Journal articles: 'University settings'

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Sahadevan, Salil. "Building Intuitive Capabilities in University Settings." Change: The Magazine of Higher Learning 54, no. 2 (March 4, 2022): 59–64. http://dx.doi.org/10.1080/00091383.2022.2030166.

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Greco, Margherita. "Video remote interpreting in university settings." Translation and Translanguaging in Multilingual Contexts 6, no. 2 (May 12, 2020): 149–60. http://dx.doi.org/10.1075/ttmc.00050.gre.

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Abstract The motivation for the project was the necessity of finding solutions to situations characterized by difficulty in communication, such as trading between different countries, immigrants unable to speak the language, or between hearing and deaf people who use sign language. These and other cases can be solved thanks to interpreting services. Yet because of educational commitments of professionals, organizational time, budget, and locations, it is not always possible to avail of an on-site interpreter. In this context, technology offers a solution through remote interpretation. The present draws inspiration from the research project “VEASYT Live! for conference: linguistic and technological solutions for the supply of video remote interpreting services in conference settings”. The work was financed by the European Social Fund and took place between 2016 and 2017 in the Linguistic and Cultural Compared Studies Department of Ca’ Foscari University of Venice in partnership with VEASYT srl, a company that developed a video remote interpreting (VRI) service in both vocal languages and Italian Sign Language. The aim of the research is to develop VRI for conference situations such as seminars, conferences and academic lectures.

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Rizekova, Iveta. "Position of Transversal Competencies in University Settings." XLinguae 8, no. 4 (2015): 31–45. http://dx.doi.org/10.18355/xl.2015.08.04.31-45.

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Hedgcock, John S. "Academic Evaluation: Review Genres in University Settings." Journal of English for Academic Purposes 11, no. 2 (June 2012): 166–67. http://dx.doi.org/10.1016/j.jeap.2011.07.001.

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Juris, Jill, Skye Leedahl, and Natalie Douglas. "IMPLEMENTATION RESEARCH: INTERGENERATIONAL PROGRAMS ACROSS UNIVERSITY SETTINGS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 265. http://dx.doi.org/10.1093/geroni/igac059.1051.

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Abstract Implementing intergenerational programs within university settings has been associated with benefits for all generations involved, which often includes young children, university students, and older adults. However, from conceptualization to pilot testing to evaluation, challenges and opportunities present themselves. This symposium will highlight implementation realities for intergenerational programs within higher education settings. This symposium will specifically address dimensions of: geography (rural versus urban), modality (such as in-person, virtual, or a mix), community/university partnerships, and scholarship for faculty balancing instruction and research demands. Addressing stages of implementation, the papers reflect a continuum from pre-planning to pilot to more advanced stages of implementation. First, Lisa Borrero will highlight challenges and opportunities of conceptualizing fully online intergenerational programming, including the pre-implementation planning, execution, and evaluation stages.The second paper from Ladan Ghazi Saidi will describe pre-implementation tasks completed to establish interest in intergenerational programming in a rural setting, as well as challenges stemming from the pandemic. Third, Jill Juris and colleagues will highlight an online intergenerational technology program offered from a rural Western North Carolina university that began implementation during the pandemic.Fourth, Rachel Scrivano and colleagues will describe a community-based participatory research method that bridged the gap between expectations and reality of implementing a 5-year intergenerational program focused on healthy food access. The fifth paper from Skye Leedahl and colleagues will discuss the implementation experiences of an intergenerational, reverse mentoring, technology program that has evolved for seven years at a Rhode Island public university and utilizes community partners from across the state.

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Phelps, Rosemary E. "University and College Counseling Centers." Counseling Psychologist 20, no. 1 (January 1992): 24–31. http://dx.doi.org/10.1177/0011000092201004.

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Typically university and college counseling centers have been viewed as viable work settings for counseling psychologists. The selection of this type of setting is often encouraged for new professionals, especially those interested in clinical work This article examines some important issues for new counseling psychology professionals to consider when choosing this type of work setting. The issues are discussed in terms of professional and personal issues. The professional issues examined in the article include specialized training, implementation of the scientist-practitioner model, competency issues, practice issues, and ethical/legal issues. Developmental issues, racial/ethnic differences, and gender differences are also explored. Recommendations and coping strategies are presented for all of the issues.

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Chase, Wendy, and Lucinda Soares Gonzales. "Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome." Perspectives of the ASHA Special Interest Groups 1, no. 13 (March 31, 2016): 122–29. http://dx.doi.org/10.1044/persp1.sig13.122.

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This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

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Bailey, Rita L. "Strengthening Connections Between University Classrooms and Clinical Settings." Perspectives on Swallowing and Swallowing Disorders (Dysphagia) 19, no. 1 (March 2010): 26–29. http://dx.doi.org/10.1044/sasd19.1.26.

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Abstract The continued evolution of evidence-based practice in dysphagia is enhanced when connections between university classrooms and clinical settings are strengthened. Suggestions for facilitating improved lines of communication and interaction between these two important entities are provided.

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Mboka, Abu K. "University Students’ Relationship-Based Mentoring in School Settings." International Journal of Offender Therapy and Comparative Criminology 62, no. 8 (June 29, 2017): 2271–91. http://dx.doi.org/10.1177/0306624x17712327.

