effect, and suggests directions for future research. [source] Constructing a Universal Scale of High School Course DifficultyJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 2 2003Dina Bassiri This study examined the usefulness of applying the Rasch rating scale model (Andrich, 1978) to high school grade data. ACT Assessment test scores (English, Mathematics, Reading, and Science Reasoning) were used as "common items" to adjust for different grading standards in individual high school courses both within and across schools. This scaling approach yielded an ACT Assessment-adjusted high school grade point average (AA-HSGPA) on a common scale across high schools and cohorts within a large public university. AA-HSGPA was a better predictor of first-year college grade point average (CGPA) than the regular high school grade point average. The best model for predicting CGPA included both the ACT composite score and AA-HSGPA. [source] Starting salaries for agribusiness graduates from an AASCARR institution: The case of Southern Illinois UniversityAGRIBUSINESS : AN INTERNATIONAL JOURNAL, Issue 1 2005Kim Harris Starting salaries for agribusiness economics graduates from a non-land grant (AASCARR) institution, Southern Illinois University Carbondale (SIUC), are examined and compared to those documented for land grant agriculture programs. Factors such as advanced degrees, grade point average, gender, rural backgrounds, and community college transfers are found to significantly influence earnings. SIUC graduates' starting salary and its determining factors are found to be comparable to those of land grant universities. The results suggest that non-land grant agribusiness graduates are competitive in the national labor market. Furthermore, the results are consistent with previous findings that show increasing students' grade point averages can increase marketability and starting salary. This is important information for students, their advisors, and agribusiness hiring mangers bidding for their services. [EconLit citations: J310, J430.] © 2005 Wiley Periodicals, Inc. Agribusiness 21: 65,80, 2005. [source] Indicators of leadership development in undergraduate military educationJOURNAL OF LEADERSHIP STUDIES, Issue 2 2010Rebecca S. Shepherd Despite the reputation of service academies and military colleges for producing leaders of character who serve as commissioned officers in America's armed forces, little is known about the actual effects these institutions have on the leadership development of their students. A two-step process, this cross-sectional study sought to investigate leadership development through the lens of the leadership identity development model as measured by the aptitude for commission grade. From a review of the military leadership curriculum at American service academies and military colleges, the initial phase of research established that leadership development occurred. The second phase used quantitative methods and a cross-sectional design to investigate the effects of peer ranking, cumulative grade point average, leadership grades, and varsity athletic participation on leadership development throughout four years of undergraduate education. Findings indicated that company ranking by peers was significant regardless of gender or ethnicity. Mixed significant findings resulted for grade point average, leadership grades, and varsity athletic participation when based on gender and self-identified minority status. [source] One Approach to Formulating and Evaluating Student Work Groups in Legal Environment of Business CoursesJOURNAL OF LEGAL STUDIES EDUCATION, Issue 1 2007Joan E. Camara The principal focus of this study is an investigation of whether students' grade point average (GPA) is a viable criterion for forming student work groups in the undergraduate Legal Environment of Business course. More specifically, the research focuses on the impact of: (1) GPA-homogeneous (HO) and GPA-heterogeneous (HE) groups upon student satisfaction with group processes and (2) the impact on individual student performance in both group and nongroup assignments. Data obtained from fourteen HE and fourteen HO student groups, in four separate Legal Environment of Business classes consisting of a mix of Management, Marketing, Computer Information Systems, International Business, Financial Services, and Accounting majors, generated a number of significant results. The most surprising observations dealt with the behavior of low achievers whose individual grades showed substantial improvement after working in HO groups. Researchers who are assessing pedagogical methods which serve to engage a student's active learning and motivation should find these results to be of interest. In addition, the beneficial impact on task and relationship behaviors observed in this study should provide solace or a sense of reward to the larger set of academicians, across disciplines, who attempt to impart realistic