Relevant bibliographies by topics / Davis and Elkins College

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  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'Davis and Elkins College'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 March 2023

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Journal articles on the topic "Davis and Elkins College"

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Andrés-Gallego, José. "Macro y microhistoria en el estudio de la esclavitud de los negros." Memoria y Civilización 4 (November 12, 2018): 115–47. http://dx.doi.org/10.15581/001.4.33840.

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Este trabajo sintetiza la polémica historiográfica en torno a la esclavitud de los negros en el continente americano: por un lado la interpretación economicista de E. Williams -esclavitud, en la América anglosajona como expresión de un sistema económico-social- continuada por autores como Stampp, Elkins, Genovese, Davis-; y, por otro, aquellos autores que destacan la actitud paternalista hacia los esclavos en Iberoamérica, gracias a los trabajos de Tannenbaum, Freyre y otros. Por su parte el autor propone que esclavitud en Hispanoamerica sea estudiada no sólo desde un necesario punto de vista macrohistórico, sino también desde una perspectiva microhistórica. Los historiadores evitarían así valoraciones generales equivocadas, y lograrían interpretar las ideas de las gentes ante los acontecimientos históricos y las transformaciones políticas y sociales.
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Pollock, Brad H., Charlotte L. Bergheimer, Thomas S. Nesbitt, Tod Stoltz, Sheri R. Belafsky, Kenneth C. Burtis, Kelly M. Carey, and Miriam Nuño. "Healthy Davis Together: Creating a Model for Community Control of COVID-19." American Journal of Public Health 112, no. 8 (August 2022): 1142–46. http://dx.doi.org/10.2105/ajph.2022.306880.

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While many higher-education institutions dramatically altered their operations and helped mitigate COVID-19 transmission on campuses, these efforts were rarely fully extended to surrounding communities. A community pandemic-response program was launched in a college town that deployed epidemiological infection-control measures and health behavior change interventions. An increase in self-reported preventive health behaviors and a lower relative case positivity proportion were observed. The program identified scalable approaches that may generalize to other college towns and community types. Building public health infrastructure with such programs may be pivotal in promoting health in the postpandemic era. (Am J Public Health. 2022;112(8):1142–1146. https://doi.org/10.2105/AJPH.2022.306880 )
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CHANDAVARKAR, RAJNARAYAN. "The Perils of Proximity: Rivalries and conflicts in the making of a neighbourhood in Bombay City in the twentieth century." Modern Asian Studies 52, no. 2 (March 2018): 351–93. http://dx.doi.org/10.1017/s0026749x17000348.

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Rajnarayan Chandavarkar—Fellow of Trinity College and Reader in History at the University of Cambridge—passed away on 23 April 2006. In addition to a rich legacy of books and articles that were published in his lifetime, he left behind an enormous amount of manuscript material, much of which was ready for publication. A selection of this material was published in his posthumous History, Culture and the Indian City (Cambridge University Press, 2009), but new manuscripts continue to come to light. His wife, Jennifer Davis, recently found this essay among his effects. There is good reason to believe that Raj felt it was ready for publication. Therefore, we publish this essay almost exactly as it appears in his typescript, only correcting typos and minor errors, and adding a map. The editors would like to thank David Washbrook and Jennifer Davis for proofing this article, Uttara Shahani and Binney Hare for researching and adapting the map, and Francoise Davis for the photograph of Raj.
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Vincent, Angela. "John Newsom-Davis. 18 October 1932—24 August 2007." Biographical Memoirs of Fellows of the Royal Society 67 (August 28, 2019): 327–55. http://dx.doi.org/10.1098/rsbm.2019.0028.

