Дисертації: "International College of Surgeons"

1

Whiteley, Simon J. O. "Deterioration and repair of visual function in the Royal College of Surgeons rat." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344049.

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2

Minchev, Kiril M. "Age-related changes in kidney function in female pigmented Royal College of Surgeons (RCS) rats." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1178344.

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The Royal College of Surgeons (RCS) rat is an established animal model used to study human retinal dystrophies. This study investigated whether kidney dysfunction accompanies the eye abnormalities seen in this model. Overnight urine collection procedures were used to measure protein excretion in 2, 12, and 22 month old female pigmented RCS rats and control rats (RDY). Clearance experiments were performed in anesthetized rats to measure glomerular filtration rate (GFR) and renal plasma flow rate (RPF). There was an age-related increase in protein excretion in both RCS and RDY rats, but the protein excretion was significantly higher in the RCS rats at 2 and 22 months of age. Whole kidney GFR and RPF were significantly lower in the 22 month old RCS rats, when compared to age-matched RDY rats. These findings suggest that the RCS rat exhibits both kidney and eye abnormalities.
Department of Physiology and Health Science

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3

Morton, Sarah. "The legacies of the repatriation of human remains from the Royal College of Surgeons of England." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:adba50f9-85b6-421d-b8bc-648c381611bc.

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The repatriation of the human remains of Indigenous peoples collected within a colonial context has been the subject of debate within UK museums over the last 30 years, with many museums now having returned human remains to their countries of origin. Although the repatriation of human remains is often characterised as the 'journey home', there has been a lack of consideration of the physical presence and mobility of the remains and the meanings created as they move through different spaces. This study uses the repatriations from The Royal College of Surgeons of England (RCS) to Australia, New Zealand and Hawaii as case studies to consider three key areas: (i) the impact of repatriation on museum landscapes; (ii) the journey of the repatriated remains and how this mobility intersects with wider discussions about restitution, sovereignty, identity, relatedness, memory and memorialisation; and (iii) the repatriation archives, how they are thought about by the institutions that hold them and their future potential and meaning within a post-colonial context. Taking a more-than-representational approach and engaging with the materiality, mobility and agency of the repatriated remains and the documentation that relates to them, this study bridges the gap between research considering the approach of museums to repatriation, and ethnographic studies on the meanings of the return of ancestral remains to individual communities. Combining work on museum geographies, deathscapes and absence opens up new ways of theorising and discussing repatriation through understanding the process in terms of the tension between absence and presence, and human remains as being in or out of place. Through engaging with the materiality and agency of the remains and viewing repatriation through a spatial lens, this thesis deals with aspects of the process that have received little attention in previous studies, foregrounding the challenging nature of repatriation for communities, the issues around unprovenanced remains, and discussions about the control, management and meaning of information and data, identifying that a significant legacy of repatriation for RCS is the documentation the museum continues to hold. What the journey of the ancestral remains repatriated by RCS illustrates is the emotive materiality of the remains, and agency that they and the distributed repatriation archive have as actors within social networks. It is therefore proposed that the concept of repatriation as having problematised human remains collections within UK museums is replaced with a nuanced and contextually sensitive understanding that recognises the role of the human remains in social interactions that impact on the emotional geographies of museum practice, and that rather than framing repatriation as post-colonial act that is either political or therapeutic, the return of ancestral remains be understood as part of a process of decolonisation in which there is space for discussion, disagreement and debate amongst all stakeholders.

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4

Foreman, Meagan. "Public Interest, Patient Engagement and the Transparency Initiative of the College of Physicians and Surgeons of Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37975.

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In recent years, patient-centredness has become a central focus in improving health care quality. In 2010, the Canadian Medical Association (CMA) launched a four-year action plan aimed at transforming Canada’s health care through a framework aimed at creating a culture of patient-centred care, accountability and responsibility. Several of Canada’s provincial governments proceeded to launch patient-centred action plans, including the Government of Ontario’s “Patients First” framework, which prioritizes patient engagement and increased transparency. As an example of how organizations are putting these values into practice, the College of Physicians and Surgeons of Ontario (CPSO)’s transparency initiative, which aims to make more physician-specific information available to the public in order to help patients make informed decisions about their health care, was examined. This thesis asks how physicians and members of the public feel that the transparency initiative aligns with the CPSO’s public interest mandate. Using discourse analysis, 226 responses by physicians, members of the public and organizations on a discussion forum in the Policy Consultations section of the CPSO’s website were analyzed in order to identify the main themes in arguments for or against increased transparency. The results show that physicians and members of the public tended to differ in their views on the purposes and probable outcomes of the CPSO’s transparency initiative. The majority of physicians worried about patients’ ability to accurately understand and utilize the information being provided to them, and the negative impact that this might have on individual physicians and on the physician-patient relationship more broadly. Most members of the public had a more positive outlook on the potential for transparency to build public trust, help patients become informed and engaged decision-makers and improve patient safety.

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5

Kahn, Miriam. "A retrospective audit of the outcomes of the Fellow Of College Of Surgeons (FCS) (General Surgery) Final Examinations." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/29799.