organizational skills to their classes. [source] Parents' Union Dissolution and Adolescents' School Performance: Comparing Methodological ApproachesJOURNAL OF MARRIAGE AND FAMILY, Issue 3 2007Michelle L. Frisco We use data from the National Longitudinal Study of Adolescent Health and the Adolescent Health and Academic Achievement Study to estimate how parents' union dissolution influences changes in adolescents' mathematics course work gains, overall grade point average, and course failure rates during a window of approximately 1 year (N =2,629). A primary purpose of this study is demonstrating the utility of propensity score matching techniques for studying topics such as ours that pose methodological challenges such as dealing with endogeneity and selection bias. We compare propensity score matching techniques to ordinary least squares (OLS) regression methods to show and discuss comparability of results obtained using these different procedures. Findings suggest that associations between parents' union dissolution and achievement may be causal, regardless of method used. [source] High Self-Control Predicts Good Adjustment, Less Pathology, Better Grades, and Interpersonal SuccessJOURNAL OF PERSONALITY, Issue 2 2004June P. Tangney What good is self-control? We incorporated a new measure of individual differences in self-control into two large investigations of a broad spectrum of behaviors. The new scale showed good internal consistency and retest reliability. Higher scores on self-control correlated with a higher grade point average, better adjustment (fewer reports of psychopathology, higher self-esteem), less binge eating and alcohol abuse, better relationships and interpersonal skills, secure attachment, and more optimal emotional responses. Tests for curvilinearity failed to indicate any drawbacks of so-called overcontrol, and the positive effects remained after controlling for social desirability. Low self-control is thus a significant risk factor for a broad range of personal and interpersonal problems. [source] The effect of psychological and educational counselling in reducing anxiety in nursing studentsJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 4 2004F. SHARIF rn msc phd A quasi-experimental pre-, post-test, follow-up and control group design was used to investigate the effect of psychological and educational counselling in reducing anxiety in nursing students. The research study used methodological triangulation, involving the use of structured data collection techniques such as standardized questionnaires and semi-structured focus groups. Focus groups were used to provide greater insight regarding the student's opinions. The sample consisted of 100 second- and fourth-year baccalaureate nursing students from the Faculty of Nursing at Shiraz University of Medical Sciences, Iran. They were randomly assigned to either an experimental group (n = 50) or a control group (n = 50). The experimental group received a 12-week intervention programme. Quantitative analysis of data was undertaken using t -test and analysis of variance for repeated measures to test differences between and within groups. The results indicated that from pre- to post-test there was no statistically significant reduction in anxiety between groups, but there was a statistically significant reduction in anxiety after one semester (in the follow-up). Student self-esteem was increased significantly from pre- to post-test. This increase was statistically significant and remained the same in follow-up. A statistically significant difference was seen in the student grade point average from pre-test to follow-up in the experimental group but not for the control group. The implementation of an intervention programme reduced their anxiety, increased their self-esteem and improved their grade point average over time. [source] Integration Factors Related to the Academic Success and Intent to Persist of College Students with Learning DisabilitiesLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2009Lisa M. W. DaDeppoArticle first published online: 3 AUG 200 Despite increased enrollment, outcomes such as grade point average (GPA), persistence, and graduation rates for college students with learning disabilities (LD) continue to lag behind those of their nondisabled peers. Reasons for the differences vary but may include academic and social integration, factors identified as important to the success of college students in general. This research investigated the relative influence of background characteristics, precollege achievement, and college integration variables on the academic success and intent to persist of college freshmen and sophomores with LD. While academic and social integration were not unique predictors of college GPA, both integration variables were unique predictors of intent to persist. The findings suggest that beyond high school achievement and background characteristics, college