Academic literature on the topic 'College family support'
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Journal articles on the topic "College family support"
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ROUSEY, ANNMARIA, and ERICH LONGIE. "The Tribal College as Family Support System." American Behavioral Scientist 44, no. 9 (May 2001): 1492–504. http://dx.doi.org/10.1177/00027640121956926.
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Wesley, Rachel, and Jordan A. Booker. "Social Support and Psychological Adjustment Among College Adults." Journal of Social and Clinical Psychology 40, no. 1 (February 2021): 69–95. http://dx.doi.org/10.1521/jscp.2021.40.1.69.
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Introduction: We were interested in building on previous studies showing the promotive and buffering roles of social support for emerging adults. We tested the associations of multiple domains of social support (i.e., family, friends) with measures of adjustment and adversity. Methods: Across four studies, U.S. college adults reported on domains of social support (family, friends, significant other), psychological adjustment (i.e., life satisfaction, flourishing), and psychological adversity (i.e., recent stress, depressive symptoms). Studies 1 and 4 were cross-sectional, whereas Studies 2 and 3 involved two, monthly survey reports. Study 4 was completed against the backdrop of early COVID-19 disruptions for college adults in the Spring of 2020. Results: In each study, each domain of social support was positively correlated with measures of adjustment and negatively correlated with measures of adversity. Partial correlations indicated that support from friends was incrementally associated with nearly every outcome, whereas support from family was incrementally associated with a majority of outcomes. Multiphase studies supported unidirectional, but not bidirectional, effects from earlier adjustment onto later social support. Discussion: Overall, findings reinforce the importance of social support for young adults and highlight the distinct importance of family and friends. Findings also suggest that a lack of perceived social support may contribute to risks fitting views such as the stress generation theory among emerging adults.
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Hovey, Joseph D., and Laura D. Seligman. "Religious Coping, Family Support, and Negative Affect in College Students." Psychological Reports 100, no. 3 (June 2007): 787–88. http://dx.doi.org/10.2466/pr0.100.3.787-788.
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To understand the influence that religion may have on mental health, the present study examined influences of religious coping and family support on anxiety and depression in 190 college students (women = 67.4%; M age = 21.7 yr., SD = 4.9). Subjects were recruited as volunteers from undergraduate psychology courses and completed the Ways of Religious Coping Scale, the General Functioning subscale of the Family Assessment Device, the Anxiety Scale of the Personality Assessment Inventory, and the Beck Depression Inventory-Second Edition. Analyses indicated greater family support was significantly associated with less anxiety and depression, whereas religious coping was not significantly correlated with anxiety and depression. Overall findings suggest that family emotional support may provide a stronger source of support for college students than religious coping.
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Tran, Alisia G. T. T., Christina K. Lam, and Eric Legg. "Financial Stress, Social Supports, Gender, and Anxiety During College: A Stress-Buffering Perspective." Counseling Psychologist 46, no. 7 (October 2018): 846–69. http://dx.doi.org/10.1177/0011000018806687.
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In this study, we examined financial stress and general anxiety in college students ( N = 304) with attention to the moderating roles of different types of social support (i.e., family support, social support) and gender, as assessed via moderated moderation. Results indicated that financial stress was moderately-to-strongly associated with symptoms of general anxiety. A three-way interaction revealed that perceived family support and gender were moderators of financial stress in relation to general anxiety. Consistent with a stress-buffering effect, for male college students financial strain was positively associated with general anxiety at low levels of perceived family support, but unrelated at high levels of family support. For female college students, a significant financial stress–anxiety link was present regardless of level of family support. This study highlights the potential mental health costs of financial stress faced by college students, with implications for tailoring mental health interventions that target financial stress.
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Sáenz, Victor B., Claudia García-Louis, Anna Peterson Drake, and Tonia Guida. "Leveraging Their Family Capital: How Latino Males Successfully Navigate the Community College." Community College Review 46, no. 1 (November 27, 2017): 40–61. http://dx.doi.org/10.1177/0091552117743567.
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Objective: The purpose of this study is to apply Yosso’s community cultural wealth framework to the experiences of Latino male community college students to understand how they balance family obligations, work, and academics while also navigating their educational pathways. Method: The research team conducted 23 semistructured focus groups with 130 Latino male students enrolled full- and part-time at seven distinct community colleges in Texas. Results: Findings reveal the important role family members play in the educational pathway of Latino males who relied heavily on familismo and familial capital as a source of support as they matriculated through the community college environment. Despite entering the community college with multiple sources of community cultural wealth, Latino males had a difficult time navigating their educational experiences due to their first in family, first-generation status, and their apprehension around help-seeking . Contributions: Despite the multiple roles and responsibilities Latino males hold within their family units, they do not pose limitations on their educational pathways; rather, these family relationships motivate Latino males and provide them with support that strengthens their aspirations to persist onto graduation.
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Kennedy, Gregory E. "Middleborns' Perceptions of Family Relationships." Psychological Reports 64, no. 3 (June 1989): 755–60. http://dx.doi.org/10.2466/pr0.1989.64.3.755.
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Responses of 657 college students of both sexes to questions about family relationships showed significant differences between 185 middleborn children and 472 children in other birth order positions. These differences support findings of prior studies of adolescents and children, suggesting that middleborns feel less parental support than other children. A significantly higher percent of middleborn students indicated that they received no parental assistance with their college expenses. Middleborns were less likely to indicate having a close relationship with their parents, less likely to indicate frequent telephone calls home, and more likely to indicate brother or sister (rather than parent) as having difficulty adjusting to their absence.
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Campbell, Colin, and Jonathan Horowitz. "Does College Influence Sociopolitical Attitudes?" Sociology of Education 89, no. 1 (November 22, 2015): 40–58. http://dx.doi.org/10.1177/0038040715617224.
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Past research shows a statistically significant relationship between college completion and sociopolitical attitudes. However, recent scholarship suggests the effects of college on social outcomes may be confounded with unobserved family background. In this study, we leverage the shared family and social background of siblings to better identify the effect of college on sociopolitical attitudes. We draw data from the Study of American Families and General Social Survey and use sibling fixed effects to assess the effect of college on political orientation, support for civil liberties, and beliefs about gender egalitarianism. We find that earning a four-year college degree has a significant impact on support for civil liberties and beliefs about gender egalitarianism, but the effect of college on political orientation is confounded by family background.
