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Achievement
Kinds of Achievement Terms modified by Achievement Selected AbstractsMENTORS AND CRIMINAL ACHIEVEMENT,CRIMINOLOGY, Issue 1 2006CARLO MORSELLI Much of the research focusing on conventional occupations concludes that mentored individuals are more successful in their careers than those who are not mentored. Early research in criminology made a similar claim. Yet contemporary criminology has all but ignored mentors. We investigate this oversight, drawing on Sutherland's insights on tutelage and criminal maturation and incorporating ideas on human and social capital. We argue that mentors play a key role in their protégés' criminal achievements and examine this hypothesis with data from a recent survey of incarcerated adult male offenders in the Canadian province of Quebec. In this sample, a substantial proportion of respondents reported the presence of an influential individual in their lives who introduced them to a criminal milieu and whom they explicitly regarded as a mentor. After studying the attributes of offenders and their mentors, we develop a causal framework that positions criminal mentor presence within a pathway that leads to greater benefits and lower costs from crime. [source] II. PERSONALITY TYPES OF 6-YEAR-OLDS AND THEIR ASSOCIATIONS WITH ACADEMIC ACHIEVEMENT AND BEHAVIORMONOGRAPHS OF THE SOCIETY FOR RESEARCH IN CHILD DEVELOPMENT, Issue 1 2003Article first published online: 11 JUN 200 First page of article [source] ACADEMIC ACHIEVEMENT OF STUDENTS IN FOSTER CARE: IMPEDED OR IMPROVED?PSYCHOLOGY IN THE SCHOOLS, Issue 5 2004Larry D. Evans Foster care's impact on academic development was investigated for 392 students reentering foster care. Psychoeducational evaluation was performed at initial and return placements. Average achievement increased .22 points between placements. Students reentering care did not show differences in achievement or IQ compared to control students with a single placement. Although average achievement showed a small increase between placements, some students showed large changes. Declining achievement was directly related to above-average initial achievement ( p < .001), and indirectly related to not being in special education ( p < .001) and nonminority race ( p < .02). Results provide evidence that overall academic development appears neither enhanced nor hindered by foster care placement, but specific groups may be at risk for poor gains. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 527,535, 2004. [source] ARCHAEOLOGICAL RESEARCH AT THE INSTITUTE OF NUCLEAR TECHNIQUES, BUDAPEST UNIVERSITY OF TECHNOLOGY AND ECONOMICS: SCHOLARLY ACHIEVEMENTS OF A PROSPEROUS LONG-TERM COLLABORATIONARCHAEOMETRY, Issue 2 2007M. BALLA The laboratory is part of a university institute with a nuclear reactor on the premises. NAA of archaeological materials started in the early 1980s, and has found continuous interest since then. Site-specific characteristics of the NAA procedure are the long irradiation and counting times, due to the relatively low neutron flux, the single comparator method of standardization and the use of reference materials for quality control. The main research interest focuses on provenance studies of potteries; 90% of the analysed samples are ceramic materials. Most of the projects concentrate on the investigation of pottery finds from Roman Pannonia, and from different archaeological sites in Israel. The Qumran pottery project is presented as a typical example. [source] Relationship of Student Undergraduate Achievement and Personality Characteristics in a Total Web-Based Environment: An Empirical StudyDECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2005Marc J. Schniederjans ABSTRACT Web-based education is a popular format for the delivery of college courses. Research has shown that it may not be the best form of education for all students. Today, many students (and student advisors) face a choice in course delivery format (i.e., Web-based or more traditional classroom courses). This research study examines the relationship between student personality characteristics and their achievement scores as a means of identifying predictors of academic success in an undergraduate business program using Web-based education. The results of the study show that four basic personality characteristics are highly correlated to student achievement in Web-based courses. Use of these personality characteristics as variables in a regression model is shown to be a highly accurate predictive tool to aid students in the decision as to whether to take a particular Web-based course format or a more traditional classroom course. [source] Financing Decentralized Development in a Low-Income Country: Raising Revenue for Local