experiences as captured by academic and social integration are promising constructs to help explain the persistence of college students with LD. Implications for future research and practices for high school and college personnel are discussed. [source] Predictive validity of the multiple mini-interview for selecting medical traineesMEDICAL EDUCATION, Issue 8 2009Kevin W Eva Introduction, In this paper we report on further tests of the validity of the multiple mini-interview (MMI) selection process, comparing MMI scores with those achieved on a national high-stakes clinical skills examination. We also continue to explore the stability of candidate performance and the extent to which so-called ,cognitive' and ,non-cognitive' qualities should be deemed independent of one another. Methods, To examine predictive validity, MMI data were matched with licensing examination data for both undergraduate (n = 34) and postgraduate (n = 22) samples of participants. To assess the stability of candidate performance, reliability coefficients were generated for eight distinct samples. Finally, correlations were calculated between ,cognitive' and ,non-cognitive' measures of ability collected in the admissions procedure, on graduation from medical school and 18 months into postgraduate training. Results, The median reliability of eight administrations of the MMI in various cohorts was 0.73 when 12 10-minute stations were used with one examiner per station. The correlation between performance on the MMI and number of stations passed on an objective structured clinical examination-based licensing examination was r = 0.43 (P < 0.05) in a postgraduate sample and r = 0.35 (P < 0.05) in an undergraduate sample of subjects who sat the MMI 5 years prior to sitting the licensing examination. The correlation between ,cognitive' and ,non-cognitive' assessment instruments increased with time in training (i.e. as the focus of the assessments became more tailored to the clinical practice of medicine). Discussion, Further evidence for the validity of the MMI approach to making admissions decisions has been provided. More generally, the reported findings cast further doubt on the extent to which performance can be captured with trait-based models of ability. Finally, although a complementary predictive relationship has consistently been observed between grade point average and MMI results, the extent to which cognitive and non-cognitive qualities are distinct appears to depend on the scope of practice within which the two classes of qualities are assessed. [source] Effects of conventional and problem-based learning on clinical and general competencies and career developmentMEDICAL EDUCATION, Issue 3 2008Janke Cohen-Schotanus Objective, To test hypotheses regarding the longitudinal effects of problem-based learning (PBL) and conventional learning relating to students' appreciation of the curriculum, self-assessment of general competencies, summative assessment of clinical competence and indicators of career development. Methods, The study group included 2 complete cohorts of graduates who were admitted to the medical curriculum in 1992 (conventional curriculum, n = 175) and 1993 (PBL curriculum, n = 169) at the Faculty of Medicine, University of Groningen, the Netherlands. Data were obtained from student records, graduates' self-ratings and a literature search. Gender and secondary school grade point average (GPA) scores were included as moderator variables. Data were analysed by a stepwise multiple and logistic regression analysis. Results, Graduates of the PBL curriculum scored higher on self-rated competencies. Contrary to expectations, graduates of the PBL curriculum did not show more appreciation of their curriculum than graduates of the conventional curriculum and no differences were found on clinical competence. Graduates of the conventional curriculum needed less time to find a postgraduate training place. No differences were found for scientific activities such as reading scientific articles and publishing in peer- reviewed journals. Women performed better on clinical competence than did men. Grade point average did not affect any of the variables. Conclusions, The results suggest that PBL affects self-rated competencies. These outcomes confirm earlier findings. However, clinical competence measures did not support this finding. [source] Effectiveness of medical school admissions criteria in predicting residency ranking four years laterMEDICAL EDUCATION, Issue 1 2007Christopher Peskun Background, Medical schools across Canada expend great effort in selecting students from a large pool of qualified applicants. Non-cognitive assessments are conducted by most schools in an effort to ensure that medical students have the personal characteristics of importance in the practice of Medicine. We reviewed the ability of University of Toronto academic and non-academic admission assessments to predict ranking by Internal