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John Newsom-Davis (‘JND’) was a neurologist who played an important role in the discovery of the causes of, and treatments for, myasthenia gravis (MG), and of other diseases of the nerve–muscle junction. He started his career at the National Hospital in London, becoming director of the Batten Unit there, with an interest in respiratory physiology. He began to work on MG in collaboration with Ricardo Miledi (FRS 1970) at University College London and in 1978, after performing the first study on plasma exchange in that disease, he established an MG research group at the Royal Free Hospital, subsequently identifying the role of the thymus in this disease and demonstrating an autoimmune basis for the Lambert–Eaton myasthenic syndrome and ‘seronegative’ myasthenia. He was awarded the first Medical Research Council Clinical Research Professorship in 1979 but moved to Oxford in 1987 when he was elected Action Research Professor of Neurology. While at Oxford he continued to run a very successful multidisciplinary group, and began the molecular work that identified the genetic basis for many forms of congenital myasthenic syndrome. He also helped to establish the Functional Magnetic Resonance Imaging of the Brain (FMRIB) Centre. Meanwhile he was also involved in university and college governance and contributed widely to the Medical Research Council, government committees, and the Association of British Neurologists (ABN). Among many honours, he was appointed Commander of the Order of the British Empire in 1996 and made a Foreign Associate Member of the Institute of Medicine (now the National Academy of Medicine) in the USA in 2001. Following retirement from Oxford, he was President of the ABN and Editor of Brain , and led a National Institutes of Health-funded international trial of thymectomy.
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Jones, J. L. "Early Occupational Therapy Education in Wisconsin: Elizabeth Upham Davis and Milwaukee-Downer College." American Journal of Occupational Therapy 42, no. 8 (August 1, 1988): 527–33. http://dx.doi.org/10.5014/ajot.42.8.527.

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Molina, Melody, Hiroko Arikawa, and Donald I. Templer. "Approval Versus Disapproval of Dogfighting and Cockfighting Among College Students." Social Behavior and Personality: an international journal 41, no. 2 (March 1, 2013): 345–51. http://dx.doi.org/10.2224/sbp.2013.41.2.345.

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We explored the extent of approval/disapproval of dogfighting and cockfighting in 206 community college students with 97.1% disapproving of dogfighting and 93.8% disapproving of cockfighting. Disapproval of dogfighting was associated with higher scores on the Pet Attitude Scale (Templer, Salter, Dickey, Baldwin, & Veleber, 1981), scoring in the continuous rather than dichotomous direction on the Animal-Human Continuity Scale (Templer, Connelly, Bassman, & Hart, 2006), and high scoring in empathy toward humans on the Interpersonal Reactivity Index (Davis, 1980). Disapproval of cockfighting was associated with women. Despite the finding of an extremely high percentage of disapproval of dogfighting and cockfighting, continued educational programs and preventive efforts are recommended to achieve our aim, which is zero dogfighting and cockfighting.
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Collins, Aidan. "Medicine in Trinity College Dublin – An Illustrated History. Edited by Davis Coakley (344pp.; ISBN 9781871408713). Trinity College Dublin: Dublin, 2014." Irish Journal of Psychological Medicine 33, no. 2 (February 23, 2015): 133. http://dx.doi.org/10.1017/ipm.2014.66.

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Classen, Albrecht. "Kimberly Klimek, Pamela L. Troyer, with Sarah Davis-Secord and Bryan C. Keene, Global Medieval Contexts 500–1500. New York and London: Routledge, 2021, xxvii, 520 pp., b/w and colored ill." Mediaevistik 34, no. 1 (January 1, 2021): 313–14. http://dx.doi.org/10.3726/med.2021.01.38.

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While numerous scholars have begun to explore the meaning and features of globalism in the pre-modern world, the four authors of this textbook have endeavored to translate those general ideas into pragmatic pedagogy, offering studying material for high school and undergraduate college classes. Klimek is a historian, Troyer a professor of English, Davis-Secord is also a historian, and Keene works as an art historian.
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Pulos, Steven, Jeff Elison, and Randy Lennon. "THE HIERARCHICAL STRUCTURE OF THE INTERPERSONAL REACTIVITY INDEX." Social Behavior and Personality: an international journal 32, no. 4 (January 1, 2004): 355–59. http://dx.doi.org/10.2224/sbp.2004.32.4.355.