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Background and aim: An audit of the Fellowship of the College of Surgeons FCS (SA) Final Examination results has not been previously performed. The purpose of this study was to review and determine any predictors of outcome. Methods: The results of the FCS (SA) Final Examinations from October 2005, to and including, October 2014, were retrieved from the College of Medicine of South Africa database. The current format of the examinations consists of: two written essay question papers, an OSCE, two clinical cases and two vivas. These were retrospectively reviewed and analyzed. Predictors of failure or success were determined. Analysis was performed using IPython for scientific computing. Assumptions for the normal distribution of numerical values were made based on the Kolmogorov-Smirnov test and quantile-quantile plots. Normally distributed variables were analyzed by parametric tests. In all other cases nonparametric tests were employed. An alpha value of 0.05 was chosen to indicate statistical significance, using a confidence level of 95%. Results: During the 10-year study period, 472 candidates attempted the examinations. A total of 388 (82,2%) candidates were successful in the written component of the examination and were subsequently invited to participate in the oral/clinical component of the examinations. 9 Overall, 296 (62,7%) of candidates passed and 176 (37,3%) failed. A total of 19 candidates achieved less than 50% for both papers, yet still managed an average of more than 45%. A total of 15 (79%) of these candidates went on to fail the examination. There were 51 candidates who were invited to the oral examinations despite an average of less than 50% in the two papers, and 34 (67%) failed the overall examination. Similarly, 126 candidates were invited having failed one of the two papers of which 81 (64.3%) ultimately failed. A total of 49 candidates failed the OSCE, 82% of these candidates failed overall. There was strong correlation between paper one and paper two (r = 0.56, p-value < 0.01), oral one and oral two (r = 0.41, p-value < 0.01) and case one and case two (r = 0.38, p-value < 0.01). Similar correlations were seen between the averages of the papers versus the orals (r = 0.52, p-value < 0.01), the papers versus the cases (r = 0.5, p-value < 0.01) and the papers versus the OSCE (r = 0.54, p-vale < 0.01). Conclusion: The written papers are the main determinant of invitation to the second part of the examination. Candidates with marginal scores in the written component had an overall failure rate of 67%. Failing one paper and passing the other, resulted in an overall failure rate 64,3%. Failing the OSCE resulted in an overall 82% failure rate. With the high failure rate of candidates with marginal scores and with the inter-examination variability of the papers, it might be prudent to revisit both the process of invitation selection and the decision to continue with the long-form for the written component.

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6

Preston, Jenna. "Religiously discordant, legally consistent, and ethically ambiguous: The College of Physicians and Surgeons of Ontario's approach to conscientious objection." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95003.

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The College of Physicians and Surgeons of Ontario (CPSO) recently published its revised policy, Physicians and the Ontario Human Rights Code, which establishes professional guidelines pertaining to conscientious objection. Insofar as it compels complicit action on the part of objecting physicians, the policy has engendered controversy within religious, legal and bioethical communities in Canada. To provide insight into this debate, my dissertation examines the CPSO's guidelines through the lenses of Roman Catholicism, Canadian law and the ethical framework of principlism. Whereas analysis reveals tension between the CPSO's position and the Roman Catholic doctrines on conscience and cooperation in evil, general consistency exists between the policy statement and the treatment of conscience and religion within Canadian jurisprudence. Through the lens of principlism, consistency between the policy statement and the principles of respect for autonomy, beneficence and justice is punctured by ambiguity between the CPSO's position and the principle of nonmaleficence, as well as conflict between the guidelines and respect for physician autonomy.
Le «College of Physicians and Surgeons of Ontario» (CPSO) a récemment publié une version révisée de la politique Physicians and the Ontario Human Rights Code, qui établit les lignes directrices professionnelles portant sur l'objection de conscience. Dans la mesure où elle exige une action de la part des médecins, la politique a engendré une controverse à travers les communautés religieuses, légales et bioéthiques canadiennes. Afin de donner un aperçu de ce débat, ma dissertation examine les lignes directrices du CPSO selon les perspectives du Catholicisme Romain, de la loi Canadienne et du cadre éthique principisme. Bien que certaines analyses révèlent des tensions entre la position du CPSO et la doctrine Catholique Romaine sur la conscience et la coopération en mal, il existe une cohérence générale entre la politique et le traitement de la conscience ainsi que de la religion dans la jurisprudence canadienne. Dans l'optique du principisme, la constance entre l'affirmation de la politique et les principes du respect de l'autonomie, de la bienfaisance et de la justice est ponctuée par une ambiguïté entre la position du CPSO et le principe de la non malfaisance, de même qu'un conflit entre les lignes directrices et le respect de l'autonomie des médecins.

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7

Nash, Mark Simon. "Melatonin and serotonin receptors associated with cultured human, and normal and Royal College of Surgeons rat retinal pigment epithelium." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282157.

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8

Bennett, Paul J. "An investigation into the health related outcomes of surgery performed by Fellows of the Australian College of Podiatric Surgeons." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36746/1/36746_Digitised%20Thesis.pdf.