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Gillen-O’Neel, Cari, Emily C. Roebuck, and Joan M. Ostrove. "Class and the Classroom: The Role of Individual- and School-Level Socioeconomic Factors in Predicting College Students’ Academic Behaviors." Emerging Adulthood 9, no. 1 (January 11, 2021): 53–65. http://dx.doi.org/10.1177/2167696818815359.
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This study examines how, for emerging adults attending residential colleges, family incomes and the socioeconomic status (SES) composition of high schools are jointly associated with academic behaviors in college. Using a one-time survey, daily surveys, and additional data collection on high school SES composition, this study measured 221 college students’ (17–25 years old) SES backgrounds and academic behaviors. Findings indicated that three academic behaviors (study time, in-class engagement, and help-seeking) were predicted by an interaction between family income and high school context. Among students who attended high schools that serve many low-income students, higher family income was significantly associated with more beneficial academic behaviors in college; among students who attended high schools that serve few low-income students, there was no association between family income and academic behaviors. Results indicate that colleges may need to be especially prepared to support students from lower income families who matriculated from lower SES high schools.
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Hughes, Amber N., and Melinda M. Gibbons. "Understanding the Career Development of Underprepared College Students." Journal of College Student Retention: Research, Theory & Practice 19, no. 4 (April 14, 2016): 452–69. http://dx.doi.org/10.1177/1521025116644262.
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The purpose of this study was to examine the career development of underprepared college students using relational career theory. Specifically, the constructs of family influence, locus of control, and career decision-making self-efficacy were explored as they relate to perceived success in college. Significant correlations between external locus of control and family expectations, financial support, and values and beliefs were found indicating that greater family influence is related to external control. Additionally, higher levels of career decision-making self-efficacy were related to internal locus of control and informational support from family. These findings support previous research as well as theorized relational career theory connections.
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Berbery, Maria Luz, and Karen M. O’Brien. "Going to College? Latina/Latino High School Students’ College-Going Self-Efficacy and Educational Goals." Journal of Career Assessment 26, no. 2 (February 27, 2017): 377–92. http://dx.doi.org/10.1177/1069072717695587.
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This study investigated the contributions of academic performance and college-going support and barriers in predicting college-going self-efficacy and educational goals among Latina/Latino high school students. Concerns regarding assessment and measurement issues in prior research were addressed. Findings suggested that grade point average was the most important contributor of both college-going self-efficacy and educational goals. In addition, college-going support from family moderated the relationship between grade point average and college-going self-efficacy, such that for students with a high grade point average, high levels of support were related to higher self-efficacy, while students with a high grade point average but lower support had lower self-efficacy. Levels of family support were less important with regard to efficacy and goals for students with a lower grade point average, who tended to have low college-going self-efficacy. The implications of these findings are discussed and recommendations for future research and practice are provided.
Dissertations / Theses on the topic "College family support"
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Bartoszuk, Karin, James E. Deal, and Meghan Yerhot. "Parents' and College Students Perceptions of Support and Family Environment." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4872.
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The main objectives of this multimethod exploratory study were to compare parent and college student perceptions of communication patterns, financial/emotional support, family environment, and achieved adulthood during the transition to adulthood while in college. First, focus groups including eight parent figures and 16 students were conducted to provide feedback on important topics as well as on survey instruments. Survey responses from 152 parent figures and their college-age children were then used for the exploratory survey study. Parents reported providing more financial support, more positive family interactions, and less negative family interactions compared to their college-age children. The majority of students as well as parents did not view themselves and their children as having fully completed the transition to adulthood as indicated by the majority using the “in-between” response when asked if their child (or student himself or herself) had reached adulthood.
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Kirk, Abigail. "Childhood Family Factors That Influenced the Enrollment of College Students with Learning Disabilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3195.
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The purpose of this study was to use qualitative measures to investigate the childhood family factors that influenced the enrollment of college students with learning disabilities. Six participants were interviewed, all of whom were registered through the University Accessibility Center at a four-year university and were served at some point during their school years for a learning disability. Interviews were held in a confidential location and lasted approximately thirty minutes. The interview protocol was constructed in a way that allowed participants to reflect on their experiences and tell their story in their own manner. Planned prompts were included to solicit more information as needed. The interviews were digitally recorded using an Ipod recorder and transcribed using NVivo 8 software. Investigators used thematic analysis to identify themes or patterns in the data, analyzed the themes, and reported the results based on their interpretation of the themes. In this approach, the data drove the interpretation rather than attempting to fit the data into the investigators' existing beliefs or interests. Four major themes emerged from the data analysis. Two themes centered on family factors that influenced college enrollment. These themes included parent support during school years and family involvement with college enrollment. Participants described the supportive relationship they had with their parents and the underlying feelings of support that always existed in their homes. They also reported their family's tradition of college attendance and parent expectations to attend college as significant factors in their own college enrollment. The other two themes relate to participants' feelings and beliefs about their disabilities. These themes include the impact of the disability on the individuals' sense of self-worth and personal strengths that contributed to success. Participants reported experiencing a lack of understanding about their disability. They recalled comparing themselves to their peers and not knowing how to explain their learning challenges to others. Despite their frustrations, participants made personal contributions to their own success. These contributions included the use of coping strategies and a determination to succeed. The individuals' use of coping strategies created an opportunity to experience success in the school setting, thereby increasing their motivation to continue their education after high school.
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Paul-Dixon, Darla Lynn. "RETAINING AFRICAN AMERICAN MALE COLLEGE STUDENTS: A QUALITATIVE STUDY EXAMINING THE INFLUENCE OF FAMILY SUPPORT NETWORKS AS A RETENTION FACTOR." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1177001339.
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Newhart, Sean. "The Influence of Family Functioning on Social Competence, Social Support, and Mental Health Among College Students." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898795.
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There are a multitude of factors that influence college students’ mental health. Among such factors, there is little research on the influence of family functioning, social competence, and social support on the mental health of college students. This quantitative research study examined the relationships among the identified variables utilizing structural equation modeling. Results indicate that although there are relationships between each variable, the a priori theoretical model established by the researcher did not fit the data well. Implications for mental health practitioners and researchers are explored in light of the researcher’s findings.
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Moore, Lindsey Kathryn. "Family dynamics and students' characteristics as predictors of undergraduate college student adjustment." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5258/.
