Social Climate in the University Social System

Social climate (campus climate), which is defined as Equal Opportunity Climate, 1 has been deemed important by recent legislation requiring that federally funded institutions demonstrate a good faith effort to assess climate as an ongoing concern. The 1991 Civil Rights Act has expanded the working definition of social climate by including both the atmosphere and the behavior of discrimination. Social climate then becomes a legally recognized dimension of the workplace that is assumed to be a measurable concept, as an organizational level characteristic, that can be measured by individual perceptions and experiences with the social climate. One purpose of this study is the application and examination of a survey research approach, using a questionnaire composed of a combination of tested and untested items, in a university setting to determine an overall campus climate measure. A subsequent purpose is to analyze the campus climate survey instrument and the scales comprising the instrument to clarify and specify item validity and reliability measurement questions. While individual performance, associated with a higher education institution, may be attributed to many factors, it is felt that social climate becomes a key contextual concept influencing individual outcomes. Traditional variables [gender, age, social class, ethnicity, and sexual orientation] have been found to influence individual performance; however it is believed that social climate is a significant intervening variable modifying or distorting individual performance. Introducing and examining the effects of social climate will elucidate prior research linking traditional survey research variables with outcomes. In order to explicate these relationships in a higher education social system, a campus climate scale must be constructed responding to various measurement questions and issues

Keys to Profitable Angora Goat Production.

4 p

Keys to Meat-Type Goat Production.

4 p

Patents and Market Research: Librarians Partnering to Assist Bioengineering Senior Design Teams

Clemson’s business and engineering librarians have partnered to create a two-step, efficient process to assist Bioengineering Senior Design students in understanding patents and patent searching and market research. Clemson University’s required two-semester Bioengineering Senior Design program matches teams of students with regional clinicians to develop biomedical devices that they research, design, prototype, and test. In the first semester of the program, in which the business and engineering librarians are involved, students take BioE4010-Bioengineering Design Theory. BioE4010 is offered in both the Fall and Spring semesters, but enrollment is significantly higher in the fall. For example, in the Fall of 2021 the business and engineering librarians assisted a record 21 design teams of 4-5 students each, but there were only five design teams in the Spring of 2021. In BioE4010, teams must conduct a market analysis and identify competitors for their planned devices. They then search for existing related patents and published patent applications and reflect on how prior art could impact the patentability of their devices. The business librarian provides instruction in market research and the engineering librarian focuses on patents

Factors Affecting Profitable Angora Goat Production in Texas.

4 p

Creep Feeding Lambs.

8 p

Factors Affecting Profitable Angora Goat Production in Texas.

4 p

Global Governance and the Emergence of Global Institutions for the 21st Century

All those who despair at the state of the world and its multiple problems will find in this book ambitious but reasonable proposals that will give our globalized world the institutions of international governance necessary to resolve pressing problems including peace, security, and climate change. This title is also available as Open Access

Which Motivational Behaviors Impact Success in a Clinical Anatomy Course for Entry Level Doctor of Physical Therapy Students?

Objectives: The motivational behavior of self-efficacy for learning and performance was correlated with academic success in Doctor of Physical Therapy (DPT) students taking clinical anatomy, the first foundational course in the program. Students’ motivation strategies have been reported to be important factors in academic success, however, these strategies have not been investigated in DPT students. Therefore, the purpose of this study was to determine if course grade in clinical anatomy was correlated with the motivation subscales of the Motivated Strategies for Learning Questionnaire (MSLQ).Materials and Methods: The MSLQ was administered to 33first-year DPT students who consented to participate in the study. Correlation (Pearson r zero order) between the subscales and final course grade in clinical anatomy were determined. Results: Self-efficacy for learning and performance was correlated with course grade (r(31)=.44, p \u3c.05), while intrinsic and extrinsic goal orientation, task value, control of learning beliefs, and test anxiety, were poorly correlated. Conclusions: The results of the current study, indicating that self-efficacy for learning and performance is correlated with academic success, could be utilized in DPT programs to broaden admission processes, and aid in the development of remedial curricular and teaching strategies to support students identified with poor self-efficacy for learning and performance

Keys to Meat-Type Goat Production.

4 p