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How university students perform the tasks of mentoring, and the kinds of activities that are successful and unsuccessful in relationship-based mentoring interactions when mentors are instructed to “first establish relationships and then use the relationship to promote prosocial thinking and behaviors,” remains an unfamiliar area of youth mentoring. Thus, the purpose of this study is to develop some understanding of steps criminal justice majors took and the behavioral goals and objectives they pursued during their semester-long mentoring interactions with primary, middle, and high school pupils within a local school district. Conventional content analysis methods were used to systematically identify, classify, and code themes and patterns of self-reported activities. Results show that student-mentors overwhelmingly engaged in activities that addressed known risk factors associated with antisocial thinking, attitudes, and behaviors. The results provide insights into the dynamics of this form of mentoring that emphasizes the importance of healthy relationships between protégés and mentors and advance reasons for further investigation of the effectiveness of a relationship-based mentoring approach.

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Kingsley, Jonathan, Jacqueline O'Brien, and Aisling Bailey. "Coffee consumers in university settings and planetary health." Lancet Planetary Health 2, no. 11 (November 2018): e463-e464. http://dx.doi.org/10.1016/s2542-5196(18)30220-1.

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Zareba, Marek, Anna Schuh, and Jaime A. Camelio. "Accelerated Problem Solving Sessions in University Laboratory Settings." Journal of Intelligent Manufacturing 24, no. 3 (August 12, 2011): 517–26. http://dx.doi.org/10.1007/s10845-011-0558-9.

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Szczucinski, David, Brett W. Gelino, Christopher J. Cintron, Amel Becirevic, and Derek D. Reed. "Increasing Appropriate Composting in High-Traffic University Settings." Behavior Analysis in Practice 13, no. 1 (May 20, 2019): 22–28. http://dx.doi.org/10.1007/s40617-019-00358-1.

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MOHD ROSLI, NUR AMALINA, Fadillah Ismail, and Shafiqah Sagir Ahmad. "MEASURING UNIVERSITY PERFORMANCE USING KNOWLEDGE-BASED BALANCE SCORECARD." Asia Proceedings of Social Sciences 4, no. 2 (April 22, 2019): 152–54. http://dx.doi.org/10.31580/apss.v4i2.779.

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The Malaysian education sector is one of the cornerstones in producing high-quality graduates that fulfill the needs of todayâ€™s industries. Hence, having civil servants can achieve key performance indicators (KPIs) is crucial to ensure Malaysia is at its forefront especially in the higher education sector. Nevertheless, theunclear settings of KPIs could deter the Universityâ€™s staff understanding of their role in realizing the goals. Therefore, this study sets to measure the level of the Universityâ€™s current performance. Additionally, this study will propose Universityâ€™s key performance raking based on Balanced Scorecard approach. Theinstrument used is a questionnaire that distributed to the target sample who hold positions as head of department in the main campus at Universiti Tun Hussein Onn Malaysia (UTHM). These groups of target respondents are believed those who should demonstrate a good understanding of Universitiesâ€™ KPIs. The resultshows that the University is in high performance and the learning and growth perspective of balanced scorecard need to improvise. Thus, this study will lead to a better management system and produces a high University performance.

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SCHWARTZ, E. J., M. MORGAN, and S. LAPIN. "Pandemic 2009 H1N1 influenza in two settings in a small community: the workplace and the university campus." Epidemiology and Infection 143, no. 8 (October 13, 2014): 1606–9. http://dx.doi.org/10.1017/s0950268814002684.

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SUMMARYData are rare on influenza outbreaks spreading through a workplace, but such transmission dynamics would be useful for comparison with the spread of the infection in other settings. We collected and compared infection data from two settings, a workplace and a university campus, during the 2009 pandemic influenza A(H1N1)pdm09 outbreak in a geographically contained community. Trajectories of infection were markedly alike in both settings. This suggests that transmission behaviour was similar in individuals in the two environments, despite the condition that individuals can leave the workplace setting in order to avoid transmission.

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Zhao, Xingyi, and Louise Manning. "Food plate waste: factors influencing insinuated intention in a university food service setting." British Food Journal 121, no. 7 (July 1, 2019): 1536–49. http://dx.doi.org/10.1108/bfj-07-2018-0481.

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Purpose The purpose of this paper is to consider the factors that influence food plate waste in a UK university food service setting and the insinuated intention to waste food among staff and students. Design/methodology/approach The study conducted empirical research using an online questionnaire (n=260) at the university. The data were analysed descriptively and inferentially by IBM SPSS Statistics version 22. Findings Multiple factors influence the level of food plate waste including gender, different categories of food, plate size, portion size and palatability. Two recommendations to reduce plate food waste in the university food service setting include providing a variation in plate size and pricing strategy by portion rather than a whole meal, and communicating with staff and students in the food service setting. Research limitations/implications The research contributes, along with previous studies, by focussing here on participants’ food waste intention in food service settings and evidencing the factors of influence. Originality/value The research contributes to understanding on participants’ food waste intention in food service settings.

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Thomasma, David C. "Ethics Consults at a University Medical Center." Cambridge Quarterly of Healthcare Ethics 1, no. 3 (1992): 217–22. http://dx.doi.org/10.1017/s0963180100000402.

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Ethics consults at a university medical center share many qualitites with those in other settings. What makes them different, if at all, is a difference of degree, not kind. All consult services share the tasks of exploring cases for possible recommendation, contributing to the development of institutional and public policy, and educating colleagues and patients about medical ethics dimensions. Nonetheless, the university setting, devoted as it is to teaching, research, and public service, brings a slightly different focus to these tasks and adds other, peripheral ones.