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The problem addressed is to ascertain how selected factors impacted the adjustment of undergraduate university students. Undergraduate university students (n=382) from the University of North Texas completed measures of basic student information, perceived level of family support and level of parental attachment, and perceived level of college student adjustment. Parental Attachment and Family Support were found to positively correlate to the level of adjustment to college. Analyses of these data reveal a statistically significant difference in student adjustment to college when comparing the participants by age, university classification, and living arrangement. Further analysis reveals that there is a statistically significant difference between gender, race, students' marital status, and parents' marital status when measuring the outcome of perceived family support. Perceived level of parental attachment differs significantly when comparing students by their race, marital status, and their parents' marital status.
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Jones, Samantha Kacie. "More than Just Parents: The Importance of Siblings as Supportive Others During the Transition to College." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1430841871.
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Hirsch, Jameson K., and Alison L. Barton. "Positive Social Support, Negative Social Exchanges, and Suicidal Behavior in College Students." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3423.
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Risk for suicide is often higher among college students, compared to same-age noncollegiate peers, and may be exacerbated by quality of social support and interactions. The authors examined the independent contributions of positive social support and negative social exchanges to suicide ideation and attempts in college students.Participants were 439 volunteer undergraduate students, who were primarily female (71%).Cross-sectional, survey design. Participants completed measures assessing positive social support, including emotional, informational, and tangible support; negative social exchanges; and suicidal behavior, including ideation and attempts.Positive social support, particularly tangible support, and negative social exchanges were significantly predictive of greater suicidal behavior.Practical manifestations of support may buffer against suicide risk for college students, whereas conflict-based interactions may contribute to increased risk. At the institutional, parental, and peer levels, promotion of supportive relationships may be an important suicide prevention strategy.
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Price, Eric W. "Coming Out: The Lived Experiences of LGB College Students who Feel Supported by Their Parents." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984207/.
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The purpose of this phenomenological study was to explore how LGB college students created meaning out of their coming out process to their parents. I recruited LGB college students who perceived support from their parents during their coming out process and asked the following research question: What are the lived experiences of LGB college students who have experienced support from their parents during the coming out process? Seven White (n = 4), African American (n = 2), and Hispanic (n = 1) college students, three men and four women aged 18-24 years, shared narratives that included time periods before, during, and after their coming out disclosures to their parents. Using an adapted phenomenological analysis, I identified nine major themes: awareness of feeling different, positive relationship with parents prior to coming out, college impacting the coming out process, feeling unsure of how parents would respond to disclosure, parents assuring continued loved and acceptance, parents affirming LGB identity, increased relational depth with parents, increased sense of authenticity, and an appreciation for family's response and support. The findings provide insight into how counselors might work most beneficially with LGB college students and their parents around the coming out process. Opportunities for future research and limitations of the study are discussed.
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Jefferson, Tara. "Challenges, opportunities, and sources of support for undergraduate mothers attending college at a four-year institution." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1365776862.
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Contreras-Godfrey, Rossanna. "Giving Voice to Black and Latino Men: First-Year Students' Perceptions of the Relative Impact of Family Support and College Aspirations on their Decisions to Enroll and Actual College Enrollment." Thesis, Boston College, 2009. http://hdl.handle.net/2345/637.
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Thesis advisor: Ana Martinez-AlemanAbstract Black and Latino men have the lowest college enrollment rates among traditional college-aged students. Using a qualitative method, this study examined first-year students' perceptions of factors that influenced their plans to pursue a college education and actual enrollment. The factors this study explored were family support activities as defined by the Hossler college choice model and college aspirations factors. Currently, the experiences of first-year black and Latino men enrolled at four-year postsecondary institutions have been limited. These firsthand accounts will provide useful information to guidance counselors, school and university administrators, and policy makers interested in increasing the number of black and Latino men at four-year colleges and universities. The literature on college enrollment shows that black and Latino men have the lowest enrollment rates of all college-aged students. The college choice literature suggests that family support activities such as saving for college, visiting colleges, and attending a financial aid workshop all are influential in students' decision to enroll at a postsecondary institution. In addition, the literature on college aspirations shows that factors such as family encouragement, peers, and schools can either aid or hinder a student's plans to go to college. Yet, Hossler's college choice model and the college aspirations literature usually do not explain the college enrollment decisions of black and Latino men. In particular, a specific aim of this study is to investigate whether the college choice and college aspirations literatures' conclusions hold true for black and Latino men. In addition, this study explores whether participants' decisions to enroll are influenced by gender expectations. The results of this study were examined using a critical theory lens. The study's findings reveal that black and Latino men's college enrollment decisions are influenced in much the same ways as those of other high-school students. Parents provided the foundation along with early academic success that instilled ideas about the benefits of a college education and supported the attainment of that goal. Furthermore, participants rejected negative stereotypes associated with men of color and saw the pursuit of a postsecondary education as a challenge to these common beliefs. These findings show that men of color's college enrollment decisions are impacted by parents as well as multivariate factors that work to sustain their college enrollment goals. This information can provide school and college administrators as well as policymakers with strategies that could successfully address the problem of college transition and access for this population
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
Books on the topic "College family support"
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Miller, Peggy J., and Grace E. Cho. Eric Prewitt and His Family. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199959723.003.0009.
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Chapter 9, “Eric Prewitt and His Family,” describes the older child in a working-class European American family. Mrs. Prewitt, who was divorced, was raising Eric and his younger brother on her own, with very little social support from her family but with help from her church and other local institutions. During the study, she graduated from community college, the first in her family to do so. Eric was a prodigiously curious child who loved music. He was fascinated by vehicles and computers and learned to read early. Although his preschool teachers were impressed by his advanced computer and literacy skills, they (and Eric’s mother) were concerned about his shyness, which they took to be a sign of low self-esteem. Eric was shy in the classroom, but not in the gym, where he was the very picture of exuberance. At his teachers’ urging, Eric began to see a therapist.
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Fingerman, Karen L., and Jenjira J. Yahirun. Emerging Adulthood in the Context of Family. Edited by Jeffrey Jensen Arnett. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199795574.013.17.
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This chapter examines emerging adulthood within the context of family, with emphasis on how emerging adults’ relationships with their parents today compare in the past and how parents help young adults in attaining markers of adulthood such as finishing college, finding a partner, or starting a family. It begins by considering past and recent trends in emerging adults’ relationships with their parents, paying particular attention to three aspects of these relationships: contact, tangible and nontangible support, and coresidence. It then looks at changes in parental involvement with young adults and the factors underlying these changes. The chapter also discusses the roles or aspects of emerging adults’ lives in which parents are most involved and how effective such involvement is in fostering successful transitions in those areas. Finally, it analyzes theories about overparenting and the benefits of parental involvement.
