Thematische Bibliographien / Southwestern College

Auswahl der wissenschaftlichen Literatur zum Thema „Southwestern College“

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Veröffentlicht am 26. Juli 2024

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Zeitschriftenartikel zum Thema "Southwestern College"

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Kliever, Lonnie D. „Academic Freedom and Tenure: Southwestern Adventist College (Texas)“. Academe 71, Nr. 1 (1985): 1a. http://dx.doi.org/10.2307/40249430.

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Martin, Nancy K., und Paul N. Dixon. „THE EFFECTS OF FRESHMAN ORIENTATION AND LOCUS OF CONTROL ON ADJUSTMENT TO COLLEGE: A FOLLOW-UP STUDY“. Social Behavior and Personality: an international journal 22, Nr. 2 (01.01.1994): 201–8. http://dx.doi.org/10.2224/sbp.1994.22.2.201.

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This study investigates the impact of orientation attendance and locus of control on the adjustment of traditional full-time college students to college life. Subjects were 242 upperclassmen from a large southwestern university. Results indicated that students with an internal locus of control orientation scored higher on the Freshman Transition Questionnaire (FTQ), indicating more successful adjustment to college life. No statistically significant relationship was found between attendance at Freshman Orientation and adjustment to college. Possible explanations for the lack of relationship are discussed.
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Gustavson, Joan C., Carl R. Gustavson und Monica P. Gabaldon. „Body-Image Dissatisfaction among American Male and Female College Students: A Computer-Based Graphical Approach“. Perceptual and Motor Skills 76, Nr. 1 (Februar 1993): 147–51. http://dx.doi.org/10.2466/pms.1993.76.1.147.

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College students (56 women and 43 men) attending state colleges in the southwestern United States were tested for body-image dissatisfaction using a computer-based graphical body-image task. A reliable relationship between desired stature and desired body-image was observed for the women. Women of large stature showed a greater discrepancy between verbally reported desired stature and redrawn images of desired stature than women of average or smaller than average stature. No reliable discrepancy between desired body-image and verbally reported desired stature was shown by the men.
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Herlosky, Kristen N., und Dieu-My T. Tran. „Differences in Cardiovascular Risk Factors in College Students: Midwest Versus Southwest“. Biological Research For Nursing 21, Nr. 5 (11.06.2019): 571–77. http://dx.doi.org/10.1177/1099800419856109.

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Purpose: This study was designed to identify underlying cardiovascular risk factors among college students including lifestyle characteristics, health behaviors and knowledge, and perception of the risk factors. Method: College students ( N = 293), aged 19–36 years, enrolled at either a Midwestern or a Southwestern University in the United States, responded to three questionnaires: sociodemographic, knowledge of cardiovascular risk factors, and perception of cardiovascular risk factors. Anthropometric measures collected included blood pressure (BP), glucose, lipid panel, height, weight, and body mass index (BMI). Results: There were significant regional and gender differences in cardiovascular disease (CVD) risk among Southwestern and Midwestern college students. Students from the Southwest had a higher risk of developing CVD in 30 years compared to those in the Midwest; they also had a higher perceived risk. Males were more at risk of developing CVD than females but had a lower perceived risk than females. Dietary habits were similar between the two populations, and we found no significant differences in BMI. The two regions varied in BP levels, but the Midwestern students had significantly higher prevalence of elevated BP and Stage 2 hypertension. Conclusion: Our data suggest that college students are a high-risk population and tend to underestimate and misperceive their risk for developing CVD.
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Thompson, Raymond H. „Emil W. Haury and the Definition of Southwestern Archaeology“. American Antiquity 60, Nr. 4 (Oktober 1995): 640–60. http://dx.doi.org/10.2307/282047.

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Emil Walter Haury (1904–1992) played a key role in the definition of southwestern archaeology. Raised in a Mennonite academic community in Kansas and educated at Bethel College, the University of Arizona, and Harvard University, Haury participated in the development of dendrochronology and gained extensive archaeological field experience with Byron Cummings and Harold Gladwin. Inspired by A. V. Kidder, he contributed greatly to our knowledge of Clovis, Archaic, Mogollon, and Hohokam. His definition of southwestern archaeology continues to be the foundation for the study of prehistory in the Southwest.
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Cho, Dongwook, Steve Beck und Sung Kyeom Kim. „Exercise Motivations“. Journal of International Students 10, Nr. 3 (15.08.2020): 688–702. http://dx.doi.org/10.32674/jis.v10i3.763.