Government in UgandaDEVELOPMENT AND CHANGE, Issue 1 2001Ian Livingstone Uganda has been engaged for a number of years in an ambitious programme of political and financial decentralization involving significantly expanded expenditure and service delivery responsibilities for local governments in what are now forty-five districts. Fiscal decentralization has involved allocation of block grants from the centre to complement increased local tax revenue-raising efforts by districts and municipalities. This article is concerned with the financial side of decentralization and in particular with an examination of district government efforts to raise revenue with the tax instruments which have been assigned to them. These are found to be deficient in a number of ways and their tax raising potential not to be commensurate with the responsibilities being devolved. Achievement of the decentralization aims laid down, therefore, must depend either on the identification of new or modified methods of raising revenue locally, or increased commitment to transfer of financial resources from the centre, or both. [source] Teachers, Schools, and Academic AchievementECONOMETRICA, Issue 2 2005Steven G. Rivkin This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of teachers and schools. Semiparametric lower bound estimates of the variance in teacher quality based entirely on within-school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience. The results suggest that the effects of a costly ten student reduction in class size are smaller than the benefit of moving one standard deviation up the teacher quality distribution, highlighting the importance of teacher effectiveness in the determination of school quality. [source] A Framework for Evaluating and Planning Assessments Intended to Improve Student AchievementEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 3 2009Paul D. Nichols Assessments labeled as formative have been offered as a means to improve student achievement. But labels can be a powerful way to miscommunicate. For an assessment use to be appropriately labeled "formative," both empirical evidence and reasoned arguments must be offered to support the claim that improvements in student achievement can be linked to the use of assessment information. Our goal in this article is to support the construction of such an argument by offering a framework within which to consider evidence-based claims that assessment information can be used to improve student achievement. We describe this framework and then illustrate its use with an example of one-on-one tutoring. Finally, we explore the framework's implications for understanding when the use of assessment information is likely to improve student achievement and for advising test developers on how to develop assessments that are intended to offer information that can be used to improve student achievement. [source] The Relationship Between Classroom Motivation and Academic Achievement in Elementary-School-Aged ChildrenFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 2 2004Sheri Coates Broussard The relationship between motivation and academic success has been better established with older children and adults than with younger children. As part of a larger project, the purpose of this study was to examine the relation-ship between classroom motivation and academic achievement in young elementary-school-aged children. The participants were 122 first-grade and 129 third-grade children from a mid-sized city in the southern United States. The findings from the current study were consistent with previous research in that higher levels of mastery motivation and judgment motivation were found to be related to higher math and reading grades in third graders. However, higher levels of mastery motivation, not judgment motivation, were related to higher math and reading grades in first graders. [source] Did a Foreign Language in the Elementary Schools (FLES) Program in a Kansas School District Affect Students' Academic Achievement in English?FOREIGN LANGUAGE ANNALS, Issue 3 2005Bernard G. Schuster Abstract: What happens to English academic achievement when valued class time is devoted to a foreign language in the elementary schools (FLES) program? Is there a reduction in achievement as suggested by a time-on-task hypothesis, or is there some form of compensation, as suggested by additive bilingualism? The school district in this study started a FLES program with Grade 2 students in five schools in 1995,96, and the students continued FLES through Grades 3, 4, and 5. Students in the other eight district schools received no FLES. The FLES and no-FLES students were compared based on the Grade 6 Iowa Test of Basic Skills (ITBS), using Grade 2 ITBS Survey Battery to control for initial