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Kissane, David W., and Courtney Hempton. Conducting a family meeting. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0018.
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The strategies employed in running family meetings include collaborative agenda setting, appraisal of family needs, exploration of the impact of the illness and the family’s resultant coping, the building of consensus about the goals of care, and planning for the future. Special communication skills that guide this process are the use of circular questioning techniques and integrative summaries. Beyond the education of all families, a subgroup remains at risk and requires ongoing family support. Families with young children, offspring living with disability or mental illness, those isolated or disenfranchised, and those with high conflict warrant psychosocial referral for ongoing family therapy. Role play work with simulated family members helps build co-facilitation skills, cultural sensitivity to respond to requests to collude with relatives, and confidence in dealing with difficult families.
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Landau, Carol. Mood Prep 101. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190914301.001.0001.
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Depression and anxiety in college students have reached a crisis, and the prevalence continues to rise. The increasing distress of the current generation, Gen Z, and their greater openness to mental health care have overwhelmed college counseling services. Despite this sobering news, parents can play a critically important role in helping their children. This book describes a plan that parents can use for supporting and preventing depression and anxiety in young people. Each chapter concludes with practical strategies for parents. The book consists of four sections. The first section is a description of adolescent development and the types of depressive and anxious symptoms and disorders. The second section details the foundations that students need to move toward a successful college experience, including family support, communication skills, self-efficacy and problem-solving skills, self-regulation, and distress tolerance. Barriers to optimal development include underage substance use and unsafe sexual relationships. The third section examines vulnerabilities to depression and anxiety, including cognitive distortions, perfectionism, and the stress of being a sexual minority or overweight. Challenges faced by students who are seen as “different” are explored. The final section is a description of life on campus, including the stresses of college life and the opportunities to develop friendships, relationships with faculty, and a more meaningful view of the future. There are also chapters on how to access mental health services before and during college. The book concludes with a call to reduce stress on students and to challenge the competitive individualistic culture in which we live.
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Franz, Carleen, Lee Ascherman, and Julia Shaftel. Transition From School to College and Career. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0013.
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The transition period from adolescence to young adulthood is the final phase of special education supports and services, which end with high school completion. The IDEA requirements for transition services are spelled out for the benefit of clinicians and parents who are not familiar with these features of the Individualized Education Program for students 16 years and older. Measurable postsecondary goals for education, employment, and, if needed, independent living are based on student strengths, preferences, and needs. Additional steps include the identification of necessary transition assessments to define progress toward those goals, development of a course of study, and the involvement of external agencies as desired to assist the student and family to attain future goals. Challenges in transition planning are discussed along with an array of potential positive and negative outcomes for youth with disabilities. A case study is included as a model of best practices in transition planning.
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Grzywacz, Joseph G., Abdallah M. Badahdah, and d. Azza O. Abdelmoneium. Work Family Balance: Challenges, Experiences, and Implications for Families. 2nd ed. Hamad Bin Khalifa University Press, 2019. http://dx.doi.org/10.5339/difi_9789927137952.
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A key objective of the study of work-family balance detailed in this report was to build an evidence base to inform policy creation or refinement targeting work-family balance and related implementation standards to ensure the protection and preservation of Qatari families. Two complementary projects were designed and implemented to achieve this key objective. The first project was a qualitative study involving in-depth interviews with 20 Qatari working adults (10 males and 10 females). The interviews were designed to learn the meaning of work-family balance among Qataris, identify the factors shaping work-family balance or the lack thereof, and collect firsthand detailed information on the use and value of policy-relevant work-family balance sup - ports for working Qataris. The second component was a survey designed to describe work-family balance among working Qatari adults, determine potential health and well-being consequences of poor work-family balance, and characterize Qataris’ use of and preferences for new work-family balance supports. The data from the qualitative interviews tell a very clear story of work-family balance among Qataris. Work-family balance is primarily viewed as working adults’ ability to meet responsibilities in both the work and family domains. Although work-fam - ily balance was valued and sought after, participants viewed work-family balance as an idyllic goal that is unattainable. Indeed, when individuals were asked about the last time they experienced balance, the most common response was “during my last vacation or extended holiday.” The challenge of achieving work-family balance was equally shared by males and females, although the challenge was heightened for females. Qataris recognized that “work” was essential to securing or providing a desirable family life; that is, work provided the financial wherewithal to obtain the features and comforts of contemporary family life in Qatar. However, the cost of this financial wherewithal was work hours and a psychological toll characterized as “long” and “exhausting” which left workers with insufficient time and energy for the family. Participants commented on the absolute necessity of paid maternity leave for work-family balance, and suggested it be expanded. Participants also discussed the importance of high-quality childcare, and the need for greater flexibility for attending to family responsibilities during the working day. Data from the quantitative national survey reinforce the results from the qualitative interviews. Work-family balance is a challenge for most working adults: if work-fam - ily balance were given scores like academic grades in school, the majority of both males and females would earn a "C" or lower (average, minimal pass or failure). As intimated in the qualitative data, working females’ work-family balance is statistically poorer than that of males. Poor work-family balance is associated with poorer physical and mental health, with particularly strong negative associations with depression. It appears the Human Resource Law of 2016 was effective in raising awareness of and access to paid maternity leave. However, a substantial minority of working Qataris lack access to work-family balance supports from their employer, and the supports that are provided by employers do not meet the expectations of the average Qatari worker.
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Lane, Jeffrey. Code Switching. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199381265.003.0003.
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Chapter 3 explores the primary challenge of the digital street: managing its visibility. This chapter reveals how teenagers in Harlem use online spaces to live out varied and contradictory identities. The author discusses the code-switching strategies teens developed to answer to the street code, but also to obligations of family, school, and work. The chapter indicates that teenagers first partitioned street life on Twitter to keep it from the adult world on Facebook before eventually opening up to the possibility of help from their elders. The author discusses Sarah’s fight video, Tiana’s attempts to “retire” from fighting, and Andre’s tenuous transition to college. The author finds that the teenagers in his study publicly supported each other’s scholastic and work-related achievements and did not count themselves out from mainstream life as others have argued of black teenagers in street-corner groups.
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Gilmore, Stephen, and Lisa Glennon. Hayes & Williams' Family Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198811862.001.0001.