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Robinson, Jo, Alison L. Calear, and Eleanor Bailey. "Suicide prevention in educational settings: a review." Australasian Psychiatry 26, no. 2 (March 15, 2018): 132–40. http://dx.doi.org/10.1177/1039856218759406.

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Objectives: Youth suicide rates are unacceptably high. Schools have long been accepted as an appropriate setting for suicide prevention activities. This review aims to synthesise the evidence for all types of suicide prevention interventions across educational settings. Methods: The review draws on two previous reviews conducted by the authors. In order to be included, studies had to test a specific suicide prevention intervention in an educational setting, have a suicide-related outcome and target young people. Results: A totally of 21 studies were included: 17 were conducted in school settings and four in universities. Seven of the school-based studies (41%) and one of the university studies (25%) were randomised controlled trials. Overall, the trials conducted in schools reported positive effects, as did four of the non- randomised controlled trials. Two of the university-based studies reported positive effects. Both universal and indicated interventions showed positive results; no iatrogenic effects were reported. Conclusions: School-based studies can have a positive impact on suicide-related behaviour and, overall, do not appear to cause harm. Study quality is variable, and the number of studies conducted in school settings far exceed those conducted in universities. These gaps need to be addressed by future research.

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Maiden, James L. "Exploring Issues for Black Gay and Bisexual Males in University Settings." Research Journal of Education, no. 71 (March 1, 2021): 56–61. http://dx.doi.org/10.32861/rje.71.56.61.

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The campus environment can be challenging for lesbian, gay, bisexual, trans, or queer (LGBTQ) students still developing their sexual identity. Being a Black gay or bisexual male can add another layer of isolation in their university setting. The campus climate for Black gay and bisexual males lack social support and does address their experience and needs. Additionally, Black gay and bisexual males attending historically Black colleges and universities (HBCUs) feel unsupported by the lack of LGBTQ resources on campus. The conceptual article aims to explore issues impacting Black gay and bisexual males in university settings. This article provides an overview of student identity development, the impact of the African American community, discrimination and hate crimes, the campus climate, the HBCU setting, mentoring impact, and counselor educators’ support with this student population.

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Ahmed, Raees, Thomas Voigt, Matthias Siegert, and Christoph Gerst. "Agreements in clinical studies at German university clinics." International Journal of Clinical Trials 7, no. 2 (April 22, 2020): 142. http://dx.doi.org/10.18203/2349-3259.ijct20201495.

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<p>The article aims to give an overview of the contractual situation in Germany, which arise in clinical studies. The goal of the authors is to show any potential sponsor of a clinical study, who is interested in cooperation with German partners such as universities or other study sites, what kind of agreements may be expected and to give a brief overview about necessary themes included within the contractual negotiations. The different contractual settings are considered from the perspective each different type of agreement. The authors have chosen amongst all possible types the ones which are the most common in a clinical study, such as CDA, MTA, grant agreement, clinical study agreement, CRO-service agreement etc. The authors show the complexity of the contractual setting of a clinical study and emphasize to pay close attention to the contractual settings. Even though the content of the agreement is mostly universal in nature, in some cases, Germany has some very special rules (e.g. regarding employees’ inventions), which any potential sponsor should keep in mind.</p>

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Erkan, Serdar, and Keith D. Walker. "Fairness Perceptions and Experiences of Muslim University Students in Canada." International Education Studies 9, no. 7 (June 28, 2016): 72. http://dx.doi.org/10.5539/ies.v9n7p72.

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<p class="apa">The purpose of this article is to examine the perceptions and experiences of fairness amongst Muslim post-secondary students based on our gathering of data using a web-based survey. The participants, 189 Muslim students, were reached via student organizations, national and local Muslim organizations, and Muslim student groups organized on Facebook. Following these initial contact points, snowball sampling was used to invite prospective participants to respond to the quantitative items in the survey instrument (which also included qualitative inquiries). These quantitative responses were analyzed using descriptive statistical analysis techniques. For Muslim students, their university was perceived as the most fair amongst their experience of settings, followed by Canada in general, and the country that these Muslim students culturally most identified with. The World, at large, was perceived as the most unfair setting for responding Muslims. Except for the country that Muslim students culturally identified with, all settings were perceived to be fairer for non-Muslims than for Muslims. The majority of Muslim students reported that they had encountered, observed, or experienced unfairness at least once in their university settings during the previous academic year and that they had been impacted by that experience of unfairness.</p>

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Dewey, Martin. "Transnational Education in the Anglophone University: A Viewpoint Article." RELC Journal 52, no. 2 (June 19, 2021): 323–33. http://dx.doi.org/10.1177/00336882211009612.

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This viewpoint article provides a critical reflection on the gatekeeping and academic language practices of Anglophone universities, evaluating these in light of the promotional claims universities make about internationalization and global reach. I then consider the arguments put forward in each of the main articles in this special issue from this critical perspective, connecting the authors’ accounts of EMI practices in transnational higher education contexts with the language requirements and practices of the Anglophone university. I argue that there is considerable overlap between the concerns of stakeholders in EMI settings and those of international students and academics in Anglophone universities in a UK setting. I find that the English language requirements for admissions as well as orientations to academic language in higher education curricula can in EMI settings and ‘international’ Anglophone universities alike be underpinned by language ideological positions that do not reflect an especially global outlook, and that remain in many senses tethered to ‘native’ language and ‘native’ academic discourse norms.