variation in test scores. No significant statistical difference was found. [source] Who merits a neck dissection after definitive chemoradiotherapy for N2,N3 squamous cell head and neck cancer?HEAD & NECK: JOURNAL FOR THE SCIENCES & SPECIALTIES OF THE HEAD AND NECK, Issue 10 2003Scott A. McHam DO Abstract Background. The role of neck dissection (ND) after definitive chemoradiotherapy for squamous cell head and neck cancer is incompletely defined. We retrospectively reviewed 109 patients with N2,N3 disease treated with chemoradiotherapy to identify predictors of a clinical complete response in the neck (CCR-neck), pathologic complete response after ND (PCR-neck), and regional failure. Method. All patients were given 4-day continuous infusions of 5-fluorouracil (1000 mg/m2/d) and cisplatin (20 mg/m2/d) during the first and fourth weeks of either once daily (n = 68) or twice daily (n = 41) radiation therapy. ND was considered for all patients after completion of chemoradiotherapy and was performed in 32 of the 65 patients achieving a CCR-neck after chemoradiotherapy and in all 44 patients with residual clinical evidence of neck disease. CCR-neck, PCR-neck, and regional failure were then correlated with potential predictors, including T, N, largest lymph node size (<3 cm, ,3 cm), primary tumor site, and radiation fractionation schedule. Results. Achievement of a CCR-neck was predicted by N, N2 vs N3 (53 of 80 vs 12 of 29, p = .019) and by largest lymph node size, <3 cm vs ,3 cm (19 of 25 vs 46 of 84, p = .06). Achievement of a PCR-neck could not be predicted by any clinical parameter. Regional failure occurred both in patients undergoing ND and those not dissected (5 of 76 vs 4 of 33, p = .33) and proved more likely only in the ND patients with residual positive pathology compared with those achieving a PCR-neck (5 of 25 vs 0 of 51, p < .001). Primary site was not a useful predictor of CCR-neck, PCR-neck, or regional failure. Most importantly, CCR-neck (vs Language Background, Ethno-Racial Origin, and Academic Achievement of Students at a Canadian UniversityINTERNATIONAL MIGRATION, Issue 2 2009J. Paul Grayson Research conducted in Canada and the United States shows that the age of arrival of immigrant children, language spoken in the home, and ethno-racial origin have consequences for English language acquisition and academic attainment. So far, however, the degree to which these factors have consequences for academic achievement at the post-secondary level has scarcely been studied. In this study, it is found that the communication skills of university students who are the sons and daughters of immigrants, independent of length of time in Canada, are not as high as those of native-born English-speaking Canadians. Moreover, all else being equal, independent of length of time in the country, the university GPAs of immigrant and non-European origin groups are generally lower than those of native-born Canadians. Findings such as these suggest the presence of social and cultural processes at the family, community, and educational system level that continue to disadvantage identifiable groups of post-secondary students. [source] Mental Health and Academic Achievement: Role of School NursesJOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 4 2007Kathryn Rose Puskar PURPOSE.,This article discusses how school nurses promote mental health and subsequent academic achievement by screening and referral for children demonstrating mental health problems. Nursing interventions are discussed at the individual, systems, and community levels. CONCLUSION.,Mental health problems can affect school performance and academic achievement. When mental health problems are not recognized, students may be unable to reach their academic potential. School nurses are in a key position to provide interventions to address mental health and academic achievement. PRACTICE IMPLICATIONS.,The role of school nurses and examples of mental health collaborative activities are provided. [source] AES Awards for Outstanding AchievementJOURNAL OF AGRICULTURAL ECONOMICS, Issue 2 2005Learning, Outstanding Contribution to Teaching [source] AES Awards for Outstanding AchievementJOURNAL OF AGRICULTURAL ECONOMICS, Issue 2 2004Article first published online: 12 SEP 200 No abstract is available for this article. [source] Agricultural Economics Society Awards for Outstanding AchievementJOURNAL OF AGRICULTURAL ECONOMICS, Issue 2 2004Article first published online: 12 SEP 200 No abstract is available for this article. [source] Apolipoprotein E and Intellectual AchievementJOURNAL OF AMERICAN GERIATRICS SOCIETY, Issue 1 2002Richard J. Caselli MD First page of article [source] Achievement of Pulmonary Vein Isolation in Patients Undergoing Circumferential Pulmonary Vein Ablation: A Randomized Comparison Between Two Different Isolation ApproachesJOURNAL OF CARDIOVASCULAR ELECTROPHYSIOLOGY, Issue 12 2006XINGPENG LIU M.D. Introduction: Circumferential pulmonary vein ablation (CPVA) with the endpoint of pulmonary vein (PV) isolation has been developed as an effective therapy for atrial fibrillation (AF). This endpoint can be achieved either by closing gaps along circular lines or by segmental PV isolation inside the circular lines after creation of initial CPVA lesions. We investigated whether the clinical outcome depends on the PV isolation approach used during the first-time CPVA procedure. Methods and Results: One hundred consecutive patients (69 male; age, 56.7 ± 11.6 years) who underwent first-time CPVA for treatment of symptomatic AF were enrolled. PV isolation was randomly achieved either by CPVA alone (aggressive CPVA [A-CPVA] group, n = 50) or by a combination of CPVA with segmental PV ostia ablation (modified CPVA [M-CPVA] group, n = 50). Recurrence of atrial tachyarrhythmias (ATa) within 3 months after the initial procedure occurred in 30 patients (60%) in the M-CPVA group and in only 15 patients (30%) in the A-CPVA group (P < 0.01). ATa relapse after the first 3 months was detected in 21 patients (42%) in the M-CPVA group, compared with 9 patients (18%) in the A-CPVA group (P = 0.01). At 13 ± 4 months, patients treated by the A-CPVA approach had greater freedom from ATa recurrence than patients who underwent M-CPVA (P = 0.01). The M-CPVA approach was the only independent predictor associated with procedural failure (RR 0.318; 95% CI 0.123,0.821; P = 0.02). Conclusions: When PV isolation is the endpoint of CPVA, the efficacy of the A-CPVA approach is better than that of M-CPVA. [source] A Domain-level Approach to Describing Growth in AchievementJOURNAL OF EDUCATIONAL MEASUREMENT, Issue 1 2005E. Matthew Schulz Descriptions of growth in educational achievement often rely on the notion that higher-level students can do whatever lower-level students can do, plus at least one more thing. This article presents a method of supporting such descriptions using the data of a subject-area achievement test. Multiple content domains with an expected order of difficulty were defined within the Grade 8 National Assessment of Educational Progress (NAEP) in mathematics. Teachers were able to reliably classify items into the domains by content. Using expected percentage correct scores on the domains, it was possible to describe each achievement level boundary (Basic, Proficient, and Advanced) on the NAEP scale by patterns of skill that include both mastery and non-mastery, and to show that higher achievement levels are associated with mastery of more skills. We conclude that general achievement tests like NAEP can be used to provide criterion-referenced descriptions of growth in achievement as a sequential mastery of skills. [source] Family Policies and Children's School Achievement in Single- Versus Two-Parent FamiliesJOURNAL OF MARRIAGE AND FAMILY, Issue 3 2003Suet-ling Pong We investigate the gap in math and science achievement of third- and fourth-graders who live with a single parent versus those who live with two parents in 11 countries. The United States and New Zealand rank last among the countries we compare in terms of the equality of achievement between children from single-parent families and those from two-parent homes. Following a multilevel analysis, we find single parenthood to be less detrimental when family policies equalize resources between single- and two-parent families. In addition, the single- and two-parent achievement gap is greater in countries where single-parent families are more prevalent. We conclude that national family policies can offset the negative academic outcomes of single parenthood. [source] Changes in the Hierarchy of Value References Associated With Flying in SpaceJOURNAL OF PERSONALITY, Issue 5 2010Peter Suedfeld ABSTRACT One hundred twenty-five astronaut autobiographies, interviews, and oral histories were content analyzed and scored for references to values (Schwartz, 1992). The current study extended methods tested in 2 pilot studies of space veterans from many nations, of both sexes, and with different experiences within the history of human spaceflight. Value references reflected a high degree of concern with individualism, with Achievement, Enjoyment, and Self-direction ranked highest. There were relatively few value differences across demographic categories, demonstrating the impact of the spaceflight experience. After returning, the astronauts showed increased concern with Universalism, Spirituality, and Power (social recognition), a broadened set of references to values oriented toward the collective good. [source] AAPHD 2005 Leverett Graduate Student