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Hayes and Williams’ Family Law, now in its sixth edition, provides critical and case-focused discussion of the key legislation and debates affecting adults and children. The volume takes a critical approach to the subject and includes ‘talking points’ and focused ‘discussion questions’ throughout each chapter which highlight areas of debate or controversy. The introductory chapter within this edition provides a discussion of the law’s understanding of ‘family’ and the extent to which this has changed over time, a detailed overview of the meaning of private and family life within Article 8 of the ECHR, and a discussion of the Family Justice Review and subsequent developments. Part 1 of this edition, supplemented by the ‘Latest Developments’ section, outlines the most up-to-date statistics on the incidence of marriage, civil partnerships and divorce, discusses recent case law on the validity of marriage such as Hayatleh v Mofdy [2017] EWCA Civ 70 and K v K (Nullity: Bigamous Marriage) [2016] EWHC 3380 (Fam), and highlights the recent Supreme Court decision (In the Matter of an Application by Denise Brewster for Judicial Review (Northern Ireland) [2017] 1 WLR 519) on the pension rights of unmarried cohabitants. It also considers the litigation concerning the prohibition of opposite-sex civil partnership registration from the judgment of the Court of Appeal in Steinfeld and Keidan v Secretary of State for Education [2017] EWCA Civ 81 to the important decision of the Supreme Court in R (on the application of Steinfeld and Keidan) (Application) v Secretary of State for International Development (in substitution for the Home Secretary and the Education Secretary) [2018] UKSC 32. This edition also provides an in-depth discussion of the recent Supreme Court decision in Owens v Owens [2018] UKSC 41 regarding the grounds for divorce and includes discussion of Thakkar v Thakkar [2016] EWHC 2488 (Fam) on the divorce procedure. Further, this edition also considers the flurry of cases in the area of financial provision on divorce such as Waggott v Waggott [2018] EWCA Civ 722; TAB v FC (Short Marriage: Needs: Stockpiling) [2016] EWHC 3285; FF v KF [2017] EWHC 1903 (Fam); BD v FD (Financial Remedies: Needs) [2016] EWHC 594 (Fam); Juffali v Juffali [2016] EWHC 1684 (Fam); AAZ v BBZ [2016] EWHC 3234 (Fam); Scatliffe v Scatliffe [2016] UKPC 36; WM v HM [2017] EWFC 25; Hart v Hart [2017] EWCA Civ 1306; Sharp v Sharp [2017] EWCA Civ 408; Work v Gray [2017] EWCA Civ 270, and Birch v Birch [2017] UKSC 53. It also considers the recent decision of the Supreme Court in Mills v Mills [2018] UKSC 38 concerning post-divorce maintenance obligations between former partners, and the Privy Council decision in Marr v Collie [2017] UKPC 17 relating to the joint name purchase by a cohabiting couple of investment property.Part 2 focuses on child law, examining the law on parenthood and parental responsibility, including the parental child support obligation. This edition includes discussion of new case law on provision of child maintenance by way of global financial orders (AB v CD (Jurisdiction: Global Maintenance Orders)[2017] EWHC 3164), new case law and legislative/policy developments on section 54 of the Human Fertilisation and Embryology Act 2008 (parental orders transferring legal parenthood in surrogacy arrangements), and new cases on removing and restricting parental responsibility (Re A and B (Children: Restrictions on Parental Responsibility: Radicalisation and Extremism) [2016] EWFC 40 and Re B and C (Change of Names: Parental Responsibility: Evidence) [2017] EWHC 3250 (Fam)). Orders regulating the exercise of parental responsibility are also examined, and this edition updates the discussion with an account of the new Practice Direction 12J (on contact and domestic abuse), and controversial case law addressing the tension between the paramountcy of the child’s welfare and the protected interests of a parent in the context of a transgender father’s application for contact with his children (Re M (Children) [2017] EWCA Civ 2164). Part 2 also examines the issue of international child abduction, including in this edition the Supreme Court’s latest decision, on the issue of repudiatory retention (Re C (Children) [2018] UKSC 8). In the public law, this edition discusses the Supreme Court’s clarification of the nature and scope of local authority accommodation under section 20 of the Children Act 1989 (Williams v London Borough of Hackney [2018] UKSC 37). In the law of adoption, several new cases involving children who have been relinquished by parents for adoption are examined (Re JL & AO (Babies Relinquished for Adoption),[2016] EWHC 440 (Fam) and see also Re M and N (Twins: Relinquished Babies: Parentage) [2017] EWFC 31, Re TJ (Relinquished Baby: Sibling Contact) [2017] EWFC 6, and Re RA (Baby Relinquished for Adoption: Final Hearing)) [2016] EWFC 47).
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Greene, Dana. “A Cataract Filming Over My Inner Eyes”. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037108.003.0005.
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This chapter details the life and career of Denise Levertov from 1962 to 1967. The 1960s was an auspicious time to be a poet. Poetry magazines, publishing houses, poetry readings, and writer-in-residence programs at colleges and universities proliferated, allowing for greater exposure for poets, especially for women, who previously had little opportunity for recognition of their talent. Levertov benefited from these circumstances. She was in demand as a poet, and in 1962, was granted a coveted Gugenheim Fellowship. In addition to its prestige, the accompanying monetary award allowed her some luxuries: a new washing machine, dryer, and dishwasher. Each made domestic life simpler. In 1963, with Gugenheim support ended, Levertov contributed to the family's finances through her poetry readings by working as poetry editor for the Nation, staying until early 1965, and by serving as a consultant first for Wesleyan University Press and a year later for W. W. Norton. Levertov also engaged in antiwar activities.
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Hakim, Alan J., and Rodney Grahame. Hypermobility syndromes. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0159.