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Vickers, Candace, and Darla Hagge. "Communication Recovery Groups for Persons with Aphasia: A Replicable Program for Medical and University Settings." Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders 24, no. 3 (June 2014): 106–13. http://dx.doi.org/10.1044/nnsld24.3.106.

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This article describes Communication Recovery Groups (CRG), an aphasia group program that is sponsored by a medical setting and more recently a university setting. CRG's history and approach and its model of service in light of current healthcare challenges are summarized. The article also provides a detailed discussion regarding the logistics of offering conversation groups to persons with aphasia which are sponsored by medical and/or university settings, the intake process for new group members, and the training of student volunteers to help lead conversation groups.

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Sanchez, Delida, and Erica King-Toler. "Addressing disparities: Consultation and outreach strategies for university settings." Consulting Psychology Journal: Practice and Research 59, no. 4 (2007): 286–95. http://dx.doi.org/10.1037/1065-9293.59.4.286.

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Aubert, Carole E., Sven Streit, Bruno R. Da Costa, Tinh-Hai Collet, Jacques Cornuz, Jean-Michel Gaspoz, Doug Bauer, Drahomir Aujesky, and Nicolas Rodondi. "Polypharmacy and specific comorbidities in university primary care settings." European Journal of Internal Medicine 35 (November 2016): 35–42. http://dx.doi.org/10.1016/j.ejim.2016.05.022.

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Fox, Jeffrey L. "A Peek at Antibiotic Development Strategies in University Settings." Microbe Magazine 7, no. 1 (January 1, 2012): 5–6. http://dx.doi.org/10.1128/microbe.7.5.1.

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Mooney, Shelagh, and Tracy Harkison. "Assessment for learning in university settings: fun and games." Anatolia 29, no. 4 (February 26, 2018): 507–17. http://dx.doi.org/10.1080/13032917.2018.1443826.

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Duberley, Joanne, Laurie Cohen, and Elspeth Leeson. "Entrepreneurial Academics: Developing Scientific Careers in Changing University Settings." Higher Education Quarterly 61, no. 4 (October 2007): 479–97. http://dx.doi.org/10.1111/j.1468-2273.2007.00368.x.

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Amiraian, Dana, and Jeffery Sobal. "Dating and eating. How university students select eating settings." Appetite 52, no. 1 (February 2009): 226–29. http://dx.doi.org/10.1016/j.appet.2008.07.005.

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Irish, Madeleine, Stefanie Kuso, Monika Simek, Michael Zeiler, Rachel Potterton, Peter Musiat, Martina Nitsch, et al. "Online prevention programmes for university students: stakeholder perspectives from six European countries." European Journal of Public Health 31, Supplement_1 (July 1, 2021): i64—i70. http://dx.doi.org/10.1093/eurpub/ckab040.

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Abstract Background Students beginning university are at a heightened risk for developing mental health disorders. Online prevention and early intervention programmes targeting mental health have the potential to reduce this risk, however, previous research has shown uptake to be rather poor. Understanding university stakeholders’ (e.g. governing level and delivery staff [DS] and students) views and attitudes towards such online prevention programmes could help with their development, implementation and dissemination within university settings. Methods Semi-structured interviews, focus groups and online surveys were completed with staff at a governing level, university students and DS (i.e. student health or teaching staff) from six European countries. They were asked about their experiences with, and needs and attitudes towards, online prevention programmes, as well as the factors that influence the translation of these programmes into real-world settings. Results were analyzed using thematic analysis. Results Participating stakeholders knew little about online prevention programmes for university settings; however, they viewed them as acceptable. The main themes to emerge were the basic conditions and content of the programmes, the awareness and engagement, the resources needed, the usability and the responsibility and ongoing efforts to increase reach. Conclusions Overall, although these stakeholders had little knowledge about online prevention programmes, they were open to the idea of introducing them. They could see the potential benefits that these programmes might bring to a university setting as a whole and the individual students and staff members.

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Ibrahim, Ahmad Nazrul Hakimi, Muhamad Nazri Borhan, Nur Shaeza Darus, Nor Aznirahani Mhd Yunin, and Rozmi Ismail. "Understanding the Willingness of Students to Use Bicycles for Sustainable Commuting in a University Setting: A Structural Equation Modelling Approach." Mathematics 10, no. 6 (March 8, 2022): 861. http://dx.doi.org/10.3390/math10060861.

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The bicycle is a forgotten and neglected mode of transport even though it offers numerous individual, social, and environmental benefits over motorised transport. This research seeks to determine the factors influencing students to use bicycles for commuting and focuses on the strategies that encourage bicycling in a university setting. This study proposes the novel model framework by adopting Ajzen’s theory of planned behaviour. We modified the theory of planned behaviour by adding two new constructs, perceived barriers and habit. The respondents in this study are 422 students from Universiti Kebangsaan Malaysia in Selangor, Malaysia. The structural equation model in this study showed that the main attitudinal constructs, namely attitudes, subjective norms and perceived behavioural control, have a significant positive and direct influence on the students’ willingness to cycle. In addition, the perceived barriers have a profound negative and indirect impact on behaviour intention through attitude, perceived behavioural control and habit. The perceived barriers did not have a significant influence on the subjective norms. However, habit has a profound positive and direct effect on three main attitudinal constructs (attitude, subjective norms and perceived behavioural control). This element could indirectly influence the behaviour intention of cycling in a university setting. Finally, this study has identified the physical, educational and economic policies for promoting bicycle use on university setting. It also contributes beneficial information that authorities, policymakers, planners and researchers could use to formulate effective strategies for increasing bicycle use on university setting and promote green and sustainable university settings.