Medicine and Family Medicine residency programmes. Methods, The study sample consisted of students who had entered the University of Toronto between 1994 and 1998 inclusive, and had then applied through the Canadian resident matching programme to positions in Family or Internal Medicine at the University of Toronto in their graduating year. The value of admissions variables in predicting medical school performance and residency ranking was assessed. Results, Ranking in Internal Medicine correlated significantly with undergraduate grade point average (GPA) and the admissions non-cognitive assessment. It also correlated with 2-year objective structured clinical examination (OSCE) score, clerkship grade in Internal Medicine, and final grade in medical school. Ranking in Family Medicine correlated with the admissions interview score. It also correlated with 2nd-year OSCE score, clerkship grade in Family Medicine, clerkship ward evaluation in Internal Medicine and final grade in medical school. Discussion, The results of this study suggest that cognitive as well as non-cognitive factors evaluated during medical school admission are important in predicting future success in Medicine. The non-cognitive assessment provides additional value to standard academic criteria in predicting ranking by 2 residency programmes, and justifies its use as part of the admissions process. [source] Factors promoting academic success among African American and white male community college studentsNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 142 2008Athena I. Perrakis This chapter examines factors that predict and promote academic success, defined as grade point average and course completion, among African American and white male students in a large, urban community college district. [source] Educational performance and attitudes toward school as risk-protective factors for violence: A study of the Asian/Pacific Islander Youth Violence Prevention Center,PSYCHOLOGY IN THE SCHOOLS, Issue 8 2010Eldon L. Wegner The purpose of this study was to examine whether school experiences, school performance, and other risk-protective factors were related to violence among Hawaiian, Filipino, and Samoan youths residing in Hawai'i. This study analyzed survey data (N = 325) collected in three high schools having concentrations of Filipino, Hawaiian, and Samoan youths, as well as a smaller number of Japanese students, which served as a comparison group. The analyses consisted of bivariate and multivariate analyses of risk protection for violence. Two- and three-way interactions were tested to examine whether there were specific gender and/or ethnic effects. The final model explained 29.3% of the variance in violent behavior. Five variables were significant: grade point average, pressure to choose between school and friends, favorable school attitude, feeling safe, and importance of college. Schools serving these populations should focus on fostering positive bonds between teachers and students and building bridges to families and neighborhoods. © 2010 Wiley Periodicals, Inc. [source] Student conscientiousness, self-regulated learning, and science achievement: An explorative field studyPSYCHOLOGY IN THE SCHOOLS, Issue 5 2009Billie Eilam This explorative field study examined the mediating role of self-regulated learning (SRL) in the relationship between the personality trait of conscientiousness, SRL, and science achievement in a sample of junior high school students. Over the course of an entire academic year, data on enacted SRL were collected each week for 52 eighth-grade students in the context of an inquiry-based ecology project. Data were also collected on personality traits, self-reported study strategies, science project achievement, and grade point average. Findings show significant relationships between conscientiousness, SRL, and achievement. As hypothesized, conscientiousness was shown to significantly impact academic achievement in the inquiry-based course, mediated by enacted SRL. © 2009 Wiley Periodicals, Inc. [source] Dynamic Patterns of Time Use in AdolescenceCHILD DEVELOPMENT, Issue 2 2001Michael J. Shanahan Patterns of time use are tangible representations of individual identity and the meaning of age groups in the life course. How do young people allocate their time to multiple domains of involvement, including the school, workplace, family, and peer group? Drawing on longitudinal data from the Youth Development Study (N= 1,010), a person-centered analytic strategy was used to describe configurations of time use through the high school years. Over half of the students were engaged in many domains, although a substantial percentage of students focused their time on one or two domains outside the school. Students who were highly engaged in multiple domains tended to remain so across grade levels, whereas students focused on one or two domains frequently changed their commitments. Plans for school, grade