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As the number of international and domestic college students has increased, the importance of developing healthy lifestyles has been getting significant attention from college administrators. The current study was designed to determine if differences occur in exercise motivation between international and domestic college students. A total of 155 college students from a southwestern U.S. university completed the Exercise Motivations Inventory–2 through the university’s online active research system. Analyses indicated that international students possessed a higher motivation to exercise for revitalization, while domestic students were more motivated for a challenge, competition, and social recognition. The findings suggest that campus health professionals or wellness administrators may need to utilize different strategies to promote the health of international college students through exercise programs.
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Kostelecky, Sarah R., David A. Hurley, Jolene Manus und Paulita Aguilar. „Centering Indigenous Knowledge: Three Southwestern Tribal College and University Library Collections“. Collection Management 42, Nr. 3-4 (02.10.2017): 180–95. http://dx.doi.org/10.1080/01462679.2017.1327914.

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Shillington, Audrey M., Mark B. Reed, James E. Lange, John D. Clapp und Susan Henry. „College Undergraduate Ritalin Abusers in Southwestern California: Protective and Risk Factors“. Journal of Drug Issues 36, Nr. 4 (Oktober 2006): 999–1014. http://dx.doi.org/10.1177/002204260603600411.

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Hassan, Afees O., und Sunmola K. Adegoke. „Contributory Pension Scheme and Welfare of Retirees: A case of Tertiary Institutions of Education in Southwestern Nigeria“. AKSU Journal of Administration and Corporate Governance 4, Nr. 2 (30.04.2024): 40–53. http://dx.doi.org/10.61090/aksujacog.2024.019.

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The study investigated the effect of the Contributory Pension Scheme (CPS) on the welfare of retirees of tertiary institutions of education in the Southwestern zone of Nigeria. Using the Taro Yamane formula and a multi-level sampling technique, a sample size of 125 retirees was obtained from three tertiary institutions of education in the Southwestern part of Nigeria as follows: Osun State College of Education, Ilesa (41), Lagos State University of Education, Lagos (36) and Adeyemi College of Education, Ondo (48). The main instrument of data collection was a set of questionnaire which was administered to the retirees to collect relevant data. The instrument was validated and its reliability coefficient calculated to be 0.82 using the Cronbach Alpha formula. The data collected was analysed using the Chi-square and the one-sample t-test statistics. The results showed that the contributory pension scheme did not have significant effect on the welfare of the retirees (t = .207, p < 0.05). Useful recommendations were made based on this finding.
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Topper, Amelia Marcetti. „More than a Number: A Capabilities Framework for Conceptualizing Community College Success“. Teachers College Record: The Voice of Scholarship in Education 121, Nr. 1 (Januar 2019): 1–52. http://dx.doi.org/10.1177/016146811912100101.

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Context Community colleges in the United States are increasingly tasked with demonstrating their commitment to improved institutional outcomes even as measures of student success are critiqued for failing to capture the colleges’ diverse missions and student populations. Purpose This paper offers an alternative framework for understanding and evaluating community college student success based on the normative and interdisciplinary capabilities approach. Setting The larger study on which this paper is based took place at a large, diverse community college located in the southwestern United States. Participants The sample for this study consists of 958 e-survey respondents (N = 17,080; response rate 6%), and semi-structured follow-up interviews with a heterogeneous group of 40 community college students. Research Design The study uses mixed methods consisting of a large-scale e-survey, student interviews, participant- and researcher-generated visual methods, and in-depth reviews of the community college and capabilities approach literatures. Results The author used a top-down/bottom-up process to generate a final empirical list of 12 community college capabilities that are informed by both the literature and student voices: practical reason, knowledge and imagination, learning disposition, social relations and networks, respect and recognition, emotional health, bodily health, economic opportunities, love and care, language competency and confidence, autonomy, and refuge. This paper also transparently documents the methodological process the author uses to generate these capabilities to aid both researchers and practitioners in their efforts to help students flourish and thrive as they navigate the higher education landscape. Conclusions The results of this study provide educational researchers and practitioners with a methodological process for developing their own locally sourced understandings of student success. As proposed in this paper, reframing the educational experience around capabilities and capabilities development provides colleges—and education institutions more generally— with a new, more responsive and democratic set of tools to use in understanding all the ways in which community colleges help students build and sustain meaningful lives.
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Dissertationen zum Thema "Southwestern College"

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Nzeakor, Ambrose Ugochukwu. „Community College Students' Perceptions of and Satisfaction with Factors Affecting Retention in a Major Urban Community College in the Southwestern United States“. Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278438/.

