Perceived School Style and Academic Outcomes among Ethnically Diverse College Students

Students’ perceptions of their schools play an important role in achievement. One framework for measuring students’ perceptions is an adaptation of Baumrind’s parenting typology, which measures perceived “school style” (Pellerin, 2005) along two dimensions of responsiveness (warmth) and demandingness (high academic expectations). Although research suggests that perceptions of authoritative styles (both responsive and demanding) correlate with better student outcomes (Dornbusch et al., 1987), no existing research has considered whether these findings apply to ethnically diverse samples. We surveyed 301 students from five Midwestern colleges who completed measures of perceived school style, perceived discrimination, and several academic outcomes. Academically stigmatized students (African Americans and Latinos) perceived similar levels of demandingness but significantly lower levels of responsiveness from their instructors than did their non-stigmatized peers. Importantly, perceived discrimination in college fully mediated this relationship. With regard to the academic outcome variables, we found a significant interaction between responsiveness and demandingness such that only students who perceived high levels of both showed higher levels of attendance and out-of-class engagement. Finally, we found a significant three-way interaction between responsiveness, demandingness, and academic minority status in predicting academic efficacy. High levels of responsiveness and demandingness were related to increased academic efficacy only for non-academically stigmatized students. These results imply not only that the benefits of perceived school responsiveness and demandingness often depend on one another, but also that these benefits do not always apply equally to all students

Preliminary Investigation of Continuous Self-Improvement & the Big Five Personality Factors

https://fuse.franklin.edu/ss2018/1042/thumbnail.jp

Peter Hilty says thanks

Originally published in the Southeast Missourian in Cape Girardeau."A Missouri alumnus points out some of the services alma mater provide

Using Visual Images to Teach Variability in a BSN Statistics Course

In educational interventions, Hilty and colleagues (Gish &Hilty, 2018; Hilty, 2017; Hilty, Gish, Gill-Rocha, 2017a, 2017b; Hilty et al., 2017c; Hilty et al., 2018a, 2018b, 2018c, 2018d, 2018e, 2018f) have evaluated teaching strategies for increasing student self-efficacy in relation to statistics. One teaching strategy intervention involved RN Faculty offering 20-minute presentations in their expert areas. A hypothetical database was created based on the RN presentation demostrating the relationship between the field of nursing and statistics. The database was analyzed using an inferential test(s), and students interpreted the findings (Hagen, Awosoga, Kellett, & Dei, 2013; Neuman, Hood, & Neumann, 2013). The findings of these educational interventions were statistical significant (p\u3c.05).https://fuse.franklin.edu/ss2018/1040/thumbnail.jp

«Agotamiento» en la era digital

La Sentencia del Tribunal de Justicia de la Unión Europea de 3 de julio de 2012 ha abierto intensos debates acerca de la aplicabilidad de la regla conocida como del «agotamiento del derecho de distribución» a todas aquellas obras de propiedad intelectual recogidas en formato digital en un soporte no físico. Hasta 2012 se entendía que la regla del agotamiento sólo era aplicable a aquellas obras de propiedad intelectual comercializadas en un soporte (o corpus mysticum) físico; sin embargo, el Tribunal hace una interpretación por la cual actualiza está regla a la economía digital, entendiendo que cuando (como en el caso juzgado) se celebra un contrato de licencia de uso de programa de ordenador sin limitación temporal y éste es descargado directamente online desde la web del titular de los derechos el contrato es análogo a una compraventa a los efectos de entender aplicable la regla del agotamiento. En este artículo se analizan las fases por las que ha pasado la economía digital en cuanto a la transmisión de contenidos digitales (divididas en tres periodos) así como otras figuras próximas a la regla del agotamiento como son la doctrina de la primera venta y la licencia implícita; así como las consecuencias desde un punto de vista económico que puede tener una interpretación más o menos expansiva de las posibilidades del titular de los derechos de introducir medidas tecnológicas de protección en las obras de propiedad intelectual que comercializa, conocidas como Digital Right Management.The judgment of the Court of Justice of the European Union of 3 July 2012 (UsedSoft v. Oracle) opened intense debates about the applicability of the rule known as «exhaustion of the right of distribution» to all those works of intellectual property collected in digital format on a non-physical medium. Until 2012 it was understood that the rule of exhaustion was only applicable to those works of intellectual property marketed in a physical support (or corpus mysticum). Nevertheless, the Court makes an interpretation in which it updates the rule to the digital economy understanding that when (as in the case in court) a license agreement without temporal limitation for the use of a computer program is concluded and the program is downloaded directly online from the rights holder's websíte, the contract is analogous to a sale with regards to the rule of exhaustion. This article analyses the phases through which the digital economy has gone through in terms of the transmission of digital content (divided into three periods) as well as other figures close to the rule of exhaustion as the doctrine of the first sale and the implied license; as well as the consequences that could have a more or less expansive interpretation of the possibilities of the right holder to introduce technological protection measures in the works of intellectual property that he commercializes known Digital Right Management, from an economic point of view

Preliminary Investigation of the Continuous Self-Improvement Cognitive Process & Clinical Performance Behaviors

https://fuse.franklin.edu/ss2018/1035/thumbnail.jp