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Health care providers in the United States, United Kingdom and Australia debate the need for expanding the role of podiatrists' to include the surgical care of foot problems. Paradoxically, during a twelve month period from July 1995 to June 1996, Fellows of the Australian College of Podiatric Surgeons (FACPS) performed over 1,500 individual surgical operations on approximately 785 Australians. Few prospective investigations of podiatric surgeon outcomes have been conducted, none of which have taken place in Australia. More particularly, no studies have used valid psychometric instruments to measure the effects of care provided on patients' "health related quality of life". The research contained in this thesis deals with the conceptualisation, development and validation of a new health status instrument: the Foot Health Status Questionnaire. This instrument has been developed with the specific intent of investigating the impact of FACPS on patients' health related quality of life. One hundred and forty-two subjects treated by eleven Fellows for orthopaedic, neurological or integumentary systems diseases of the foot were recruited into a six month long quasi-experimental repeated measures (time series) study. The study identified that the vast majority of subjects (more than 92%) who underwent foot surgery experienced significant improvements' in a range of health related quality of life dimensions and indicated that they would undergo their procedure again. In particular, a MANCOVA analysis demonstrated that subjects' reported reduced levels of foot pain, increased levels of physical function, improved general foot health perception and footwear related quality of life, up to six months after their respective operations. Adverse effects of surgery identified in this study include a significant short-term functional disability for subjects' undergoing orthopaedic correction of foot problems and, in the immediate post operative phase, a significant reduction in social function for all three groups of subjects'. Generic measures of General Health and Vitality, as captured by the Short Form 36 health status instrument, were unaffected by Fellows treatment. This study did not identify any significant short to medium term morbid outcomes. Assessment of patients' satisfaction with surgery one, three and six months postoperatively reflected a general under-reporting of the beneficial effects of foot surgery. These findings support the premise that; specific health related quality of life measures provide significant explanatory power about the outcomes of care compared with the more traditional approach of evaluating patient satisfaction with surgery. In summary, it has been recommended that podiatrists, like other health care professionals, use recognised methods to determine whether their care meets professional standards and to generate evidence to prove that it does. This research contributes to meeting this important public health need.

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9

Holmes, Toby M. "A study of the retinal vascular pathology in the Royal College of Surgeons rat : a model of human retinal degeneration." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1444441/.

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The leading causes of loss of vision in the developed world are the degenerative diseases of photoreceptors in particular, age-related macular degeneration (AMD) and retinitis pigmentosa (RP). A common characteristic of these diseases is secondary damage affecting the vascular network, which is apparently initiated by photoreceptor loss. One problem with investigating the vascular consequences of these diseases has been the lack of a suitable animal model that can be used to investigate various potential treatments. This study has developed methods of quantifying retinal vascular damage in the pigmented Royal College of Surgeons (RCS) rat, which is characterised by the formation of vascular complexes and these methods have been used to explore strategies to retard or reverse this damage. This was done with the view to improving the retinal environment, thereby assisting other therapeutic strategies that target the primary defect causing the loss of photoreceptors. The work was divided into three areas: 1) investigation of the vascular effects of progressive photoreceptor loss and development of computerised image analysis to quantify changes, 2) pharmaceutical intervention to modify the normal sequence of events, 3) examination of the effects of RPE sub-retinal transplantation on the vascular network to determine how the retinal vasculature would react to the presence of transplanted human RPE cells at different time-points. These three areas of study validate the use of naturally occurring events in the RCS rat to provide a model of vascular pathology in human retinal degenerative diseases. This contrasts with previous models, which have relied on creating wounds to simulate conditions that occurring in the diseased human retina.

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10

Kim, Jichul. "Effective organizational characteristics for international student enrollment service." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Fall%20Dissertations/Kim_Ji-chul_14.pdf.

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11

Byun, Won W. "The physical activity levels of international college students." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371687.

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The problem of this study was to determine the levels of physical activity in international college students. A non-experimental, cross-sectional survey design was used to examine the problem of the study. The participants of this study were 64 international college students enrolled in Ball State University. The 13-item instrument of this study consisted of six personal demographic questions and seven measure of physical activity in the past seven days.Data were analyzed using descriptive statistics and inferential statistics. Descriptive statistics, which included frequencies and percentages, were used for demographic and physical activity questions. T-tests were used to test the differences in physical activity level between gender, classification of degree program, and academic majors. One-way ANOVAs was used to test the differences in physical activity level among different continents and among different length of stay in the U.S.The results showed that a high percentage of the participants in this study met the recommended criteria for physical activity. There were no statistically significant differences between genders, classification of degree program, academic majors, different lengths of stay in the U.S., and different continents where the international students come from. The demographic variables were not significantly associated with physical activity level of international college students.
Department of Physiology and Health Science

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12

Kong, Yi Tung. "The Percentage of Acculturation of International College Students." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1542392868361753.

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13

Tapper, Joanna. "The oral academic discourse of international college students." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/186056.

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The purpose of this study was to investigate the oral participation of freshman International Students (ISs) in college content classes. The research questions were: (i) how much do ISs speak in different academic situations; (ii) what discourse moves do ISs make, especially initiation moves; and (iii) what are the exchange patterns into which IS discourse moves are organized. The naturally occurring discourse of eight freshman undergraduate ISs studying in a variety of fields was tape-recorded in four academic situations (lectures, laboratory sessions, freshman composition classes, and student/teacher writing conferences). Analysis of the transcripts showed that the amount of IS talk varied across the four situations, and among the eight students. The frequency of student moves also varied among the students and across situations, with student questions the most frequent move in lectures, student offer moves in labs, offered responses in composition classes, and nominated responses in conferences. The most frequent exchange patterns in lectures, labs and conferences were 2-part exchanges, but the 3-part exchange was the most frequent in composition classes. Longer exchange patterns also varied across the situations. The findings contribute to studies in SLA, Interlanguage variation, discourse and interaction analysis. There are also implications for the teaching of English for Academic and Specific Purposes.