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The purposes of this study were (a) to analyze whether any significant differences exist in students' satisfaction among the 11 composite scales/satisfaction measures of the SSI (retention programs); (b) to determine whether significant differences exist in satisfaction among students of the institution based on their demographic characteristics of gender, age, ethnicity, class load, and employment; and (c) to record findings, draw conclusions, and make recommendations from the study. The research was conducted using a questionnaire, The Student Satisfaction Inventory (SSI), developed by Juillreat and Schreiner in 1994. The instrument measures, among other matters, students' perceptions and satisfaction. The population of the study comprised all students at the institution during the 1996-1997 school year. A total of 312 students was sampled, with 182 (58%) returns received. Statistical treatments used to analyze the collected data included frequencies, percentages, means, standard deviation, multiple analysis of variances (MANOVA), one-way analysis of variance (ANOVA), and Tukey's Post Hoc t-test for multiple comparison.
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McGuire, Melissa. „Predicting Latino Male Student Retention: the Effect of Psychosocial Variables on Persistence for First-year College Students at a Southwest University“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801960/.

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The purpose of this study was to investigate and predict Latino male student retention using ACT’s Engage College survey at a research university in the southwestern region of the U.S. ACT’s Engage survey was designed to predict first-year college retention using 10 psychosocial measures. However, no empirical study exists to support ACT’s claim especially for Latino male students. Data from a four-year research university between 2009 and 2011 were analyzed with logistic regression. Logistic regression analysis was performed for the whole sample (N = 8,061) and for the Latino male subsample (n = 860). In the entire sample’s first regression model, high school grade quartile and SAT score as well as demographic variables were used as predictor variables. In this model, the independent variables of high school grade point average quartile, SAT score, gender, and race made statistically significant contributions to the model (Nagelkerke R2 = .031, p < .01). In the entire sample’s second regression model, ACT’s 10 psychosocial variables were added to the first regression model as predictor variables. Results indicated the instrument was valid for the freshmen as a whole because five out of 10 psychosocial measures displayed statistically significant odds ratios (ORs) for predicting retention: (a) Commitment to College (OR = 1.006, p < .01), (b) Academic Discipline (OR = 1.005, p < .01), (c) Social Activity (OR = -.997, p < .01), (d) Social Connection (OR = 1.004, p < .01), and (e) Academic Self-Confidence (OR = -.997, p < .01). Regarding the subsample of 860 Latino males, none of the 10 psychosocial measures produced statistically significant results. The findings indicate the need to determine a new way of identifying at-risk Latino male students because current methods have failed to build a robust predictive model for this student population.
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Gaede, Laurelyn I. (Laurelyn Irving). „Values, Beliefs, and Characteristics of Hispanic Students at One Urban Southwestern University“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278766/.

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The problem of this study concerns the values, beliefs, and characteristics of Hispanic students attending a large urban southwestern university. The study is qualitative and utilizes the constant comparative research method. Data is gathered from interviews with 21 Hispanic students, campus surveys, university records, a census report, and observation of campus activities. The literature review spans organizational culture, campus culture and subcultures, as well as studies regarding Hispanic students. The findings introduce the students and report their perspectives in both their own words and in summarized themes for each research question. In summary, Hispanic students and their college experiences are diverse. They major in a wide range of disciplines, come from varying socio-economic households, have parents with varying levels of education, are surprised by various aspects of college, and they do not all speak Spanish.
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Charoensri, Pijarn. „Technology Infusion in Career Services at U.S. Institutions of Higher Education in the Southwest“. Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278087/.

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The purpose of this study was to examine the use of computer and communications technologies at four-year public/private college and university career centers that are members of the Southwest Association of Colleges and Employers (SWACE). The findings of this study reveal that (a) all career centers are now using computer and telecommunications technologies for at least one office function; (b) small institutions do not use technologies as much as large institutions because they have fewer financial resources, less technical support from institutions, fewer personnel, and they also need time to learn to use technologies effectively; (c) public career centers are more willing to explore new technologies but private career centers mostly adopt and implement proven technologies; (d) career education does not utilize technologies as much as career counseling or job placement functions; (e) lack of financial resources and lack of technical support are major barriers to a technological infusion; and (f) technologies, including electronic student databases, computerized presentations with the network connection, and OCR scanners, will be needed in the near future.
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Cowan, Charisse L. „Social and Economic Characteristics Related to the Immediate College Transition of Recent High School Graduates: A Study of Southwest Region TRIO Participants' College Continuation“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3353/.

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The purpose of this study was to determine whether: 1) Southwest Region TRIO high school students between the years 1991 - 2001 continued to college immediately after high school at rates significantly different than similar population students on national and state levels; and 2) immediate college continuation for this group was a function of social and economic characteristics including race, gender, parental education, and home-care environment. The sample included 414 TRIO program participants from Texas, Oklahoma, New Mexico, Louisiana, and Arkansas. Data on the 414 participants were gathered using an existing database containing demographic and post-secondary enrollment information on study participants. The findings of this study reveal Southwest Region TRIO students during this ten-year period continued to college immediately after high school at rates not significantly different than the national low-income population of students. Results indicate that when compared to all students in the five-state southwest region, the majority low-income, first-generation TRIO population continued to college at rates not significantly different than all-income students in the region. Findings of this study also revealed select social and economic characteristics were not predictors of immediate college continuation for this group. Finally, the study showed out-of-home care environment students continued to college at significantly higher rates than in-home care Southwest Region TRIO students.
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Bryan, Vanessa Roberts. „A Phenomenological Study of Gay and Lesbian College Students' Spiritual Experiences at Religious Higher Education Institutions“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984178/.