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Eberman, Lindsey E., and Leamor Kahanov. "Athletic Trainer Perceptions of Life-Work Balance and Parenting Concerns." Journal of Athletic Training 48, no. 3 (May 1, 2013): 416–23. http://dx.doi.org/10.4085/1062-6050-48.2.01.

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Context: Life-work balance may be one reason for retention concerns among athletic trainers (ATs), yet evidence does not exist to support the supposition. Objective: To assess the perceptions of ATs regarding life-work balance, specifically on parenting issues. Design: Survey. Setting: Online survey at www.surveymonkey.com. Patients or Other Participants: A random sample of National Athletic Trainers' Association members (N = 9516) received the survey; 20.6% (n = 1962; male = 954, female = 816; age = 37 ± 10 years, experience = 13 ± 9 years) completed any portion of the survey. Most respondents worked in the college/university (34.5%, n = 657 of 1908) and secondary school settings (25.9%, n = 476 of 1908). A majority of participants (50.7%, n = 898 of 1770) were parents. Intervention(s): We calculated frequencies and percentages and used Mann-Whitney U tests and Kruskal-Wallis tests to identify the differences between sexes and among job settings on life-work balance measures among parents. Main Outcome Measures: The questionnaire included 8 life-work balance items, 7 parenting challenge items, and 3 nonparent items. Results: The results indicate that sex and setting significantly affected perceptions about parenting. Males articulated a stronger sense of difficulty in finding balance as a working parent (P < .001; 1.95 ± 1.98). Females felt more strongly than males that managing work and family was stressful (P = .04; 3.86 ± 1.13) and caused burnout (P = .004; 3.50 ± 1.24), and that their energy tended to fall short of their needs (P < .001; 3.74 ± 1.15). The decision not to have children was strongly affected by the work setting (P = .014; 3.37 ± 1.42). Both college/university (4.14 ± 0.85) and secondary school (4.03 ± 0.90) ATs would prefer to spend more time at home, as compared with ATs in other settings (P < .001). College/university ATs (P = .025; 3.17 ± 1.23) felt most strongly that their families were neglected because of work. In none of the settings did ATs feel that their employment settings were particularly tolerant of their parenting responsibilities (P = .027; 1.72 ± 1.97). Conclusions: Male and female employees had similar perceptions of life-work balance, but occupational setting may affect these perceptions.

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Plavnick, Joshua B., M. Y. Savana Bak, Sarah M. Avendaño, Ana D. Dueñas, Matthew T. Brodhead, and Emma S. Sipila. "Implementing early intensive behavioral intervention in community settings." Autism 24, no. 7 (May 20, 2020): 1913–16. http://dx.doi.org/10.1177/1362361320919243.

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Although research shows early intensive behavioral intervention is efficacious when delivered in university or private intervention centers, little is known about effectiveness or feasibility of disseminating early intensive behavioral intervention to larger communities. The Michigan State University Early Learning Institute was developed to address gaps in distribution of early intensive behavioral intervention to community settings, with an emphasis of serving children and families on Medicaid. This short report describes the Early Learning Institute’s approach and preliminary utilization data among Medicaid families. Results suggest the model has potential for dissemination within community settings and promote utilization among Medicaid children. Lay abstract Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions.

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Polshkova, Svitlana, Diana Voloshina, Rebecca Cunningham, Robert Zucker, and Maureen Walton. "Prevention of alcohol and other drug use using motivational interviewing among young adults in the Ukraine." Psychosomatic Medicine and General Practice 1, no. 1 (October 9, 2016): 010111. http://dx.doi.org/10.26766/pmgp.v1i1.11.

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Background World Health Organization data shows alarming rates of alcohol consumption among those ages 15 and older in the Ukraine. This study examined the feasibility and initial efficacy of a brief intervention to reduce risky drinking among emerging adults (ages 18-25) in the Ukraine. Methods Emerging adults presenting to two settings were screened for risky drinking (Railway Clinical Hospital and Kiev National Medical University), with those screening positive on the AUDIT-C (>5) enrolled in the study: 59 participants from the hospital setting (mean age = 22.6 (2.1), 55.9% male) and 61 participants from the university setting (mean age = 20.1(2.3), 55.7% male). After self-administering a computerized baseline assessment, participants were randomized to receive an in-person brief intervention with telephone booster or to a control condition; participants self-administered a computerized follow-up at 3 months. Results Regression analyses were conducted, separately for each setting, predicting alcohol outcomes (alcohol consumption and consequences); models controlled for baseline alcohol levels and condition assignment (brief intervention or control). In both settings, the brief intervention group showed significantly less alcohol consumption and consequences at 3-months as compared to the control group (p<.001); however, the groups did not significantly differ on other drug use (DAST-10 score). Conclusion Findings suggest that brief motivational interventions are promising for reducing risky drinking among emerging adults in the Ukraine in both inpatient hospital and university settings. Future studies are needed to replicate these findings and extend these effects to reduce other drug use among young people in the Ukraine.