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14

Lee, Kai-hong Clement. "The International Exchange Forum for Students." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2595555x.

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15

Ghoreyshi, Mohammad. "The Attitudes of International Students Toward University Withdrawal." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331730/.

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The purpose of this study was to determine if significant differences existed in attitudes of international students concerning college withdrawal. Data collection involved 200 freshmen international students from two universities in Texas. Two questionnaires were distributed to the students to determine attitudes toward college withdrawal. The instrument used to score the attitudes was the Purdue Master Attitude Scale. The analysis of variance was used for the statistical evaluation. The statistics indicated there was no significant differences between the students tested in the study and that the students had favorable attitudes toward college and unfavorable attitudes toward college withdrawal. Based on the findings of this study, universities should devise an extensive counseling and orientation program in order to provide students opportunities to complete their college education.

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16

Pang, Lan-Sze. "International Student College Experience Scale : development and preliminary findings /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240684111&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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17

Koyama, Chieko. "Acculturation Stress and Alcohol Use Among International College Students in a U.S. Community College Setting." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29103.

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Alcohol use among international students in a U.S. community college setting was explored in regard to the interrelationships with acculturation stress and drinking motivations. Misuse of alcohol has been acknowledged as a serious problem on American college campuses. A positive relationship between stress and alcohol use has been documented among those who lack internal and external resources and support systems. International students have been recognized as higher-risk than other college students due to acculturation stress. However, very few studies have investigated the drinking behaviors of this population. To fill this research gap, a survey was conducted with non-immigrant international students (F-1 students) (N = 126) and immigrants international students (non-F-1 students) (N = 136) enrolled in English as a Second Language (ESL) programs in a U.S. community college. The results, which were derived from responses to three published instruments, Index of Life Stress (ILS), Core Alcohol and Drug Survey (CADS) Community College Long Form, and Revised Drinking Motivation Questionnaire (DMQ-R), as well as the researcher-made demographic information sheet, indicated that these groups were not engaged in abusive drinking behavior. This finding may reflect the support systems available to these students in an ESL setting and their family/friend networks. However, moderately strong zero-order correlations between acculturation stress and drinking motives to control negative affects were revealed. Further discussions and implication are provided.
Ph. D.

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18

Pruitt, William Nelson III. "Predicting Study Abroad Propensity among College Students." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/79961.

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The present and increasingly globalized environment of commerce and information has created the need for a workforce adept at global citizenship (Reimers, 2009). As a demand for global citizens has increased, higher education has responded by developing 21st century workforce competencies among its students (NAFSA International Strategic Plans and Mission Statements, 2012). Study abroad is one of the means employed by higher education to increase students' global competency (Carlson, Bum, Useem and Yachimowicz, 1990). This study explored the relationship between demographic characteristic, and personal, social, and academic experiences of students with respect to predicting propensity to study abroad. Prior research has focused on each of these factors individually while this study explored the influence of these factors collectively on the likelihood to study abroad. Factors were defined by variables measured by the 2014 National Survey on Student Engagement (NSSE) (NSSE, 2014). The data analyses included a combination of independent sample t tests, one-way ANOVAs, and linear regression. The results revealed that gender, race, major, and SES are good predictors of participation in study abroad. Additionally, academic collegiate experiences germane to diversity and societal awareness increased propensity to participate in study abroad.
Ph. D.

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19

Al, Lawati Rihab. "Utility of the American College of Surgeons National Surgical Quality Improvement Program Surgical Risk Calculator to accurately predict postoperative outcomes after colon resection." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58526.

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BACKGROUND: Predicting potential complications from surgery is a crucial step to aid decision to operate. The American College of Surgeons (ACS) initiated the National Surgical Quality Improvement Program (NSQIP) which collects and analyses patients’ outcomes from surgery. ACS NSQIP developed a Surgical Risk Calculator (RC) to predict risks of postoperative complications. Aim of this study was to assess RC accuracy for predicting complications in patients undergoing colon resection. METHODS: Validation study with secondary use of administrative data conducted in a tertiary care center. Patients who received colorectal procedures in our Enhanced Recovery After Surgery (ERAS) program from November 2013 to December 2015 were enrolled. RC predictions were calculated and compared with observed NSQIP outcomes within 30 days follow-up. Observed versus predicted outcomes were compared. RC accuracy was assessed by graphical examination of the model calibration for outcomes that exceeded 50 events. Predicted versus observed length of stay (days mean±SD) was compared. RESULTS: A total of 368 patients were enrolled. RC predicted versus observed outcomes (n) were: serious complication 40.3 vs. 51; any complication 60.5 vs. 70; surgical site infection (SSI) 31.8 vs. 51; pneumonia 5.8 vs. 15; cardiac complication 16.5 vs. 9; urinary tract infection 9.8 vs. 11; venous thromboembolism 4.8 vs. 4; acute renal failure 16.6 vs. 5; return to operating room 14.6 vs. 6; death 4.2 vs. 2; Discharge to facility 20.2 vs. 12. Good calibration was observed for any complication and serious complications. SSI was underestimated but RC adjustment by surgeon improved SSI prediction. Length of stay was inaccurately predicted: 4.4±1.3 predicted versus 8.6±12.1 days observed (p <0.01, Wilcoxon Rank Sum Test). CONCLUSION: Application of RC in our population closely predicts serious and any complication but less accurately predicts SSI unless adjusted by surgeon and inaccurately predicts length of hospital stay. All outcomes including the above require analysis of greater number of events to permit final conclusions on RC use.
Medicine, Faculty of
Surgery, Department of
Graduate

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20

Nassiry, Akbar. "Adherence to the American College of Surgeons (ACS) recommendation on double gloving, hand free zone and blunt suture needle use among Surgeon ranks." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2221.