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Despite recent scholarly interest in college students' spirituality and spiritual development, as well as research indicating that students are interested in spirituality and have a strong desire to integrate spirituality into their lives, few researchers have addressed the spiritual experiences of gay and lesbian college students. Utilizing a phenomenological qualitative approach, I explored the spiritual experiences of nine gay and lesbian college students at two religiously affiliated universities in the southwest region of the United States. The ages of the participants ranged from 19 to 23, with a mean of 21. There were five female, three male, and one gender queer participants. Seven participants identified as white, while the other two participants identified as Hispanic. I identified three major themes related to their lived experience of spirituality: (1) spiritual quest characterized by struggle and pain, (2) finding reconciliation and acceptance, and (3) the importance of support from the university, student groups, friends, and family. Implications for practice included the importance of establishing an official recognized student organization to support gay and lesbian students, creating spaces for personal reflection, meditation, prayer, and solitude as well as safe spaces, the need for educational and outreach programs for faculty, staff, and students, and an evaluation of institutional policies the might negatively impact gay and lesbian students. Suggestions for future research are discussed including the exploration of the impact that faculty members have on students' spiritual growth.
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Morris, Judy Brooks. „Developing a strategic enrollment management plan for Southwestern Baptist Theological Seminary“. Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Greenhaw, Kimberly J. „College Counseling Center Professional Staff Involvement in Professional Organizations“. Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5174/.

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College counselors today face increasing challenges, with fewer resources than in the past. Little has been known as to whether college counselors take advantage of resources and benefits available through involvement in professional organizations in these increasingly challenging professional times. College counseling center professionals in one state in the Southwest were surveyed regarding their professional organization involvement (N = 152). Participants were selected by targeting specific 4-year institutions with undergraduate populations and specific counseling professionals who work in college counseling centers within these schools. Most college counselors surveyed were involved in professional organizations, and involved in a variety of ways within these organizations. Many professional organizations catering to college counselors were identified. Specific motivations for involvement and hindrances to involvement were identified. In addition, no significant difference was found among the involvement of professional counselors versus psychologists.
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Ponder, Fred T. (Fred Thomas). „Alcohol and Drug Abuse Programs in Selected Universities in the South and Southwest“. Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330955/.

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The problem addressed in this study is how selected universities in the South and Southwest recognize and attempt to deal with alcohol use and other drug use among students. The purpose of the study was to determine current practices and policies concerning student alcohol and drug use among the 20 selected universities. The data were obtained by means of a descriptive survey questionnaire which was mailed to 20 selected universities under the jurisdiction of the Southern Regional Accrediting Board. The instrument was designed to identify practices and programs concerning student alcohol and drug use. A copy of each institution's alcohol and drug policy was requested. The content and procedures of the programs implemented by the responding institutions were reviewed, in order to evaluate the extent and degree to which they provide for the recognition, education, intervention, and treatment for students with alcohol- or drug-use problems. Results are presented in tabular form. Of the 20 major state-supported universities which were mailed questionnaires, 75% returned usable instruments. All responding institutions felt they have an alcohol or drug problem of some magnitude, and all either have, or believe they have, some kind of policy to deal with substance use by students. All of the responding institutions also indicate that they have various programs in operation which deal with student substance use and abuse. Since this was a regional study the results are not necessarily generalizable. On the basis of the literature reviewed and the survey responses received, an authentic problem with student alcohol and drug use exists on campus. The institutions surveyed appear to recognize a problem; however, the results of this study reveal that most have yet to develop an effective or coordinated strategy to combat student alcohol and drug abuse.
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Roundtree, Christopher. „Acculturative Stress and Alcohol Use: The Role of Acculturative Stress in Problematic Drinking Behaviors of Latinx College Students at a Southwestern University in the United States“. University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1627660595689979.

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Bücher zum Thema "Southwestern College"

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Lansing, William A. Fifty years: Honoring our past, lighting the future ; the story of Southwestern Oregon Community College. Coos Bay, Or: Southwestern Oregon Community College, 2011.

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Coffeen, Kelley. Great college cookbook of the Southwest: A collection of great recipes for college students. Las Cruces, N.M: Paloma Pub., 1994.