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The hierarchical factor structure of the Interpersonal Reactivity Index (IRI) (Davis, 1980) inventory was investigated with the Schmid-Leiman orthogonalization procedure (Schmid & Leiman, 1957). The sample consisted of 409 college students. The analysis found that the IRI could be factored into four first-order factors, corresponding to the four scales of the IRI, and two second-order orthogonal factors, a general empathy factor and an emotional control factor.
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Davis, R. G. "Deep Culture: Thoughts on Third–World Theatre." New Theatre Quarterly 6, no. 24 (November 1990): 335–42. http://dx.doi.org/10.1017/s0266464x00004899.

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Does vague approval for the social objectives of much third-world theatre blind sympathetic western observers to its defects? And, where those objectives are specifically socialist, are the complex dialectics which generate revolution too readily supplanted in favour of simplistic affirmation? R. G. Davis takes examples from his own experience in Cuba, Nicaragua, and Algeria to propose a closer, more active, and inter active attention to the relationship between theatre and national needs, based in a lateral approach to what theatre can and cannot do well. R. G. Davis was founding director of the San Francisco Mime Troupe, and is currently teaching at San Francisco New College, while working on two films and a book. He has been a regular contributor to Theatre Quarterly and NTQ – most recently, on ‘The Politics and Packaging of Performance Art’ in NTQ13 (1988).
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Dissertations / Theses on the topic "Davis and Elkins College"

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Rollins, Jessica R. "Needed communication skills during initial employment as perceived by graduates of the West Virginia University Davis College of Agriculture, Forestry and Consumer Sciences." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3682.

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Thesis (M.S.)--West Virginia University, 2004.
Title from document title page. Document formatted into pages; contains viii, 53 p. Vita. Includes abstract. Includes bibliographical references (p. 36-39).
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Dias, Cleimon Eduardo do Amaral. "Abordagem histórica e perspectivas atuais do ensino superior agrícola no Brasil : uma investigação na UFRGS e na UC Davis." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2001. http://hdl.handle.net/10183/2041.

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Este estudo analisa o Ensino Superior Agrícola Brasileiro – ESAB, como “campo” (Bourdieu, 1983a), diante do cenário do mundo cambiante em que vivemos, com os seguintes objetivos: (i) resgatar parte da história, destacando dois momentos de inflexão vividos pelo ESAB: o primeiro a partir da década de 1960, quando, dentro do projeto urbano-industrialista, foram lançadas as bases do conhecimento e das estruturas acadêmicas (ainda hegemônicos) para a “modernização da agricultura”. O segundo na virada do Século XX, quando existe uma multiplicidade de propostas e não há mais um modelo a ser copiado; (ii) sugerir alguns dos caminhos possíveis e suas implicações para as instituições do ESAB, que pretendam encontrar novo sentido social no seu trabalho; (iii) analisar a influência das Universidades Norte-americanas no ESAB, tendo em vista sua importância no período de 60 e como essa influência se manifesta no segundo momento. Um “college” norte-americano (College of Agricultural and Environmental Science da University of California – Davis) e uma faculdade brasileira (Faculdade de Agronomia da UFRGS) foram escolhidos, como centros de formação e de pesquisa importantes e com participação destacada nos intercâmbios bilaterais. Essas instituições servem como testemunhas exemplares da dinâmica geral. Em ambas foram realizadas investigações e foram ouvidos atores destacados (professores-pesquisadores), através de questionários e entrevistas ao vivo Nas duas universidades os professores mostraram-se conscientes sobre as mudanças em curso, mas na UFRGS parece que o debate está menos desenvolvido. Diante das tendências que se apresentam, a Agricultura Sustentável e a Biotecnologia foram eleitas como pólos aglutinadores de diferentes projetos em disputa no início do Milênio. O estudo conclui que ou as escolas de agronomia se modificam ou não se justificam e também que, as mudanças podem ou não se vincular à busca de uma ruptura paradigmática (Santos, 1997). Conclui ainda, que seria importante cada instituição explicitar sua proposta, mesmo que esta seja de convivência entre os diferentes projetos. Finalmente opina que, Agricultura Sustentável parece ser estrategicamente mais interessante; tendo em vista ser mais adequada à realidade social e ambiental do Brasil.
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Pierik, Derk, Ginkel Aileen Van, and Haan Phil de. "Perspective vol. 19 no. 3 (Jun 1985)." 2013. http://hdl.handle.net/10756/251272.