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Hypermobility-related syndromes constitute a family of heritable disorders of connective tissue (HDCT) that derive from abnormalities affecting genes that encode for the connective tissue matrix proteins such as collagen, fibrillin, and tenascin. They range from such commonplace though poorly recognized conditions such as the joint hypermobility syndrome (JHS) to the better-known, if more rare, eponymous syndromes such as Marfan's syndrome (MFS) and the different types of the Ehlers-Danlos syndrome (EDS). The more common presentations are with skin pathology (bruising, scaring), joint or spinal and/or muscle pain and instability with vulnerability to injury and chronic widespread pain, cardiac valve pathologies, and in MFS and vascular EDS, arterial dilatation with the risk of dissection and rupture. JHS (widely considered synonymous with the EDS hypermobility type) is further complicated by cardiovascular autonomic dysfunction such as orthostatic intolerance, palpitations, and syncope, and the recently described and commonly encountered pangastrointestinal dysmotility. The latter can manifest as gastro-oesophageal reflux, gastroparesis, slow-transit constipation, or rectal evacuatory dysfunction with rectal intussusception. In addition, HDCT are associated with bladder and uterine problems as a consequence of pelvic floor weakness. Such multisystemic conditions need to be managed by a multidisciplinary team able to draw on medical, surgical, physical, and psychological interventions by appropriately experienced specialists and therapists. This chapter introduces the reader to the epidemiology, genetics, classification, and clinical presentation of JHS, EDS, and MFS. It also describes the key investigations required to support a diagnosis and assess complications of an HDCT, as well as the multidisciplinary approach to management.
Book chapters on the topic "College family support"
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Brooks-Terry, Margaret. "Tracing the Disadvantages of First-Generation College Students: An Application of Sussman’s Option Sequence Model." In Family and Support Systems across the Life Span, 121–34. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2106-2_10.
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Puente, Christina Castaneda. "The Promotion of Persistence for First Generation Hispanic College Students." In Intercultural Responsiveness in the Second Language Learning Classroom, 160–80. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2069-6.ch010.
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This qualitative research study examined the lived experiences of five successful first generation Hispanic college students. Findings from this study confirm the influences for student success in college regarding their persistence towards graduation. These factors included: commitment, expectations, support systems, feedback, involvement, and the learning process. Other conclusions from the study included the significance of role models and mentorships for students throughout their college experience. The building of relationships supported the students through the transition into college as well as steering them through the barriers and challenges they faced while in college. Findings also confirmed the significance of family influences, financial obligations, and self-transformation.
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Golubski, Pamela M. "Utilizing Virtual Environments for the Creation and Management of an E-Mentoring Initiative." In Pedagogical and Andragogical Teaching and Learning with Information Communication Technologies, 73–87. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-791-3.ch006.
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Adjusting to college is difficult regardless if the student is entering higher education immediately after graduating from high school, returning as a re-admit, or an adult entering college after an extended period of time working or raising a family. While colleges offer numerous specialized student support services from tutoring to psychological counseling, most individuals would benefit from added guidance, support, and empowerment from a mentor. While traditional (face-to-face) mentoring is an excellent option, it requires that specific financial, time, schedule, and geographic elements be met. Therefore, an e-mentor initiative might be a viable solution, where all communication interaction is conducted through virtual and Web 2.0 technologies such as Facebook, Instant Message (IM), Skype, Google Groups, Virtual Common Reading Program, and Virtual Reflection Journals.
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Dang, Chau-Sa T., and Susan L. Kline. "“I Can't Afford for You to Flunk”." In Modern Societal Impacts of the Model Minority Stereotype, 1–34. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7467-7.ch001.
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While self-endorsing positive stereotypes such as high achievement and perseverance could be beneficial to Asian college students, pressures to fit all expectations of the Asian model minority myth could be psychologically damaging. The way we interact with our family and friends is influential in how we perceive ourselves and our ability to cope with life's stresses. The current chapter examines the way distinct types of endorsement of positive Asian stereotypes are related to the quality of family interaction, social support, and coping among 128 Asian college students. Results indicate that family satisfaction and parental perfectionism are positively related to the endorsement of Asian stereotypes at the group level, while family satisfaction, subjective social support, and highly person-centered messages are positively related to self-endorsed positive Asian stereotypes. Family satisfaction, social support, and highly person-centered messages predicted Asian students' ability to cope with their academic problems and stresses.
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Landau, Carol. "Getting Help on Campus." In Mood Prep 101, edited by Carol Landau, 239–46. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190914301.003.0017.
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If a student is suffering from depression or anxiety, going to the counseling center is the best plan of action. Staff there are usually able to see students on a short term basis and refer them to a psychotherapist and psychiatrist if necessary. Availability can vary by the college’s resources, however. There are many other sources of support on campus including resident advisers, student support groups, deans, college chaplains, and faculty mentors. There are also specific services for victims of sexual assault. The process of getting help is revealed by the story of a young woman returning from the semester abroad and her challenges reintegrating into the college campus. Issues of confidentiality and family involvement are also discussed.
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Black, Ginger C. "Who Are Today's College Students?" In Handbook of Research on Developing Engaging Online Courses, 1–13. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2132-8.ch001.
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The doors to attending college exist beyond brick and mortar institutions due to the technological globalization of our world. Students from various walks of life can now attend college due to the continued expansion of our digital world. The idea of a ‘college student' can no longer be assumed to be someone who recently graduated high school 18-24 years old. This chapter presents data of twenty-first century college students, including but not limited to, age, gender, race/ethnicity, previous schooling, work status, and family dynamics to help identify potential learners that may exist in the on-line learning environment and explores characteristics of traditional and non-traditional learners. Further, the chapter presents information for online instructors regarding ways to support online learners related to online pedagogy and theory. Providing this awareness will help online instructors understand students they may instruct, help them consider the needs of their learners and build an online environment that is conducive for learning.
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Clendinning, Elizabeth A. "Creating and Conceptualizing a Balinese American Gamelan Community." In American Gamelan and the Ethnomusicological Imagination, 65–85. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043383.003.0004.
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The chapter examines the foundation of academic gamelans and their relationships to nearby community gamelans. Using as an example the gamelans in Colorado and across the Rocky Mountains that are taught by I Made Lasmawan, the chapter discusses how gamelans are founded and supported and the types of artistic and administrative partnerships that are conducive to long-term maintenance of such programs. In this case, substantive financial support for Lasmawan from one key institution, Colorado College, was crucial to his ability to support his family and teach other ensembles part-time at neighboring institutions. In addition, the artistic and logistical support of his family and of members of the high-level Denver-based community group Gamelan Tunas Mekar was crucial for enhancing the quality of academic ensembles’ performances. The chapter concludes that models for academic-community interdependence vary within different geographic and institutional contexts, but building connections between academic and community programs strengthens the likelihood that ensembles will be sustainable.
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Hammer, Carl I. "‘To Promote Religion and Learning and Piety’: The Failure of Queens College, Hampshire County, Massachusetts, Revisited." In History of Universities, 105–56. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198865421.003.0004.