point average, future orientations that emphasize marriage and good citizenship, and gender significantly predicted time-use patterns. These findings elucidate connections among school, work, and other contexts through the high school years. [source] Non-medical use of prescription stimulants among US college students: prevalence and correlates from a national surveyADDICTION, Issue 1 2005Sean Esteban McCabe ABSTRACT Aims To examine the prevalence rates and correlates of non-medical use of prescription stimulants (Ritalin, Dexedrine or Adderall) among US college students in terms of student and college characteristics. Design A self-administered mail survey. Setting One hundred and nineteen nationally representative 4-year colleges in the United States. Participants A representative sample of 10 904 randomly selected college students in 2001. Measurements Self-reports of non-medical use of prescription stimulants and other substance use behaviors. Findings The life-time prevalence of non-medical prescription stimulant use was 6.9%, past year prevalence was 4.1% and past month prevalence was 2.1%. Past year rates of non-medical use ranged from zero to 25% at individual colleges. Multivariate regression analyses indicated non-medical use was higher among college students who were male, white, members of fraternities and sororities and earned lower grade point averages. Rates were higher at colleges located in the north-eastern region of the US and colleges with more competitive admission standards. Non-medical prescription stimulant users were more likely to report use of alcohol, cigarettes, marijuana, ecstasy, cocaine and other risky behaviors. Conclusions The findings of the present study provide evidence that non-medical use of prescription stimulants is more prevalent among particular subgroups of US college students and types of colleges. The non-medical use of prescription stimulants represents a high-risk behavior that should be monitored further and intervention efforts are needed to curb this form of drug use. [source] Association of serotonin transporter gene-linked polymorphic region and variable number of tandem repeat polymorphism of the serotonin transporter gene in lichen simplex chronicus patients with psychiatric statusINTERNATIONAL JOURNAL OF DERMATOLOGY, Issue 10 2008Necmettin Kirtak MD Background, The serotonin (5-hydroxytryptamine; 5-HT) is a key neurotransmitter in the central nervous system and a responsible mediator for the itch. Dysregulation of serotonergic pathways has been implicated in the pathogenesis of many complex neuropsychiatric diseases. Objectives, The purpose of this study was to evaluate the relationship between lichen simplex chronicus and dysfunction and serotonin transporter (5-HTT) gene polymorphism. Methods, Thirty-nine patients with lichen simplex chronicus and 61 healthy control subjects were examined. Results, The results for the patients and control subjects were not significantly different (P > 0.05) in long/long (L/L) and long/short (L/S) genotypes of 5-HTT gene-linked polymorphic region (HTTLPR) polymorphism, but short/short S/S genotype was lower in lichen simplex chronicus patients (17.9%) than in controls (42.6%). This difference was statistically significant (P = 0.028). The results for the patients and control subjects were not significantly different in 12/12, 10/12 and 10/10 genotypes of variable number of tandem repeat (VNTR) polymorphism (P > 0.05). Beck depression inventory (BDI) scores and symptom checklist-90-revised (SCL-90) psychotic subscale were overrepresented significantly in the 12/12 genotypes than 10/12 genotypes. State and Trait Anxiety Inventory tests (STAI-I and -II) point averages were not statistically significant (P > 0.05) Conclusion, S/S genotypes of HTTLPR polymorphism in the 5-HTT gene may be related to lichen simplex chronicus and that patients who have 12/12 genotypes of VNTR polymorphism may be affected psychiatrically. [source] Starting salaries for agribusiness graduates from an AASCARR institution: The case of Southern Illinois UniversityAGRIBUSINESS : AN INTERNATIONAL JOURNAL, Issue 1 2005Kim Harris Starting salaries for agribusiness economics graduates from a non-land grant (AASCARR) institution, Southern Illinois University Carbondale (SIUC), are examined and compared to those documented for land grant agriculture programs. Factors such as advanced degrees, grade point average, gender, rural backgrounds, and community college transfers are found to significantly influence earnings. SIUC graduates' starting salary and its determining factors are found to be comparable to those of land grant universities. The results suggest that non-land grant agribusiness graduates are competitive in the national labor market. Furthermore, the results are consistent with previous findings that show increasing students' grade point averages can increase marketability and starting salary. This is important information