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Powers, Ann R. "The Preparation of Educational Interpreters for Rural Education Settings." Rural Special Education Quarterly 16, no. 2 (June 1997): 24–32. http://dx.doi.org/10.1177/875687059701600205.

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A need exists to prepare interpreters with specific skills to serve students who are deaf and hard of hearing in various educational settings. Specifically there is a need to prepare educational interpreters to serve students who are deaf or hard of hearing in rural areas. Educational interpreters need a comprehensive educational background as a foundation for serving students with hearing losses in rural educational settings, and as members of the educational team. A consortium was formed consisting of The University of Alabama, the University of Alabama at Birmingham, the University of Montevallo, and Jacksonville State University, for addressing this need. The goal for program participants was the demonstration of skills necessary for interpreting in inclusive rural educational settings and in working in multicultural environments with culturally diverse learners and teachers. The classes offered in this project were to have been conducted on each of the four campuses with several of the courses being offered via the interactive intercampus television system to all students on all four campuses simultaneously.

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Dambrino, Kathryn L., and Montgomery Green. "Antimicrobial Stewardship in College and University Health Settings: A Public Health Opportunity." Antibiotics 11, no. 1 (January 12, 2022): 89. http://dx.doi.org/10.3390/antibiotics11010089.

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Antimicrobial resistance poses a significant threat to public health and safety across the globe. Many factors contribute to antibiotic resistance, most especially are the concerns of excessive prescribing and misuse of antibiotics. Because patient expectations for antibiotics may contribute to prescriber pressures, experts recommend targeting antimicrobial stewardship (AMS) education efforts towards prescribers as well as patients in outpatient settings. Undergraduate university students are a unique and promising target population for AMS efforts because they are in a transformative life stage of social, cognitive, and physical development in which they are learning to independently care for themselves without the presence or influence of parents. By introducing AMS education during this transition, university students may adopt positive antibiotic use behaviors that they will carry throughout their lives. Not only will their personal health be improved, but widespread adoption of AMS in university settings may have a broader effect on public health of present and future generations. Despite public health opportunities, minimal research has examined AMS in university health settings. This article explores current evidence on knowledge, attitudes, and use of antibiotics among university students and discusses opportunities for AMS initiatives in college and university health settings.

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Ingravallo, Francesca, Emma Gilmore, Luca Vignatelli, Ada Dormi, Grazia Carosielli, Luigia Lanni, and Patrizia Taddia. "Factors associated with nurses’ opinions and practices regarding information and consent." Nursing Ethics 21, no. 3 (September 12, 2013): 299–313. http://dx.doi.org/10.1177/0969733013495225.

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This cross-sectional survey aimed to investigate nurses’ opinions and practices regarding information and consent in the context of a large Italian teaching hospital and to explore potential influences of gender, age, university education, length of professional experience, and care setting. A questionnaire was administered to 282 nurses from six different care settings (Emergency Room, Emergency Medicine, Surgery, Hematology–Oncology, Geriatrics, and Internal Medicine). Overall, 84% (n = 237) of nurses returned the questionnaire (men: 24%; mean age: 36.2 ± 8 years; university degree: 35%; mean length of professional experience: 12 ± 8.2 years). Most respondents regularly informed patients about medications and nursing procedures and asked for consent prior to invasive procedures, but some provided information to relatives instead of patients. Lack of time or opportunity was the main difficulty in informing patients. The work setting was the foremost factor significantly associated with participants’ opinions and practices. Further investigations are needed to confirm these findings in similar and other care settings.

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Kilawati, Andi, and Rosmalah Yanti. "Hubungan Outdor Activity dengan Scene Setting dalam Skill Mengajar Pembelajaran IPA Mahasiswa PGSD Universitas Cokroaminoto Palopo." Cokroaminoto Journal of Primary Education 2, no. 1 (April 30, 2019): 6–10. http://dx.doi.org/10.30605/cjpe.122019.100.

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This study generally aims to determine the relationship of outdoor activity with Scene Settings in Elementary School Science Learning PGSD University Students Cokroaminoto Palopo. This research is a quantitative research. The research model used in this study is the correlational model. This research hypothesis was tested using two-way analysis of variance (ANAVA). The sample of this study was PGSD University Cokroaminoto Palopo University. The results of this study indicate that: (1) there is a positive relationship between outdoor activities and scene settings (2) there is a positive positive relationship between outdoor activities and scene settings in science learning of PGSD students at Cokroaminoto Palopo University.

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Zubatsky, Max. "COGNITIVE STIMULATION THERAPY FOR INDIVIDUALS WITH MEMORY LOSS." Innovation in Aging 3, Supplement_1 (November 2019): S186. http://dx.doi.org/10.1093/geroni/igz038.663.

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Abstract Cognitive Stimulation Therapy (CST) is a non-pharmacological approach for individuals with mild to moderate dementia. It is one of the age friendly community activities of the GWEP to engage older adults with memory challenges. We explored the impact of caregiver-assisted CST (CA-CST) on participants’ overall memory, mood, and retention in the groups. We also investigated the impact of this CST format on the overall well-being of dementia caregivers. Four CST groups (N=28) entered the CA-CST groups meeting once per week for 14 weeks in a university setting. 61 % of participants who completed the group (n=17) showed a .5 point improvement on the Saint Louis University Mental Status Exam (SLUMS), a 2-point decrease on the Cornell Scale for Depression in Dementia (p<.01), and 1.5 point increase in overall caregiver well-being. Continued psychosocial interventions for dementia are needed not just in university settings, but healthcare organizations and other age-friendly settings.