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1966-, Sheppard Beth M., und Southwestern College (Winfield, Kan.), Hrsg. Signs of the giver: The collected papers of the 2002 Southwestern College Walker Percy seminar. New York: Writers Club Press, 2003.

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Hinson, E. Glenn. A miracle of grace: An autobiography. Macon, Ga: Mercer University Press, 2012.

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New England Intercollegiate Geological Conference. Meeting. New England Intercollegiate Geological Conference: 78th Annual Meeting, Bates College, Lewiston, Maine, October 17, 18, and 19, 1986 : Guidebook for field trips in southwestern Maine. Herausgegeben von Newberg Donald W. Lewiston, Me: Dept. of Geology, Bates College, 1986.

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New England Intercollegiate Geological Conference. Guidebook for field trips in southwestern Maine: New England Intercollegiate Geological Conference, 78th annual meeting, Bates College, Lewiston, Maine, October 17, 18, and 19, 1986. Herausgegeben von Newberg Donald W, Bates College (Lewiston, Me.) und New England Intercollegiate Geological Conference. Meeting. Lewiston, Me: N.E.I.G.C., 1986.

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), United States Congress Senate Committee on Indian Affairs (1993. Equity in Educational Land Grant Status Act of 1993: Hearing before the Committee on Indian Affairs, United States Senate, One Hundred Third Congress, first session, on S. 1345, to provide land-grant status for tribally controlled community colleges, tribally controlled postsecondary vocational institutions, the Institute of American Indian and Alaska Native Culture and Arts Development, Southwest [sic] Indian Polytechnic Institute, and Haskell Indian Junior College, November 18, 1993, Washington, DC. Washington: U.S. G.P.O., 1994.

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Thompson, Pamela S., und Jerry L. Wallace. Southwestern College. Arcadia Publishing, 2015.

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Thompson, Pamela S., und Jerry L. Wallace. Southwestern College. Arcadia Publishing, 2015.

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Davis, F. A. Southwestern PTA120 Package: Southwestern Community College. Davis Company, F. A., 2020.

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Buchteile zum Thema "Southwestern College"

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Zaier, Amani, und Faith Maina. „White College Students’ Cognitive Dissonance When Taught by Immigrant Professor of Color“. In To Be a Minority Teacher in a Foreign Culture, 333–47. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_21.

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AbstractThis study investigated whether White college students experience cognitive dissonance when taught by immigrant professors of color and if so, how do they restore harmony and balance in order to complete the course successfully. Cognitive dissonance refers to feelings of discomfort that arise when a person’s behavior or attitude is in conflict with the person’s values and beliefs, or when new information contrary to their beliefs is presented to them. The participants in this study were 321 preservice teachers who were enrolled in a culturally and linguistically diversity course and a bilingual education course at a large, predominantly White university in the southwestern United States Using three archival instruments including anonymous questions, a guessing activity, a mid-term and end-of-semester evaluations, the students manifested dissonance by “othering” the professor through cultural and racial profiling, questioned the professor’s qualification, professionalism and credentials, and expressed anger and anxiety towards the course. These processes have significant implications for the career trajectory of the immigrant professor of color, while at the same time impacting the knowledge access for White college students.
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Peralez, Elizabeth. „A Qualitative Study of Native American Higher Education and Student Resiliency“. In Indigenous Research of Land, Self, and Spirit, 38–53. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3729-9.ch003.

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This chapter explores the degree to which Native American culture impacts the resiliency of Native American students earning degrees at three tribal colleges in the southwestern part of the United States. This is a qualitative case study that was based on the following research question: “How does Native American culture contribute to the resiliency of Native American students who are earning a degree at a tribal college?” This chapter focuses on the concerns of Native American students, and the cultural events they may have encountered during their educational journey. The research data were collected from interviews of 18 Native American students who were in their last year of college. Themes surrounding culture, resiliency, tribal colleges, academics, and Native American role models were discovered and used to determine the impact Native American culture has on the resiliency of Native American students.
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„Lee Smith“. In Writing Appalachia, herausgegeben von Katherine Ledford und Theresa Lloyd, 372–78. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178790.003.0056.

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Born in Grundy, Virginia, in the coalfields of the southwestern section of the state, Lee Smith depicts an Appalachia steeped in family and community relationships, in supernatural and religious powers, and in musical and cultural traditions through which characters navigate a changing and modernizing world. Smith attended Hollins College, then a women’s college. While there, she studied with Louis Rubin, a leading scholar of southern literature; her classmates included a remarkable number of women who, like Smith, went on to pursue literary careers—for example, author Annie Dillard and literary scholars Lucinda MacKethon and Anne Goodwin Jones....
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Sklarwitz, Sherri, Jessye Crowe-Rothstein, Sunah Hyun, Cara Lane-Toomey und Poorvi Sethi. „Promoting First-Year College Students' Civic Skills Through Community Participatory Learning Experiences“. In Promoting Intercultural Agility and Leadership Development at Home and Abroad for First-Year Students, 189–214. IGI Global, 2024. http://dx.doi.org/10.4018/978-1-6684-8832-4.ch009.