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Pierik, Derk, Ginkel Aileen Van, and Haan Phil de. "Perspective vol. 19 no. 3 (Jun 1985)." 1985. http://hdl.handle.net/10756/277602.

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Books on the topic "Davis and Elkins College"

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Morgan, Gordon D. Lawrence A. Davis, Arkansas educator. Millwood, N.Y: Associated Faculty Press, 1985.

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MARTIN, SARAH. DAVIS MCCAUGHEY: A LIFE. KENSINGTON: UNIV OF NEW SOUTH WALES, 2012.

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Kale, Wilford. Davis Y. Paschall: A study in leadership. Richmond, Va: Dietz Press, 1990.

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Irl, Bivens, Davis Stephen 1952-, and Polaski Thomas, eds. Calculus: Multivariable / Howard Anton, Drexel University, Irl Bivens, Davidson College, Stephen Davis, Davidson College ; with contributions by Thomas Polaski, Winthrop University. 9th ed. New York: John Wiley & Sons, Inc., 2009.

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Irl, Bivens, and Davis Stephen 1952-, eds. Calculus: Howard Anton, Irl Bivens, Stephen Davis. 8th ed. New York: Wiley, 2005.

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1947-, Burger Ronna, ed. Encounters & reflections: Conversations with Seth Benardete : with Robert Berman, Ronna Burger, and Michael Davis. Chicago: University of Chicago Press, 2002.

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A student's view of the College of St. James on the eve of the Civil War: The letters of W. Wilkins Davis. Lewiston, [N.Y.]: E. Mellen Press, 1988.

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Davis, Philip A. G., Adelman Saul J, Upgren Arthur R, and Adelman Carol J, eds. Hot stars in the galactic halo: Proceedings of a meeting, held at Union College, Schenectady, New York, November 4-6, 1993, in honor of the 65th birthday of A.G. Davis Philip. Cambridge: Cambridge University Press, 1994.

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interviewer, Rymer Russ, Southern Oral History Program, University of North Carolina at Chapel Hill. Documenting the American South (Project), and University of North Carolina at Chapel Hill. Library, eds. Oral history interview with Ashley Davis, April 12, 1974: Interview E-0062, Southern Oral History Program Collection (#4007). [Chapel Hill, N.C.]: University Library, UNC-Chapel Hill, 2007.

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International Symposium on Genetics in Aquaculture (2nd 1985 University of California, Davis). Genetics in aquaculture II: Proceedings of the Second International Symposium on Genetics in Aquaculture, sponsored by the University of California, Davis, the California Sea Grant College Program, and the International Association for Genetics in Aquaculture held at the University of California, Davis, USA, 23-28 June, 1985. Amsterdam: Elsevier, 1986.

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Book chapters on the topic "Davis and Elkins College"

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Rosenberg, Jan. "College, Marriage, Work, the American Friends Service Committee, and the Birth of a Concern (1910–1924)." In Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois, 51–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26222-8_4.

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Robinson, Courtney L., and Zachary A. Turner. "Tuskegee Female College and the Confederacy." In Persistence through Peril, 111–28. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496835031.003.0006.