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Kaplan, Steven P. "Rehabilitation Counseling In Medical Settings: Career Opportunities." Journal of Applied Rehabilitation Counseling 17, no. 2 (June 1, 1986): 45–46. http://dx.doi.org/10.1891/0047-2220.17.2.45.

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Rehabilitation counselors (RC) have the opportunity to work in a wide variety of settings that present a vast array of clients and challenges. One setting that has not received much RC employment emphasis in the literature is the Comprehensive Medical Rehabilitation Center (CMRC). This article describes a typical CMRC configuration, and outlines how the RC can fit into and enhance the CMRC staff. Recommendations for training at the university level are proposed and strategies are offered for marketing the RC to CMRC personnel.

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Usher, Wayne. "Living in quiet desperation: The mental health epidemic in Australia’s higher education." Health Education Journal 79, no. 2 (August 12, 2019): 138–51. http://dx.doi.org/10.1177/0017896919867438.

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Objective: This study sought to investigate the relationship between personal, university, home and community influences on Australia’s university students’ mental health status. Design: Positioned within a qualitative, interpretivist paradigm, the study collected data from participants ( n = 934) by means of an online survey requesting lived or witnessed experiences concerning mental health concerns. Bronfenbrenner’s socio-ecological model informed the design of the study. Setting: Five major Australian higher educational settings. Method: Leximancer software was used for concept development. Data were analysed using thematic coding. Results: Findings provide qualitative data of university students’ experiences concerning mental health status, as measured across four domains. Themes identified include personal (stress, anxiety, life skills), university (grades/free physical activity) and home (closer to home, support networks) dimensions. There was no unprompted reference to the community domain. Results reinforce the need to ensure that current and future student mental health policies and initiatives are implemented within each of the domains addressed – to ensure a more holistic approach to students’ well-being and care. Conclusion: Findings highlight challenges concerning Australia’s university students’ mental health status. Findings present an opportunity for the university sector, community health services, and sports and fitness organisations to develop and implement future collaborative health promotion in higher education settings.

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Michelogiannakis, Dimitrios, Sangeeta Gajendra, Srinivasa Reddy Pathagunti, Mark Stewart Sayers, Jonathon Tim Newton, Zhirou Zhou, Changyong Feng, and Paul Emile Rossouw. "Patients' and parents’ expectations of orthodontic treatment in university settings." American Journal of Orthodontics and Dentofacial Orthopedics 159, no. 4 (April 2021): 443–52. http://dx.doi.org/10.1016/j.ajodo.2020.02.009.

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Hall, Barry L., Judith C. Kulig, Karran Thorpe, and Lucia Pfeutl. "Understanding and Application of Culturally Diverse Issues Within University Settings." Canadian Journal of Higher Education 28, no. 1 (April 30, 1998): 105–28. http://dx.doi.org/10.47678/cjhe.v28i1.183313.

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This qualitative study focused on exploring the knowledge and beliefs of university faculty, staff and students regarding: the effects of multi-culturalism and immigration on their professional lives; the influence of cultural issues within the university setting; and, finally, the teaching and learning needs of culturally diverse students. The major findings include the limited knowledge base held by all groups in the sample about multi- culturalism and immigration with subsequent little effect on their professionall lives. However, of the three groups, the student group more readily recognized that they have little preparation for the multicultural interactions that will occur in their future professional practices. Although some faculty members included other teaching experiences and strategies to expose students to diversity, they also admitted to a lack of expertise in this area.

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Kutz, Matthew R., and Jennifer Doherty-Restrepo. "Frequency of Leadership Behaviors Among Athletic Trainers in University Settings." Athletic Training Education Journal 12, no. 3 (July 1, 2017): 165–78. http://dx.doi.org/10.4085/1203165.

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Context: Leadership has been reported to be an important factor in the practice of athletic training. However, no research has identified the frequency in which leadership is practiced by athletic trainers. Objective: To explore and compare the frequency with which athletic trainers practice leadership in their athletic training and non–athletic training roles. Setting: Survey design using athletic trainers in clinical and academic roles. Patients or Other Participants: One hundred one athletic trainers in university settings (69% program directors; 31% university-based clinicians), yielding a 12% response rate and a satisfactory effect size (d = 0.73); mean age of respondents was 41 ± 9.5 years, mean experience was 18 ± 9.0 years, and 98% of respondents had at least a master's degree. Main Outcome Measure(s): Frequency of leadership behavior by athletic trainers was assessed using the Frequency of Leadership in Athletic Training Scale (FLATS). Data on frequency of use were organized by different demographic variables and between athletic training roles and non–athletic training roles. Results: The FLATS psychometric analysis yielded satisfactory internal consistency and validity (α = 0.91 to 0.96; correlations ranged from r = 0.39 to r = 0.87, P ≤ .05; concurrent validity was supported by differences between scale items and selected demographic characteristics). Paired-samples t tests indicated significant differences between practice frequencies of leadership behaviors in athletic training roles when compared with out of athletic training roles (mean = 2.24 ± 0.33 versus 1.98 ± .38, P = .000). Furthermore, mean scores for 44 (of 47) FLATS items were significantly higher for in versus out of athletic training roles (P ≤ .05). Independent t tests showed significant differences between specific item frequencies among different variables (ranges: t43–99 = −3.290 to 3.339, P = .001 to .05). Conclusions: A majority (85%) of leadership behaviors are practiced frequently (often or always) by athletic trainers. Frequency of leadership behavior by athletic trainers decreases when they are not functioning in an athletic training context.

