The social psychology of college drinking behavior and implications for counseling

Alcohol abuse among college students comes with consequences that can be academic, social, emotional, sexual, and physical in nature (Smith & Berger, 2010). Despite the penalties, college students are prone to engage in risky alcohol consumption behaviors. Social cognitive theory, developed by Albert Bandura (1989) provides a framework for understanding drinking behaviors among college students. Triadic reciprocal determinism posits a reciprocal influence exists between a person’s environment, personal factors, and behaviors. Prior research helps to understand the reciprocal influence between these three areas as they relate to college students and Greek membership (Capone, Wood, Borsari, & Laird, 2007; Phua, 2011), student housing (Hummer, LaBrie, & Pedersen, 2012), social norms (Read, Wood, & Capone, 2005), alcohol expectancies (Wood, Read, Palfai, & Stevenson, 2001; Wardell & Read, 2012; Iwamoto, Corbin, Lejuez, & MacPherson, 2013), emotional intelligence (Ghee & Johnson, 2008; Claros & Sharma, 2012), self-efficacy (Kuther & Timoshin, 2003), and alcohol use. Implications for utilizing motivational and cognitive-behavioral interventions to reduce problematic alcohol use are considered

The examination of inter-rater reliability and the reliability of attachment measures

The purpose of this study was to determine the reliability of measuring attachment through subjective measures, as well as the inter-rater reliability of those using the subjective measures. Participants were volunteers who had worked with the Division of Youth and Family Services (DYFS). They included social workers, lawyers, psychologists, etc. Participants were asked to answer questionnaires regarding the DYFS children they had worked with, as well as demographics about themselves. The questionnaires also included an alternative informed consent. The surveys were mailed to participants and included return envelopes to ensure ease of mailing them back. It was hypothesized that measuring attachment subjectively is not a reliable form of measure and that there is no significant inter-rater reliability. Results showed no reliability of subjective measurements of attachment and no inter-rater reliability, supporting the hypothesis. The study will be a stepping stone toward a standard of measure and reliability when assessing attachment

Read180 Computer Software by Gender and Ethnicity on Reading Achievement for Identified Special Education Students

The purpose of this dissertation was to conduct an independent study to determine the effectiveness of the READ 180 reading intervention program when implemented with middle and junior high school students with disabilities. To address the first and third hypotheses, gender (male versus female) and change over time (fall, mid-year, and at the end of the school year) served as the independent variables for sixth/seventh and eighth/ninth grade students with disabilities, respectively. For the second and fourth hypotheses, ethnicity (White versus all non-White students) and change over time served as the independent variables for sixth/seventh and eighth/ninth grade students with disabilities, respectively. The dependent variable for all four hypotheses was literacy achievement as measured by Lexile scores identified through the Scholastic Reading Inventory. A review of the literature identified the various aspects of READ 180 program, the history of the program, and overall reading comprehension. In addition, special and regular education students, males and females, ethnic subpopulations, and the perceptions of educators and students concerning READ 180 were reviewed. This causal-comparative study used scores from sixth, seventh, eighth, and ninth grade special education students in an urban school district in Northwest Arkansas. the researcher used a casual-comparative design because she did not manipulate the independent variables. Six schools were identified to participate in the study, and each school identified sixth, seventh, eighth, and ninth graders based on disability category and ability to meet the intervention schedule. The six targeted secondary schools in this district were similar, with three middle schools with a grade range of sixth to seventh and three junior high schools serving eighth to ninth grades. A 2 x 3 mixed-factorial ANOVA was used to analyze the data collected for each of the four hypotheses. The results of this study showed no significant interaction effects between students who participated in READ 180 by gender or ethnicity and change over time for Hypotheses 1-4. Regarding main effects, a statistically significant within subjects main effect for change over time existed for all four hypotheses. The main effect for gender in Hypotheses 1 and 3 was not significant. In contrast, the main effect for ethnicity was significant for Hypothesis 4, but not for Hypothesis 2. When analyzing the means, White students scored significantly higher compared to the non-White students; however, there was only a medium effect size for the result. Many of the studies reviewed produced mixed results similar to this study. Differences in gender and ethnicity were identified throughout the various studies. Intensive reading intervention programs such as READ 180 do make effective instructional tools based on the significant change over time results, regardless of gender and ethnicity. All the studies were in agreement with one idea; reading intervention programs must be implemented with fidelity

Fibrosarcoma in a Shetland Colt

On Nov. 19, 1952, a six-month-old Shetland female colt was admitted to Stange Memorial Clinic with an enlarged, edematous, and hemorrhagic growth on its jaw. The only history available was that the owner had noticed its appearance about a month previous. The patient was quite active and alert. The growth did not hinder mastication nor affect the patient\u27s appetite. Temperature, pulse, respiration, and bowel movements were within normal limits

Using Positive Reinforcement to Increase On-Task Behavior of a First Grade Student

A 1st grade student participated in this study. An ABsingle-subject design was utilized. It was hypothesized thatbehavior specific teacher praise and positive notes home would increase the student’s on-task behavior, thus making the student more successful across all school subjects. Direct small-group instruction occurred during bi-weekly 50-minute tutoring sessions. Duration data was collected on the student’s on-task behavior for a 35-minute time frame. Baseline results indicated that the student was on task an average of 23minutes5seconds. During the intervention data collection, the results indicated that the student was on task an average of 29 minutes 21seconds.A discussion of results and suggestions for future research are provided, including issues regarding generalization.https://thekeep.eiu.edu/lib_awards_2020_docs/1006/thumbnail.jp

A modern farm house

Citation: Waters, Fred. The percheron horse. Senior thesis, Kansas State Agricultural College, 1902.Morse Department of Special CollectionsIntroduction: There should exist a definite relation between the work of a housekeeper and that of the architect. In planning the house the architect should consider the work that is to be done, and so arrange and adjust the plan as to make these duties as light as possible for the prospective housekeeper. Primarily a house was a place in which to eat and sleep, but the present requirements suggest that we should not eat in the same room in which we cook, and that we should have light, well ventilated bedrooms apart from the rest of the house. Most of the household conveniences are modern. It is only within the past few years that they have come into consideration. In the large house the work is greatly increased unless these modern means are used to lighten the labor