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Background: The American College of Surgeons guidelines suggest the use of intact gloves, double gloving, hands-free zone technique to pass sharp instruments, and blunt tip suture needles to protect patients, as well as the surgical team. This study estimates the extent to which these guidelines are followed in a large academic health system. Methods: Over a two-month period in the spring of 2010, 320 general surgical attendings, subspecialty surgical attendings, and surgical resident physicians practicing at a large academic health system, were approached during or after surgical conferences to participate in a cross-sectional study. Nearly 1/3rd completed an anonymous and voluntary self-administered survey. The survey included questions regarding knowledge of each technique, beliefs about effectiveness of each technique, and adherence to the guidelines. Responses were compared by surgeon rank. Results: Awareness of ACS recommendation guidelines was high among surgical attendings (68%) and residents (60%). While 60% of residents adhered to these recommendations, only 43% of attendings adhered. Both attendings (65%) and residents (64%) had similar negative perception toward double gloving in terms of tactile sensation and hand free zone hindrance during procedural operations during cases. Forty percent of residents and attendings agreed on unhindered concentration to hand free zone technique. Blunt tip suture needle use had low awareness and usage regardless of surgeon rank (~40%). Conclusion: Increased promotion of the ACS guidelines is warranted. Continuing medical education for surgical attendings may promote more widespread adoption of techniques to promote safety.

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21

Liang, Huai-Liang. "The relationship between social support and adjustment issues of international students and international student-athletes in the United States." Virtual Press, 2004. http://www.oregonpdf.org.

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22

Cho, Hyun Jin. "Promoting International College Students' Academic Adjustment from Self-Determination Theory." Thesis, Purdue University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608059.

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When international students come to the U.S. to study, they are faced with unique needs and challenges that influence their academic success, adjustment, and well-being. In particular, international students’ academic adjustment determines their academic success during the transition to U.S. universities. This dissertation examined the validity of a new scale and international students’ academic adjustment from self-determination theory (SDT) in three different papers. The first paper examined the validity of a new instrument assessing students’ beliefs about assessment in the context of second language learning. Specifically, this study was conducted with international undergraduate students to examine their beliefs about a high-stakes standardized English proficiency exam and the use of their self-regulatory learning strategies in the context of second language learning. This study discussed implications for researchers to use an alternative scale to measure four different aspects of students’ beliefs about assessments and for educators’ intervention in students’ developing adaptive beliefs about assessment in the learning process.

The second paper aimed to provide a comprehensive theoretical framework from a self-determination perspective that supports international students’ successful academic adjustment. This paper comprised of two phases: quantitative phase and qualitative phase. The quantitative phase explored the relationships between international students’ learning climates, basic psychological needs, discussion participation, beliefs about classroom assessments, and academic adjustment. The qualitative phase explored how international students perceive their learning environments and classroom experiences in more detail through semi-structured interviews. This study showed that SDT provides theoretical foundations to explain international students’ successful academic adjustment.

Finally, the third paper investigated the relationships between self-determined motivation, beliefs about classroom assessments, and the use of different types of learning strategy through the lens of self-determination theory. It was proposed that students’ self-determined motivation may shape adaptive beliefs about classroom assessments, which in turn, contributes to use of higher level of learning strategies and eventually academic adjustment as a learning outcome. Also, this study explored whether there is a difference in students’ motivation, beliefs about assessments, and the use of self-regulated learning strategies in two different instructional environments (lecture-based and discussion-based classrooms). This paper discussed how international students’ adapt themselves to U.S. universities through motivation to learn, perspectives about classroom assessments, and different types of learning approach in different academic disciplines at the university level.

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23

Baglino, Michael. "Relevance of the community college curriculum to the international student." FIU Digital Commons, 1992. http://digitalcommons.fiu.edu/etd/1368.

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The purpose of this study was to ascertain the perception of the level of satisfaction that international students have regarding the services and the relevance of the curriculum offered at Miami-Dade Community College. Trends and issues at universities and community colleges in providing services and an international curriculum for foreign students are outlined. Focus is on characteristics, personal and career needs as well as needs of national development for the students' countries. A sample of students from four developing nations was selected to qualitatively and quantitatively determine their level of satisfaction. The nations are the Bahamas, Colombia, Haiti and Pakistan. Students responses were recorded through group interviews, four personal interviews, an open ended questionnaire and a Likert scaled survey questionnaire. Matrix charts, mean calculations and one way analysis of variance were used to analyze data collected. Country of origin and major program of study were the variables used for statistical analysis. Information gathered through qualitative research presented a variety of perspectives and responses, both positive and negative. Students supplied specific examples of experiences and insights to help explain their various perceptions. Statistically, there were no significant differences between the variables of country of origin and major program of study regarding program services and relevance of the curriculum. Implications and recommendations for community college programs were outlined.

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Akcil, Suleyman. "CYBERBULLYING-VICTIMIZATION, ACCULTURATIVE STRESS,AND DEPRESSION AMONG INTERNATIONAL COLLEGE STUDENTS." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1529712251699618.