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The Tisch College of Civic Life at Tufts University, in collaboration with the organization Where There Be Dragons, created the Tufts Civic Semester program. This is a transformational, first-semester program that combines an academic and experiential learning experience away from the Tufts campus, and there are different themes and core elements depending on the site location, including environmental sustainability, indigenous sovereignty, and immigrant rights. Each year, cohorts of 8-12 students spend their first semester as a living learning community engaging with community organizations and building civic skills to promote equity and justice. The program has run in Urubamba, Peru and the Southwestern United States to date, with plans of expansion to additional global locations. This chapter will provide information on program themes, including global perspective taking and developing personal social responsibility, program logistics, and program evaluation.
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Sprute, Katie MacDonald, und Marjaneh Gilpatrick. „Becoming One Faculty in Pursuit of Student Success“. In Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education, 16–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6758-6.ch002.

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Online adjunct faculty at an institute of higher education (IHE) in the Southwestern United States reside all around the world. Training, supporting, and fostering a sense of community among these faculty members can be challenging. In this chapter, College of Education (COE) administrators provide examples of various initiatives in the areas of training, development, collaboration, and engagement with the goals of becoming one faculty in the pursuit of student success. Each initiative is grounded in theory and best practices and has resulted in progress as well as areas for refinement. In this chapter, the authors describe several initiatives: faculty onboarding, faculty mentorship, faculty end of course surveys, faculty circles, online adjunct faculty focus groups, online webinar trainings, workshops, and the 5×5 online course review tool.
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Akella, Nirupama R. „A Critical Narrative of Employee Well-Being and Control Paradox in Higher Education“. In Cases on Critical Practices for Modern and Future Human Resources Management, 243–57. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5820-1.ch011.

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The case presents a detailed snapshot of a staff employee well-being initiative developed and implemented by the Human Resources (HR) department in August 2014 at the Online Learning Unit (OLU) of J.M. College located in southwestern Georgia. The case is an auto-ethnographic account of how implementation of an employee quality of life (QOL) initiative combined with surveillance techniques resulted in a negative toxic culture of employee resentment, hostility, and poor performance. Using modern surveillance theories of synoptican, actor-network theory (ANT), and surveillance capitalism, the case shows how the original Foucauldian theory of panopticon has re-invented itself into a panopticon of technology dominated by a culture of capitalism and profit-maximization. The case uses pseudo names to protect privacy and maintain confidentiality of the institution and characters. The case accurately details events in a chronological manner focusing on the main character's thoughts and actions.
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Taber, Douglass F. „Construction of Alkylated Stereogenic Centers“. In Organic Synthesis. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199965724.003.0041.

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Andreas Pfaltz of the University of Basel and Keisuke Suzuki of the Tokyo Institute of Technology showed (Angew. Chem. Int. Ed. 2010, 49, 881) that the iodohydrin of 1 did not interfere with the enantioselective hydrogenation. J. R. Falck of UT Southwestern developed (J. Am. Chem. Soc. 2010, 132, 2424) a procedure for coupling arene boronic acids with a cyano triflate 3, readily available in high ee from the corresponding aldehyde. Anita R. Maguire of University College Cork devised (J. Am. Chem. Soc. 2010, 132, 1184) a Cu catalyst for the enantioselective C-H insertion cyclization of 5 to 6. Jin-Quan Yu of Scripps/La Jolla established (J. Am. Chem. Soc. 2010, 132, 460) a complementary enantioselective C-H functionalization protocol, converting the prochiral 7 into 8 in high ee. Xumu Zhang of Rutgers University effected (Angew. Chem. Int. Ed. 2010, 49, 4047) enantioselective branching hydroformylation of 9 to give 10. T. V. RajanBabu of Ohio State University established (J. Am. Chem. Soc. 2010, 132, 3295) the enantioselective hydrovinylation of a diene 11 to the diene 12. Gregory C. Fu extended (J. Am. Chem. Soc. 2010, 132, 1264, 5010) Ni-mediated cross-coupling, both with alkenyl and aryl nucleophiles, to the racemic bromoketone 13. Hyeung-geun Park and Sang-sup Jew of Seoul National University used (Organic Lett. 2010, 12 , 2826) their asymmetric phase transfer protocol to effect the enantioselective alkylation of the amide 15. Kyung Woon Jung of the University of Southern California showed (J. Org. Chem. 2010, 75, 95) that the oxidative Pd-mediated Heck coupling of arene boronic acids to 17 could be effected in high ee. Nicolai Cramer of ETH Zurich observed (J. Am. Chem. Soc. 2010, 132, 5340) high enantioinduction in the cleavage of the prochiral cyclobutanol 19. Alexandre Alexakis of the University of Geneva achieved (Organic Lett. 2010, 12, 1988) the long-sought goal of efficient enantioselective conjugate addition of a Grignard reagent to an unsaturated aldehyde 21. Professor Alexakis also established (Organic Lett. 2010, 12, 2770) conditions for enantioselective conjugate addition to a nitrodiene 23. This procedure worked equally well for β-alkynyl nitroalkenes.
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Lambert, Tristan H. „Construction of Single Stereocenters“. In Organic Synthesis. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780190200794.003.0037.