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Burton, James P., Nola-Jean Bamberry, and Jason Harris-Boundy. "Developing Personal Teaching Efficacy in New Teachers in University Settings." Academy of Management Learning & Education 4, no. 2 (June 2005): 160–73. http://dx.doi.org/10.5465/amle.2005.17268563.

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Juncá, Denise Chrysóstomo de Moura. "Amidst embers and ashes? Notes on health in university settings." Revista Vértices 14, no. 1 (2012): 199–218. http://dx.doi.org/10.5935/1809-2667.20120021.

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Dulmus, Catherine N., and Maria E. Cristalli. "A University–Community Partnership to Advance Research in Practice Settings." Research on Social Work Practice 22, no. 2 (October 11, 2011): 195–202. http://dx.doi.org/10.1177/1049731511423026.

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Human service organizations are uniquely positioned, given their scope of practice and access to consumers with the widest range of needs to significantly increase the national capacity for research if they were effectively equipped with the knowledge, skills, and funding to integrate research and development into their ongoing organizational activities. A university–community research partnership is one approach to achieving this goal. This article describes the Hillside/UB (HUB) Research Model, a formal research partnership between Hillside Family of Agencies (HFA) in Rochester, NY and the Buffalo Center for Social Research (BCSR) at the University at Buffalo (UB). The HUB research model combines the practice expertise and research subject access of HFA with the BCSR research expertise and resources to develop collaboratively a vibrant research partnership based on community-based participatory research (CBPR) principles that garners the strengths and assets of both partners to realize a true research to practice and practice to research agenda.

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Sun, Jing, Tim Prenzler, Nicholas Buys, and Marilyn McMeniman. "Preventing smoking in open public places in university campus settings." Health Education 112, no. 1 (December 30, 2011): 47–60. http://dx.doi.org/10.1108/09654281211190254.

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PurposeThe purpose of the study was to evaluate the effectiveness of interventions using situational crime prevention approaches to reduce the smoking rate in outdoor areas of a university campus.Design/methodology/approachA prospective intervention design was designed for the study. Surveys and observations were used to measure the impacts of both the campaign generally and specific strategies on levels of smoking in public places and use of designated smoking areas. Pre‐ and post‐implementation measures were taken. The intervention strategies entailed encouraging voluntary compliance with a “Smoke‐less Campaign”, which asked staff, students and visitors to smoke only in nominated areas. The campaign was supported by “situational” strategies to facilitate compliance, such as making smoking areas available, setting rules and posting instructions, and using campaign ambassadors.FindingsAt the end of the three‐month trial the campaign was considered to have had a positive impact. After the campaign at the intervention campus there was a significant increase of 14.4 percent in the proportion of people who reported that they were not affected by second‐hand smoke – from 52.7 percent to 67.1 percent. In addition, 6 percent of survey respondents who smoked reported quitting, while 17 percent of smokers indicated the campaign had helped them to quit or cut down. Observational data showed that 98 percent of smokers complied with directions to smoke in nominated smoking areas.Originality/valueThis study is original in explicitly applying the techniques of situational crime prevention to the problem of smoking in public places. The results provide evidence for the effectiveness of the situational techniques, including “facilitating compliance”, through the availability of smoking areas, “setting rules” and “posting instructions”, and “extending guardianship”, through the use of campaign ambassadors.

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List, Katrin. "Gender-Based Violence Against Female Students in European University Settings." International Annals of Criminology 55, no. 2 (November 2017): 172–88. http://dx.doi.org/10.1017/cri.2018.1.

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AbstractDue to their age and lifestyle, female students in general are at an increased risk of various forms of sexual violence. Particular sociocultural contexts also form the background of gender-based violence in professional and academic structures. Yet despite institutional and legal efforts to protect (potential) survivors of sexual violence from primary (and secondary) victimization, persistent assaults demonstrate the reluctance of organizations and individuals to fully accept women’s experiences as being physically and psychologically harmful. Based on quantitative and qualitative data obtained in the context of the European research project “Gender-Based Violence, Stalking and Fear of Crime”,1 this article presents a comparative analysis of the prevalence of sexual violence, feelings of safety (or a lack thereof) and the reasons for (non-)disclosure for five European countries. A dataset of about 21,000 responses from German, British, Italian, Spanish and Polish students indicates that sexualized violence is a major problem at universities and that it has yet to be recognized as such. This – added to the fact that it is generally suppressed or concealed by universities – makes it society’s problem as well. The article discusses widespread social myths about victims and perpetrators, the role of the new media in victimization, and the issues of universities’ responsibility for their students (through institutional policy and specific responses to incidents of gender-based violence). The results presented here demonstrate the contradictory perceptions that students have in regard to their experiences and the nature of sexualized violence in an academic environment.

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Blass, Eddie. "Developing learning professionals: integrating experience in university and practice settings." Educational Review 65, no. 2 (May 2013): 247–49. http://dx.doi.org/10.1080/00131911.2011.634181.

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Lafford, Barbara A. "Providing Comprehensible Input for Advanced Conversation Classes in University Settings." Italica 64, no. 2 (1987): 278. http://dx.doi.org/10.2307/478764.

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Journal articles on the topic 'University settings'

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