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Alsaddah, Ala Samir. "How Does Knowledge and Utilization of Nutrition Labels Differ Among International and Non-international College Students?" Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1415914028.

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26

LuÌˆ, Bin. "An investigation into the functional activity within the subcortical visual centers and retinae of the Royal College of Surgeons rat using C-fos immunohistochemistry." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310774.

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27

Massey, Elizabeth. "The doctor's dilemma, the capacity of Ontario's self-governing health professions to regulate conflict of interest ; a study of the College of Physicians and Surgeons." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0005/MQ46033.pdf.

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Hayward, Barbara Anne. "The role of the EFL department supervisor in an international college." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275900.

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Shenoy, Uma Ajit. "College-Stress and Symptom-expression in International Students: A comparative study." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/28186.

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The primary purpose of the investigation was to examine differences in symptom-expression between Caucasians and Asians in response to college-stress. College-stress was defined as adjustment problems that students experience as a function of exposure to a college environment. The propensity of each group to express symptoms in response to stress in somatic (i.e., bodily) versus psychological (i.e., anxiety and depression) modes was investigated. Previous reports have postulated a somatization hypothesis for Asians, as opposed to a psychologization tendency in Caucasians. Intra-Asian differences with respect to symptom-expression were also examined. Data were collected electronically. 115 graduate students participated in the study. Using Fisher's transformations to compare correlations, it was found that neither the somatization nor the psychologization hypotheses were supported. However, within Asians depression demonstrated a stronger association with stress than somatic symptoms. A subsidiary purpose of this investigation was to determine whether attribution-style was an aspect of culture that could lead to differences in symptom-expression. It was hypothesized that Asians would have a more external attribution-style, while Caucasian-Americans would have a more internal style. External style was hypothesized to be related to a somatic tendency, while internal style was hypothesized to be related to a psychological tendency. None of these hypotheses were supported. Finally, some exploratory analyses were carried out to assess the effect of demographic variables on symptom-expression. Sex was related to anxiety symptoms, while level of education was related to somatic symptom-reports. Overall, these findings highlight the need for cross-cultural research in psychology to adopt a more systemic approach in studying variables, as opposed to using merely country/culture as an independent variable.
Ph. D.

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30

Jackson, Nicole Maelyn. "Remembering Soweto American college students and international social justice, 1976-1988 /." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1238010978.

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Godwin, Margaret. "International Students Use of Technology for Improving Writing Skills in College." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3160.

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Many college-level students choose to study in another country and in a second language, often in English. In this context, a high standard of written English is important to attain good grades in college and earn degrees with distinction, which may lead to successful careers. One international college provided computer tools to students to improve their writing; however, students were reluctant to use the tools provided. This qualitative study explored these college students' perceptions of their lack of motivation to use computer tools and the barriers that prevent them from improving their English writing. The research questions investigated the technology available for these English as a Second Language students, their motivation to use error correction tools, barriers to their use, and attitudes to writing well in English. This study used the social constructivist theory as its theoretical framework that students learn by interacting with others. Semi structured interviews were conducted with 20 students, and 2 focus groups of 5 participants. All were selected purposefully. Data were open coded and thematically analyzed and 4 themes emerged. The four themes were technology and its uses, user preferences, writing, and motivation. The results indicated that the participants preferred to consult teachers, with technology as an aid, and used error correction tools only as a last resort. A total immersion writing development program with follow-up mentoring was developed to improve incoming international students' writing skills and to build their confidence in the use of technology. The emergent information from this study is intended for use by students, staff, and faculty to improve international students' English language acquisition, academic achievement, and professional success.

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Chou, Chieh-Hsing. "International students' learning experiences in Taiwanese higher education." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580608.

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Sundback, Nick. "International Relations or International Sanitations? Exploring Student Perceptions of Intro to IR Course Content." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/pomona_theses/120.

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This thesis draws on student testimony, curriculum analysis, and statistical tests to explore 1) the degree to which gender, financial aid status, and race/ethnicity correlate with student perceptions of Intro to IR course content and 2) the degree to which students conceptualize IR as interrelated with social identities, as opposed to an abstracted state-centric discipline.

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Exposito, Julie Anderson. "A Phenomenological Study of the International Student Experience at an American College." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10010659.

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This applied dissertation was designed to explore and provide a better understanding of students of international background enrolled in an English for Academic Purposes (EAP) at a 4-year public American college in Southeast Florida. This study utilized a qualitative phenomenological design for data collection and analysis. The interview protocol was reviewed and verified by a panel of experts. The data collection took place in the fall of 2014; the researcher utilized an open-ended interview protocol with purposeful sampling of nine international students. The interviews were recorded, transcribed, and coded. The participants checked the transcripts for accuracy of the recorded data. An analysis of the data revealed common themes of the international students? educational experience in American institutions of higher education. The interviews of the participants allowed the researcher to better understand the international student?s lived experiences. The qualitative research created an awareness of the social and academic experiences of international students at an American college. The researcher concluded that the types of experiences are varied among the participants from the three different world regions, yet there was a high consistency of the themes: learning and studying, perception of faculty, expedited learning, online learning, language and communication issues, and a lack of social interaction with native students. There are ramifications for educators for strategic instructional practice and school leadership to seek and enhance student engagement and intercultural competencies. It will become necessary to increase cultural competencies through diversity initiatives both within the curriculum and throughout institutions by better understanding students? perceptions and including those from various backgrounds, cultures, genders, and religions. To conclude, recommendations for future research are provided.

