Detailed soil survey of eight watercourse command areas in Chishtian and Hasalpur tehsils

Irrigation management / Hydraulics / Channel improvement / Watercourses / Soil surveys / Hydrology / Climate / Mapping / Hydraulics / Infiltration / Pakistan / Fordwah / Azim

Relative group size and minority school success: the role of intergroup friendship and discrimination experiences

From an intergroup relations perspective, relative group size is associated with the quantity and quality of intergroup contact: more positive contact (i.e., intergroup friendship) supports, and negative contact (i.e., experienced discrimination) hampers, minority identity, and school success. Accordingly, we examined intergroup contact as the process through which perceived relative proportions of minority and majority students in school affected minority success (i.e., school performance, satisfaction, and self-efficacy). Turkish minorities (N = 1,060) were compared in four Austrian and Belgian cities which differ in their typical school ethnic composition. Across cities, minority experiences of intergroup contact fully mediated the impact of perceived relative group size on school success. As expected, higher minority presence impaired school success through restricting intergroup friendship and increasing experienced discrimination. The association between minority presence and discrimination was curvilinear, however, so that schools where minority students predominated offered some protection from discrimination. To conclude, the comparative findings reveal positive and negative intergroup contact as key processes that jointly explain when and how higher proportions of minority students affect school success

NSSE16 High-Impact Practices (UNO)

Due to their positive associations with student learning and retention, certain undergraduate opportunities are designated high-impact. High-Impact Practices (HIPs) share several traits: They demand considerable time and effort, facilitate learning outside of the classroom, require meaningful interactions with faculty and students, encourage collaboration with diverse others, and provide frequent and substantive feedback. As a result, participation in these practices can be life-changing (Kuh, 2008). NSSE founding director George Kuh recommends that institutions should aspire for all students to participate in at least two HIPs over the course of their undergraduate experience—one during the first year and one in the context of their major (NSSE, 2007). NSSE asks students about their participation in the six HIPs shown in the box at right. This report provides information on the first three for first-year students and all six for seniors. Unlike most questions on the NSSE survey, the HIP questions are not limited to the current school year. Thus, seniors\u27 responses include participation from prior years