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This chapter details how, in the early 1760s, Hampshire magnates promoted a bold new educational project to found a college in Hampshire County. However, it was the clergy of northern Hampshire County who took the first formal steps to secure a college even though their initial efforts and ongoing support have been overshadowed in subsequent accounts by Israel Williams' ubiquitous presence. The ambition to establish a western counterpart to Harvard probably had been germinating for some time in the Williams family, and the leader in this new clerical enterprise was evidently the Rev. Jonathan Ashley of Deerfield, who certainly belonged to the Williams connection. These Hampshire clergy, particularly the leaders such as Ashley, were conservative, Stoddardian ‘Old Light’ Calvinists who, like Israel Williams and other lay persons, had supported the ouster of Jonathan Edwards from his Northampton pulpit in 1750 and who, in Kevin Sweeney's words, ‘found Harvard too liberal and Yale too susceptible to the New Divinity’. Queens College was conceived as the institutional expression of this distinctive and highly-conservative regional society within the Bay Province.
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Russell, Carol. "Understanding Nonverbal Learning Disabilities in Postsecondary Students with Spina Bifida." In Accessibility and Diversity in Education, 404–30. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1213-5.ch021.
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Transitioning to life after high school can be challenging for most young adults, even more so for individuals with a nonverbal learning disability (NLD). However, careful planning can lead to success. Friends, family members, employers, college instructors, therapists, and other service providers need information and methods to support individuals with NLD, particularly those with spina bifida (SB). A review of NLD characteristics, effects on student learning, non-awareness and misconceptions of NLD, and effective supports for individuals with NLD (e.g., accommodations, agendas and checklists, assistive technology) will be illustrated via the example of one young college student with NLD and SB. MAP (Making Action Plans) and PATH (Planning Alternative Tomorrows with Hope)—research-based strategies and tools for transition planning and progress monitoring of teens and young adults with NLD and SB—as well as methods to self-advocate to obtain assistance from others academically, physically, socially, and emotionally will be demonstrated.
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Estrada, Emir. "Conclusion." In Kids at Work, 147–60. NYU Press, 2019. http://dx.doi.org/10.18574/nyu/9781479811519.003.0009.
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The conclusion tackles an important and controversial question rooted in our normative and privileged notions of childhood life: Should children work to help support the family? In answering this question, the conclusion shows how the social construction of childhood defined as a period of freedom and play has been cemented in the minds of people for almost a century. Even the families interviewed for this book struggled to see their family work arrangement as “normal” and fully acceptable to others. This chapter returns to the initial queries about childhood, family work relations, intergenerational family dynamics, and ethnic entrepreneurship and asks more questions for future research, keeping as a core analysis the role of children as economic contributors in the family beyond the street vending occupation. Kids at Work, in a way, also tells the story of many more first-generation college students of diverse racial backgrounds who did not have “normal” childhoods because they too had to work to help the family.
Conference papers on the topic "College family support"
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Romero Dees, Rebekah, and Philip Auter. "FAMILY TIES: PERCEIVED FAMILY SUPPORT AND ACADEMIC SELF-EFFICACY IN FIRST-GENERATION COLLEGE STUDENTS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1218.
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Tolan, SR, C. Alviani, and S. Broughton. "G428(P) ‘the paediatric family project’: a buddying scheme to support new trainees." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.413.
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Sholihah, Imrok Atus, Hanung Prasetya, and Vitri Widyaningsih. "Factors Affecting the Decision to Choose School of Acupuncture." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.39.
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ABSTRACT Background: Education paves for students to help them attain the right knowledge they require to make a better life out for themselves and for the society around them. There are many factors and variables that need to be considered when making the decision to choose school. This study aimed to examine factors affecting the decision to choose school of acupuncture. Subjects and Method: A case control study was conducted in Health Polytechnic Ministry of Health Surakarta, Soepraoen Polytechnics in Malang, and Academy of Acupuncture Surabaya. A sample of 300 college students was selected by stratified random sampling. The dependent variable was decision to choose school of acupunc-ture. The independent variables were career guidance, academic program, education cost, financial support, college reputation, college promotion, parental support, and location. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: The decision to choose school of acupuncture increased by good career guidance (OR= 19.39; 95% CI= 3.84 to 97.84; p<0.001), good academic program (OR= 11.69; 95% CI= 2.57 to 53.19; p= 0.001), low education cost (OR= 11.89; 95% CI= 2.68 to 52.75; p= 0.001), high college reputation (OR= 10.71; 95% CI= 2.16 to 53.22; p= 0.004), good college promotion (OR= 6.03; 95% CI= 1.40 to 25.93; p= 0.016), financial support (OR= 22.66; 95% CI= 4.45 to 115.46; p<0.001), strategic location (OR= 9.54; 95% CI= 2.35 to 38.68; p= 0.002), and strong parental support (OR= 26.84; 95% CI= 5.74 to 125.52; p<0.001). Conclusion: The decision to choose school of acupuncture increases by good career guidance, good academic program, low education cost, high college reputation, good education promotion, financial support, strategic location, and strong family support. Keywords: school of acupuncture, decision Correspondence: Imrok Atus Sholihah, Pascasarjana Ilmu Kesehatan Masyarakat, Universitas Sebelas Maret, Jalan Ir.Sutami 36A, Surakarta, Jawa Tengah, Indonesia. Email: imrokatussho-lihah6@gmail.com. Mobile: +6281225210252. DOI: https://doi.org/10.26911/the7thicph.04.39
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Shaw, RJ, DB Currie, G. Smith, JC Inchley, and DJ Smith. "OP58 The role of family and peer support in promoting resilience in the face of bullying and cyberbullying: evidence from school children in scotland." In Society for Social Medicine and Population Health and International Epidemiology Association European Congress Annual Scientific Meeting 2019, Hosted by the Society for Social Medicine & Population Health and International Epidemiology Association (IEA), School of Public Health, University College Cork, Cork, Ireland, 4–6 September 2019. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/jech-2019-ssmabstracts.59.