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Exposito, Julie Ann. "A Phenomenological Study of the International Student Experience at an American College." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/27.

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This applied dissertation was designed to explore and provide a better understanding of students of international background enrolled in an English for Academic Purposes (EAP) at a 4-year public American college in Southeast Florida. This study utilized a qualitative phenomenological design for data collection and analysis. The interview protocol was reviewed and verified by a panel of experts. The data collection took place in the fall of 2014; the researcher utilized an open-ended interview protocol with purposeful sampling of nine international students. The interviews were recorded, transcribed, and coded. The participants checked the transcripts for accuracy of the recorded data. An analysis of the data revealed common themes of the international students’ educational experience in American institutions of higher education. The interviews of the participants allowed the researcher to better understand the international student’s lived experiences. The qualitative research created an awareness of the social and academic experiences of international students at an American college. The researcher concluded that the types of experiences are varied among the participants from the three different world regions, yet there was a high consistency of the themes: learning and studying, perception of faculty, expedited learning, online learning, language and communication issues, and a lack of social interaction with native students. There are ramifications for educators for strategic instructional practice and school leadership to seek and enhance student engagement and intercultural competencies. It will become necessary to increase cultural competencies through diversity initiatives both within the curriculum and throughout institutions by better understanding students’ perceptions and including those from various backgrounds, cultures, genders, and religions. To conclude, recommendations for future research are provided.

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Alfattal, Eyad. "GLOBALIZATION, INTERNATIONALIZATION, MARKETING, AND COLLEGE CHOICE: KEY FACTORS AFFECTING INTERNATIONAL STUDENTS’ MOBILITY." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/494.

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While globalization, internationalization, and marketing in higher education were intensifying with an inexorable veracity, little was known about the strength of factors and the dynamics by which those factors that affect international students’ mobility operated. Previous studies used different and overlapping theoretical models, and findings were inconsistent and, in some cases, contradictory. The objective of the present study was to investigate what influenced international students’ choices to study at a comprehensive college in southern California, as well as, explore and propose a new combined conceptual model that could explain international students’ cross-national mobility. A two-phase explanatory sequential mixed methods design was employed. The first phase was quantitative, where data on 52 observed variables was collected from 618 international students. Findings suggested that international students were motivated to leave their home countries most strongly by their desires for personal fulfillment. It was also found that the quality of the United States education, as well as, the college reputation of quality, were the most important variables that affected students’ destination choices. Findings from Exploratory Factor Analysis (EFA) advanced a four-factor solution that consisted of Quality, Affordability, Access and Peace. Comparisons between population groups within the sample using Multivariate Analysis of Variance found that consideration of Access was more important to non-degree students. Conversely, Peace was more important to undergraduate and graduate students. Moreover, Peace was more important for Middle Eastern students, while Affordability and Access were more important for Asian students. Finally, Quality was more important to male international students. The quantitative phase of the study was followed by a qualitative one that employed transcendental phenomenological procedures. In-depth interviews with 11 international students were conducted. Qualitative findings supported and explained quantitative ones. Furthermore, two additional common sources of influence emerged, Becoming Somebody and Moving from the Familiar to the Unfamiliar. These, together with the four-factor domains identified by EFA, helped conceptualize the international student mobility model proposed in this study.

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Lee, Kai-hong Clement, and 李啓康. "The International Exchange Forum for Students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31983480.

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38

Chaison, Dorcia B. "International service-learning approaches factors of social engagement for minority students at a large mid-western university /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Higher, Adult, and Lifelong Education, 2008.
Title from PDF t.p. (viewed on July 23, 2009) Includes bibliographical references (p. 145-154). Also issued in print.

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Moore, Kathleen Fay. "Communication audit of Victor Valley College." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/496.

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40

Chen, Hsiao-Yin. "Intercultural Sensitivity Development Among Taiwan Business College Students." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1204667756.

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41

Wang, Jiaying. "Examining the Impacts of U.S. Natives' Attitudes toward NCAA International Student-Athletes on International Student-Athletes' College Experience and Transition." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588291405584156.

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Khizanishvili, Anna. "Counseling international students : presenting concerns and implications for the college mental health professional /." Full-text of dissertation on the Internet (260.54 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/khizanax/khizanax_masters_04-16-2010_01.pdf.

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Carter, Barbara Jo. "Developing a college preparatory curriculum for high school students of international missionary families." Theological Research Exchange Network (TREN) Access this title online, 2006. http://dx.doi.org/10.2986/tren.049-0477.

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Kusaka, Tomoko. "An influence of individualism-collectivism orientations on East Asian international students' college adjustment." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2785.