for students, their advisors, and agribusiness hiring mangers bidding for their services. [EconLit citations: J310, J430.] © 2005 Wiley Periodicals, Inc. Agribusiness 21: 65,80, 2005. [source] Effects of an Urban High School-Based Child Care Center on Self-Selected Adolescent Parents and Their ChildrenJOURNAL OF SCHOOL HEALTH, Issue 2 2001Elizabeth Gillis Williams ABSTRACT: This study examined the effects of an urban high school-based child care center on parenting teens and their children enrolled during 1995-1998. Retrospective record review of 52 low-income, urban adolescent parents enrolled at the Celotto Child Care Center (CCCC) during the period of study was conducted from the CCCC and the high school records. Mean age of the student parents was 17 years (s.d. = 1.3) and mean grade level was 11.2 (s.d. = l). Most parents were female (98%) and African American (62%). Children enrolled at CCCC had a mean age of 10 months (s.d. = 10.8). Students using the services of CCCC showed improvement in overall grade point averages, and 100% were educationally successful as defined by promotion to the next grade or graduating from high school. None of the students experienced a repeat childbirth during the period of CCCC enrollment. Ninety percent of children were up-to-date with pediatric health visits and immunizations. These results lend strong support to the importance of extending child care and social support services to teen parents, and for the implementation of high school-based child care centers as alternative sites for these critically important services. (J Sch Health. 2001;71(2):47,52) [source] Asking the Right Questions: Utilizing a Judicial Checklist to Track the Educational Success of Youth in Foster CareJUVENILE AND FAMILY COURT JOURNAL, Issue 2 2006SUSAN A. WEISS ABSTRACT Asking about the educational objectives for children in foster care has not been a priority in most juvenile and family courts. Research has shown that compared to the general school population, children in foster care have lower grade point averages, change schools more frequently, earn fewer credits toward graduation, and are more likely to be placed in special education programs. In response, Casey Family Programs, in collaboration with the National Council of Juvenile and Family Court Judges' Permanency Planning for Children Department, developed a Judicial Checklist with key educational questions to be asked from the bench. The Checklist has become a useful tool for juvenile and family court judges when assessing the effectiveness of current educational placements of the children who come before their courts, tracking their performance, and in making a positive future impact on their educational outcomes. [source] Ports of Entry and Obstacles: Teenagers' Access to Volunteer ActivitiesNONPROFIT MANAGEMENT & LEADERSHIP, Issue 2 2000Richard A. Sundeen The recruitment of young people into volunteering activities is the primary focus of this article. We examine which teenagers volunteer, the ways that teenagers become involved in volunteer activities, and why teenagers do not volunteer. Teenagers who volunteer tend to have dominant status, that is, access to social power, high personal competency, and socialization into volunteer experiences through family, church, and school. Personal contact with family, friends, and teachers who are involved with service, prior participation in school- and church-based service, and personal initiative lead teenagers to learn about and engage in volunteering activities. Teenagers who do not volunteer often do not have sufficient time or interest. Differences exist among teenagers as to which factors prompt volunteering. For example, teenagers who are white, have parents who volunteer, and attend religious services are more likely than others to learn about volunteer activities through organizations, and teenagers with higher personal competency (grade point averages) are more likely than others to learn about volunteering activities at school. The article includes suggestions for recruitment policy and management of teenage volunteers. [source] Instructional design approaches for improving a course in productivity and work measurementPERFORMANCE IMPROVEMENT, Issue 8 2007Pamela Lowry This article explores the teaching styles of the professor, learning styles of the students, characteristics of the students, comparisons of Pearson's correlation coefficients between student grades earned in the course versus their cumulative grade point averages, and factors to consider for future Web-enhanced courses. The objectives of the course were to develop students' understanding of productivity and work measurement. It also explored the ability to understand and apply systems thinking and innovative planning for the purpose of improving personal productivity, the productivity of other people, and the productivity of systems and organizations. [source] | ||||||||||||||||||||||