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James L. Leighton at Columbia University reported (Nature 2012, 487, 86) that the commercially available allylsilane 2 allylated acetoacetone (1) to furnish the enantioenriched tertiary carbinol 3. Alexander T. Radosevich demonstrated (Angew. Chem. Int. Ed. 2012, 51, 10605) that diazaphospholidine 5 induced the formal reductive insertion of 3,5-dinitrobenzoic acid to α-ketoester 4 to generate adduct 6 enantioselectively. Tehshik P. Yoon at the University of Wisconsin at Madison found (J. Am Chem. Soc. 2012, 134, 12370) that aminoalcohol derivative 9 could be prepared via an asymmetric iron-catalyzed oxyamination of diene 7 using oxaziridine 8. A procedure for the desymmetrization of 1,3-difluoropropanol 10 by nucleophilic displacement of an unactivated aliphatic fluoride to generate 11 was reported (Angew. Chem. Int. Ed. 2012, 51, 12275) by Günter Haufe at the University of Münster and Norio Shibata at the Nagoya Institute of Technology. An innovative procedure for the amination of unactivated olefins involving an ene reaction/[ 2,3]-rearrangement sequence (e.g., 12 to 13) was developed (J. Am. Chem. Soc. 2012, 134, 18495) by Uttam K. Tambar at the University of Texas Southwestern Medical Center. James P. Morken at Boston College demonstrated the stereospecific amination of borane 14 with methoxylamine to produce 15. The conversion of β-ketoester 16 to 18 by amination with 17 under oxidative conditions was reported (J. Am. Chem. Soc. 2012, 134, 18948) by Javier Read de Alaniz at the University of California at Santa Barbara. The electrophilic amination of silyl ketene acetal 19 with a functionalized hydroxylamine reagent to produce 20 was disclosed (Angew. Chem. Int. Ed. 2012, 51, 11827) by Koji Hirano and Masahiro Miura at Osaka University. Erick M. Carreira at ETH Zürich developed (Angew. Chem. Int. Ed. 2012, 51, 8652) the enantioconvergent thioetherification of alcohol 21 to produce 23 with high branched to linear selectivity and ee. The asymmetric conjugate addition of 2-aminothiophenol 25 to 24 catalyzed by mesitylcopper in the presence of ligand 26 was developed (Angew. Chem. Int. Ed. 2012, 51, 8551) by Naoya Kumagai and Masakatsu Shibasaki at the Institute of Microbial Chemistry in Tokyo. The enantioselective conversion of aldehyde 28 to α-fluoride 30 under catalysis by NHC 29 was developed (Angew. Chem. Int. Ed. 2012, 51, 10359) by Zhenyang Lin and Jianwei Sun at the Hong Kong University of Science and Technology.
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Babalola, Adejoke C. „Social Capital and Community Development“. In Measuring and Analyzing Informal Learning in the Digital Age, 153–68. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8265-8.ch011.

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This chapter explores the types of informal learning that take place as women participate in adult literacy programs, community development projects, and as they use social capital in three states in south-western Nigeria. The data used for this study were extracted from a recent research work titled “Effect of Literacy Education and Social Capital on Rural Women's Involvement in Community Development in Southwestern Nigeria.” Three states were selected from the southwestern Nigeria, two Local Government Areas (LGAs) were selected from each of the three states, and two rural communities were also selected from each of the selected local government areas by random sampling technique. From each of the rural communities, 60 rural women were randomly selected, making a total number of 720 respondents. A structured questionnaire, an in-depth interview guide, and focus group discussion were used to collect data. The women attributed the informal learning documented to the relationship they formed during the period they attended literacy classes and participated in community development projects.
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Holbeck, Rick, Kelly Palese und Monte McKay. „Building Collaboration With Adjunct Faculty“. In Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education, 42–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6758-6.ch004.