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"Factors Influencing Women’s Decision to Study Computer Science: Is It Context Dependent?" In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4281.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Our research goal was to examine the factors that motivate women to enroll in Computer Science (CS) courses in order to better understand the small number of women in the field of CS. Background: This work is in line with the growing interest in better understanding the problem of the underrepresentation of women in the field of CS. Methodology: We focused on a college that differs in its high numbers of female CS students. The student population there consists mostly of religious Jews; some of them are Haredi, who, because of their unique lifestyle, are expected to be the breadwinners in their family. Following group interviews with 18 students, a questionnaire was administered to all the female students and 449 of them responded. We analyzed it statistically. We compared the responses of the Haredi and non-Haredi students. Contribution: The main contribution of this work lies in the idea that studying the factors underlying women’s presence in a CS program in unique communities and cultures, where women are equally represented in the field, might shed light on the nature of this phenomenon, especially whether it is universal or confined to the surrounding culture. Findings: There were significant differences between the Haredi and non-Haredi women regarding the importance they attributed to different factors. Haredi women resemble, regarding some social and economic variables, women in developing countries, but differ in others. The non-Haredi women are more akin to Western women, yet they did not completely overlap. Both groups value their family and career as the most important factors in their lives. These factors unify women in the West and in developing countries, though with different outcomes. In the West, it deters women from studying CS, whereas in Israel and in Malaysia, other factors can overcome this barrier. Both groups attributed low importance to the masculine image of CS, found important in the West. Hence, our findings support the hypothesis that women’s participation in the field of CS is culturally dependent. Recommendations for Practitioners: It is important to learn about the culture within which women operate in order to attract more women to CS. Recommendations for Researchers: Future work is required to examine other loci where women are underrepre-sented in CS, as well as how the insights obtained in this study can be utilized to decrease women’s underrepresentation in other loci. Impact on Society: Women's underrepresentation in CS is an important topic for both economic and social justice reasons. It raises questions regarding fairness and equality. In the CS field the gender pay gaps are smaller than in other professional areas. Thus, resolving the underrepresentation of women in CS will serve as a means to decrease the social gender gap in other areas.
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Tran, Thu Huong, Thi Ngoc Lan Le, Thi Minh Nguyen, and Thu Trang Le. "RELATIONSHIPS BETWEEN MODELS OF FAMILY EDUCATION AND DEVIANT BEHAVIORS AMONG TEENAGERS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact031.
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"Background: An important predictor of adolescents’ developmental outcomes is a model of family education, described in terms of parental behaviors. Various parental behaviors were strongly associated with increasing risk of deviant behaviors at school. Methods: The study was conducted on 566 adolescents, comprising 280 males (49.5%) and 286 females (50.5%), of grade 11th and 12th, of age rang 16-17 years from different government colleges in Vietnam. There were 2 self-reported scales to be used: Parental behavior scale; Adolescent deviant behaviors; Data was analyzed by using reliability analysis to examine the psychometric properties of the scales. Results: There was a strong, negative correlation between school deviant behaviors in adolescents and the parental support model (with rfather =-.53, rmother =-.61, p-value <.01); a strong, positive correlation between the school deviant behaviors and the parental psychological control model (with rmother =.45 and rfather =.47, p-value<.01). Conclusions: In family education, positive behaviors used by parents such as supportive, warmth and moderate control would have a positive impact on the adolescent’s behavioral development; conversely, parents’ psychological control would negatively affect and give rise to deviant behaviors among adolescents."
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Adams, G. A., and C. Hallée. "THROMBOSPONDIN ADSORPTION AND PLATELET ADHESION TO SURFACES." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1643589.
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Recent research into cell adhesion has focused on a tripeptide sequence arg-gly-asp (RGD) that is common to a number of cytoadhesive proteins such as von Willebrand factor, fibronectin and fibrinogen. We have previously reported that thrombospondin (TSP) inhibited platelet adhesion to RGD proteins. On further purification of TSP, the inhibitory activity separated away from the TSP. In this report, we demonstate that TSP adsorbs to surfaces and promotes platelet adhesion and thus may belong to this family of cytoadhesins. TSP was purified by heparin affinity chromatography, ammonium sulfate precipitation and sucrose gradient ultracentrifugation. Final preparations were free of TSP aggregates and gave one band on SDS-PAGE. Washed human platelets were radiolabelled, combined with red blood cells and perfused through protein-coated glass or polyethylene (PE) tubes for 7 mins. at a shear rate of 100 s™1. TSP supported platelet adhesion to the same level as fibrinogen (FG), but less than collagen. Platelets were spread but no thrombi were present on the TSP or FG-coated tubes while thrombi formed on collagen-coated tubes. Levels of adsorption were similar for purified solutions of radioiodinated FG or TSP on both glass and PE surfaces. The competitive interactions between these proteins during adsorption to surfaces indicated at equimolar amounts the TSP and FG both deposited on the surface but as FG:TSP ratio increased FG was preferentially adsorbed. These results indicate that TSP is a cytoadhesive protein for platelets when it is adsorbed to surfaces. Thus, the release of TSP from platelets may promote haemostasis or thrombogenesis.(supported by Ontario Heart Foundation, Canada)
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Miu, Lucretia, Rodica Roxana Constantinescu, Alpaslan Durmus Kaya, Emanuel Hadimbu, Claudiu Sendrea, Maria-Cristina Micu, Simona Maria Paunescu, Iulia Maria Caniola, and Elena Badea. "Aspects regarding the effectiveness of volatile oils of the Tanacetum vulgare kind in the conservation of heritage objects." In The 8th International Conference on Advanced Materials and Systems. INCDTP - Leather and Footwear Research Institute (ICPI), Bucharest, Romania, 2020. http://dx.doi.org/10.24264/icams-2020.v.5.
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The paper refers to a composition with antifungal and antibacterial effect in order to test new materials for preserving heritage objects on collagen support with bactericidal/antifungal role, essential oils-based from Vetrice (Tanacetum vulgare, Compositae family), having antifungal and antibacterial properties. The biocidal effect of plant extracts is due to the presence of constituent agents, such as alcohols, ethers, phenols, aldehydes, ketones, which makes them extremely effective against a wide range of microbial strains. The essential oil was obtained by boiling the plants through continuous hydrodistillation with Clevenger refrigerant. The testing of the antimicrobial efficiency of the plant extracts was performed on two strains of pathogenic fungi, respectively Trichophyton interdigitale and Epidermophyton floccosum. The microbial inoculum was mixed with the plant extract from various sources (leaves, flowers and mixed flower-leaves). All extracts were tested in duplicate according to the specific test standards, and the results were expressed as a mean percentage and logarithmic reduction between the readings on the two Petri plates corresponding to each sample. To quantify the antimicrobial efficacy, the degree of microbial and logarithmic reduction of each sample was calculated, relative to the initial cell concentration. The results of antimicrobial tests showed a high antifungal character of the extracts obtained from flowers, leaves and mixed flower-leaves.