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International students from East Asian countries often experience difficulties adjusting to life on American college campuses. It is hypothesized that the difference between the individualistic orientation of American culture and the collectivistic orientation of the students' home cultures is partly responsible for these adjustment difficulties. In order to understand how individualism-collectivism orientations affect college adjustment, this study addressed the following questions: (1) Is there a relationship between the individualism-collectivism orientation of East Asian international students and the level of their college adjustment? (2) Are there differences among East Asian international students in individualism-collectivism orientation based on various demographic characteristics? (3) Are there differences between the international students from East Asian countries and the international students from Western European countries in terms of individualism-collectivism orientation? A survey of 259 East Asian students and 54 Western European students was conducted. Survey instruments included the Individualism-Collectivism (INDCOL) Scale, the Student Adaptation to College Questionnaire (SACQ), and the Questionnaire for Demographic Data. Survey questionnaires were sent to East Asian and Western European international students at California State University, Sacramento; University of California, Davis; California State University, Stanislaus; and University of the Pacific. In order to gain a more complete understanding of students' responses, interviews were conducted with eleven Japanese students in their native language. The results showed that Western European students were actually more collectivistic than East Asian students. Among East Asian students, there were significant differences in the level of collectivism of students from different countries. East Asian international students from Japan and Hong Kong were the least collectivistic, and international students from People's Republic of China were the most collectivistic. Surprisingly, both East Asian and Western European students who were more collectivistic tended to show better college adjustment. A possible explanation may be that East Asian students who were more individualistic on the INDCOL Scale were "overshooting," i.e., trying to act like their American peers. This adaptation style seemed to create psychological problems for these international students. Recommendations for counselors and international student advisors who have contacted with East Asian students are suggested.

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Jeyabalasingam, Siva. "Women in Transition: Experiences of Asian Women International Students on U.S. College Campuses." NSUWorks, 2011. http://nsuworks.nova.edu/shss_dft_etd/4.

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Often referred to as people in transition, international students usually arrive in the U.S. with a clear sense of their academic goals; however, they often have not considered what their lives will be like or how they may change in non-academic ways. In addition to the typical level of university-related stress, international students face additional problems and difficulties generated in part by the cultural differences between the U.S. and their own countries. This is particularly true for Asian students. Of several studies that have investigated the experiences of international students in the U.S., only a handful have examined Asian students' unique experiences of acculturation, and although the number of Asian women students in the U.S. is increasing, there are even fewer studies about them. This study served as a corrective to these tendencies by focusing specifically on the transformative experiences of Asian women international students (AWIS). Utilizing autoethnographic and ethnographic methodologies, the researcher conducted a qualitative study, exploring in depth the lived experiences of eleven Asian women in cultural transition. The findings bring to light rich and conflicting emotional, cognitive, and interpersonal experiences and strategies of AWIS, who attempt to balance the cultural and familial injunctions of their parents (e.g., Bring Honor, Stay Asian, and Obey Us or Else) with the freedom and opportunities of American culture and campus life. The findings of this research will be relevant to various stakeholders. University administrators and staff, particularly professionals in student affairs and, more specifically, those working with international students and/or in student counseling centers, will benefit from a nuanced understanding of the complexities of these students' lives. Both researchers and clinicians will gain an appreciation for how a systemic focus can be maintained while interviewing individuals. Clinicians will also be better equipped to handle the cultural complexities encountered by these women and to provide culturally sensitive counseling.

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Newell, Emily Marie. "The International Student-Athlete Transition to College: Identifying Struggles and Suggestions for Support." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460977855.

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47

Cen, Wei. "International students' digital literacy practices and the implications for college ESOL composition classes." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1605279455193093.

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Huang, Hsiu 1964. "Alienation as a function of participation in college activities among selected international students." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277873.

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The purpose of this study was to identity whether the following variables are related to a sense of alienation among international students: age, sex, marital status, length of time in the United States and in Tucson, the place of residence, the participation in campus activities, and their perception of language ability. Alienation is viewed as a sense of powerlessness, meaninglessness, and social estrangement. The instrument for collecting demographic information and measuring the level of participation and alienation were administered to randomly selected international students at a southwestern university. Responses (185) were analyzed to find out the relationship among variables. The analysis identified that the more international students participated in campus activities, the less they felt alienated. Asian students had higher alienation scores than non-Asian students. The results suggest that the needs of different groups among international students should be evaluated separately, especially when designing the language programs. The international students should take the initiative to utilize the resources on campus which could help them adjust to the environment easier.

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Majewska, Izabela Agata. "College Teachers' Perceptions about Teaching Global Competency." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5750.

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National and international organizations emphasize the importance of teaching global competence in American higher education as a way of preparing students for the rigors of a globalized workforce. Lack of nation-wide educational initiatives aimed at providing institutional guidelines for assessing international relations (IR) courses for this skill acquisition requires colleges to rely on their own resources and ingenuity. Presently, no course assessment methods for gauging global competency attainment exist at Florida College. The purpose of this study was to investigate faculty perceptions of instruction and learning of global competence. Mezirow's transformative learning theory was the conceptual framework that guided this study. The research questions for this study focused on teachers' perceptions of global competence instruction and student skill acquisition, their perceptions of the effectiveness of the INR 2002 Introduction to International Relations course in student global competence learning, and course advantages and disadvantages. An explorative case study design was used to capture the insights of 5 INR 2002 instructors, who have taught the course within the last three years, through individual 45-60-minute interviews. Thematic analysis was used to analyze the gathered data. INR 2002 teachers expressed moderate to high course effectiveness articulating a need for course improvement. The recommendations included the following: (a) create a departmental definition of global competence, (b) employ more classroom discussions into teaching IR, and (c) publish an international IR textbook communally working with non-American universities. This study may impact positive social change by supporting teachers' and administrators' efforts to advance the course curriculum to better equip students with knowledge, skills, and abilities needed for their professional futures.

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Van, Den Elzen Brad L. "Ports of entry an exploration of international undergraduate sojourners' first year experiences /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164678550.

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