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Adjunct faculty feel isolated and disconnected from their institution while not having time to build collaborative relationships and connection with the institution and their peers. Community of practice is a theoretical framework for collaborative learning within groups that results in increased performance for all participants. This theory was used as the foundation for a Faculty Advisory Board (FAB) that was formed at a university in the Southwestern United States. Faculty engagement and collaboration was increased through FAB by creating and presenting professional development workshops and academic initiatives for all faculty. When creating FAB, a proportional representation of adjunct and full-time faculty, along with representation from all colleges, is important. A collaborative community of faculty members is created, which benefits both faculty and the university by providing faculty with more opportunities, while giving faculty space to build community with their colleagues.
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Konferenzberichte zum Thema "Southwestern College"

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Hilton, Ethan C., Shaunna F. Smith, Robert L. Nagel, Julie S. Linsey und Kimberly G. Talley. „University Makerspaces: More Than Just Toys“. In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86311.

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University makerspaces are growing increasingly in vogue, especially in Colleges of Engineering, but there is little empirical evidence in the literature that these spaces impact the students. Speculations have been made about these spaces creating a community of practice, improving retention, improving design skills and self-efficacy, teaching manufacturing skills, improving creativity, and providing many other benefits, but this has not been empirically documented. This paper compares student engineering design self-efficacy (i.e., confidence, motivation, expectation of success, and anxiety toward conducting engineering design) to reported usage rates from a makerspace at a large Hispanic-serving university in the Southwestern United States. Not all users of these spaces were engineering students, and as such, responses were examined through the context of student major as well as differences in gender, race/ethnicity, or first-generation college student status. Design self-efficacy is critical because when individuals have high self-efficacy for particular skills they tend to seek more opportunities to apply those skills, and show more perseverance in the face of set-backs. Thus, self-efficacy is often a good predictor of achievement. The results from one year of data at the Hispanic-serving university indicate that female and first-generation college students have significantly lower engineering design self-efficacy scores. The data also shows that being a user of the makerspace correlates to a higher confidence, motivation, and expectation of success toward engineering design. Initial data from two additional schools are also consistent with these same results. These results indicate that, for all students, regardless of race/ethnicity and/or first generation status, being a frequent user of a university-serving makerspace likely positively impacts confidence, motivation, and expectation of success toward engineering design.
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Zemke, Peter E., und Byard D. Wood. „Hybrid Solar Lighting May Have Another Utility: Solar Water Heating“. In ASME 2006 International Solar Energy Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/isec2006-99045.

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Hybrid solar lighting (HSL) has been successfully demonstrated as a means of collecting sunlight and transferring it through optical fibers into a building. The collected solar energy is primarily intended for illumination purposes. However, this technology may have an application in solar water heating. For a traditional solar water heating system, energy is required to pump the water to the roof and collected solar energy is lost to the environment through the collector and plumbing. If such a system is to be used in climates where the temperature falls below freezing, complexity is added resulting in lower system efficiencies. If, rather than pumping water to the roof to absorb solar energy, the solar radiation is “piped” into the hot water store, a solar water heating system may be much less complex and potentially more efficient. HSL technology can be used to collect solar radiation and transport it through optical fibers into a hot water store. Since the water remains in the tank, it is not exposed to freezing temperatures and heat loss through plumbing. The efficiency of the system would not be dependent on the outside temperature or the temperature of the water as traditional systems are, but solely on the efficiency in which solar radiation is transferred into the water. This paper will outline the major advantages of using HSL technology for solar water heating over traditional systems. The approximate efficiencies of a flat-plate collector, 2-axis solar tracking collector, and a system using HSL technology are compared using F-Chart for locations in the Southwestern and Northeastern United States. It is shown that improvements in efficiency are obtained using HSL technology if the system is capable of collecting and transferring the visible and infrared spectrum of solar radiation.
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Berichte der Organisationen zum Thema "Southwestern College"

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Filkorn, Harry F. 40Ar/39Ar Geochronology Results From the Haycock Mountain, Little Creek Peak, and Panguitch Lake Quadrangles, Utah. Utah Geological Survey, Mai 2023. http://dx.doi.org/10.34191/ofr-751.

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This open-file report makes available raw analytical data from laboratory procedures completed to determine the age of rock samples collected during geologic investigations in southwestern Utah by Harry Filkorn (Pierce College, California) in 20182019. Table 1 provides sample identifications, locations, and notes for the age data. The references listed near the end of the document generally provide additional information such as sample location, geologic setting, and significance or interpretation of the samples in the context of the area where they were collected. This report was prepared by NIGL under contract to Filkorn. These data are highly technical in nature and proper interpretation requires considerable training in the applicable geochronologic techniques.
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