Merit Award for Outstanding Achievement in Dental Public HealthJOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 2005Article first published online: 6 AUG 200 No abstract is available for this article. [source] AAPHD 2005 Predoctoral Dental Student Merit Awards for Outstanding Achievement in Dental Public HealthJOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 2005Article first published online: 6 AUG 200 No abstract is available for this article. [source] Changing Dentate Status of Adults, Use of Dental Health Services, and Achievement of National Dental Health Goals in Denmark by the Year 2000JOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 3 2004DrOdontSci, MSc (Sociology);, Poul Erik Petersen DDS ABSTRACT Objectives: This study analyzes the current profile of dentate status and use of dental health services among adults in Denmark at the turn of the millennium, assesses the impact on dentate status of sociodemographic factors and use of dental health services in adulthood and in childhood, and highlights the changes over time in dental health conditions among adults. Finally, the intention of the study was to evaluate the Danish dental health care system's level of achievement of the official goals for the year 2000 as formulated by the World Health Organization and the National Board of Health. The subjects of this study included a national representative sample of 16,690 Danish citizens aged 16 years and older (response rate=74.2%). A subsample (n=3,818) took part in a survey of dental care habits in childhood and prevalence of removable dentures; 66 percent of persons selected responded. Methods: Personal interviews were used to collect information on dentate status, use of dental health services and living conditions; data on dental care habits in childhood and prevalence of removable dentures were collected by self-administered questionnaires. Results: In all, 8 percent of interviewed persons were edentulous, while 80 percent had 20 or more natural teeth. At age 65,74 years, 27 percent were edentulous and 40 percent had 20 teeth or more; 58 percent wore removable dentures. Dentate status and prevalence of dentures were highly related to educational background and income, particularly for older age groups. Among persons interviewed, 80 percent paid regular dental visits and visits were most frequent among persons of high education and income. At age 35,44 years 95 percent had participated in regular dental care in childhood compared to 49 percent of 65,74-year-olds. Multivariate analyses revealed that sociobehavioral factors had significant effects on dentate status. Conclusions: Compared to similar studies carried out in 1987 and 1994, the present survey indicates a positive trend of improved dentate status in adult Danes in general and regular use of dental health services increased considerably over time. The WHO goals for better dental health by the year 2000 were achieved for 35,44-year-olds, whereas the goal of more people with functional dentitions at age 65 years or older was not achieved. It remains a challenge to the Danish dental health system to help even out the social inequalities in dental health. [source] AAPHD 2002 Leverett Graduate Student Awards for Outstanding Achievement in Dental Public HealthJOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 4 2002Article first published online: 1 MAY 200 No abstract is available for this article. [source] AAPHD 2002 Predoctoral Dental Student Merit Awards for Outstanding Achievement in Community and Preventive DentistryJOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 4 2002Article first published online: 1 MAY 200 No abstract is available for this article. [source] 2001 Special Merit Award for Outstanding Achievement in Community Dentistry-International: Dr. Fumio YamashitaJOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 4 2001Dushanka V. Kleinman DDS No abstract is available for this article. [source] Mrs. Yamashita's Remarks Upon Receiving the 2001 Special Merit Award for Outstanding Achievement in Community Dentistry-InternationalJOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 4 2001Article first published online: 1 MAY 200 No abstract is available for this article. [source] 2000 Special Merit Award for Outstanding Achievement in Community Dentistry,International: John J. Clarkson, BDS, MA, PhDJOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 1 2001B. Alex White DDS No abstract is available for this article. [source] Remarks on Receiving the Special Merit Award for Outstanding Achievement in Community Dentistry,InternationalJOURNAL OF PUBLIC HEALTH DENTISTRY, Issue 1 2001John J. Clarkson BDS No abstract is available for this article. [source]
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