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Founded by the Methodist Church prior to the Civil War, Tuskegee Female College (now known as Huntington College) was one of the few Southern institutions of higher education to remain open during the war. In 1860, over 200 students enrolled. Following Abraham Lincoln’s election and the inauguration of Jefferson Davis as the president of the Confederate States of American just miles away from the college, the campus was within earshot of rockets and regional bombardment. Student life was enveloped in wartime strife. One student made a flag for the local cavalry while other students sewed clothing for Confederate soldiers. Though the college remained open during the war, enrollment remained precipitously low, causing many to wonder if the young institution would remain in existence.
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Platt, R. Eric, and Donavan L. Johnson. "“Rise Southerners, Rise! ’Tis the Voice of War!”." In Persistence through Peril, 87–110. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496835031.003.0005.

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Spring Hill College, the first college in Alabama and the third oldest Catholic college in the nation, opened in 1830. The college experienced a healthy beginning, but with the start of the Civil War, enrollment plummeted, and several college Jesuits left to serve as chaplains in the Confederate Army. During the war, attempts were made to enlist lay faculty and older students. This ended after the college’s president visited Jefferson Davis and had solicitations suspended. Despite professors’ and parents’ efforts, many students left to enlist. Those who remained did so because they were either too young or ineligible. Still, loyalties to the Confederacy ran high and many pupils struggled when Union soldiers camped on the campus. Though the war affected student numbers, the college remained open. Civil War-era Spring Hill College documents illustrate a string of period campus activities that revolved around Catholicism and Confederate patriotism.
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Carpenter, Barry K. "Models and Explanations: Understanding Chemical Reaction Mechanisms." In Of Minds and Molecules. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195128345.003.0022.

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In 1997, Ross Kelly and his coworkers at Boston College reported their results from an experiment with an intriguing premise (Kelly et al., 1997; see also Kelly et al., 1998). They had synthesized the molecule shown in figure 12.1. It was designed to be a “molecular ratchet,” so named because it appeared that it should undergo internal rotation about the A—B bond more readily in one direction than the other. The reason for thinking this might occur was that the benzophenanthrene moiety—the “pawl” of the ratchet—was anticipated to be helical. Thus, in some sense, this might be an inverse ratchet where the asymmetry dictating the sense of rotation would reside in the pawl rather than in the “teeth” on the “wheel” (the triptycene unit) as it does in a normal mechanical ratchet. Kelly and coworkers designed an elegant experiment to determine whether their molecular ratchet was functioning as anticipated, and they were (presumably) disappointed to find that it was not—internal rotation about the A—B bond occurred at equal rates in each direction. In 1998 Davis pointed out that occurrence of the desired behavior of the molecular ratchet would have constituted a violation of the second law of thermodynamics (Davis, 1998). With hindsight, I think most chemists would agree that Davis’s critique is unassailable, although the appeal of the mechanical analogy was so strong that I imagine those same chemists would also understand if Kelly et al. had overlooked the thermodynamic consequences of their proposal in the original design of the experiment. But now comes the interesting question: Suppose Kelly et al. had been fully aware that their experiment, if successful, would undermine the second law of thermodynamics, should they have conducted it anyway? Davis, in his critique writes: . . .Some would argue that this experiment was misconceived. To challenge the Second Law may be seen as scientific heresy (a nice irony, considering the Jesuit origins of Boston College), and the theoretical arguments against molecular ratchets and trapdoors are well developed. . . .
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Osae, Christine A. "Sustainable Learning Through Curriculum Integration and Responsive Teaching." In Education 3.0 and eLearning Across Modalities, 127–47. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8032-5.ch007.

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One of the principal challenges the education system faces presently is the discrepancy between what is learnt in class and the reality outside class. Due to the constant changes and rapid transformation in the world today, most students are undoubtedly training for jobs that may not exist when they finally graduate. How can educators prepare students for such a diverse and dynamic world? What does it take to produce highly innovative graduates that creatively apply outside-the-box solutions (locally rooted and globally scalable) to the world's most pressing issues? This chapter recommends an approach to education that focuses on learning as a process that creates both lifelong and life-wide learners as opposed to rote learners whose success is dependent on their ability to regurgitate content. The chapter demonstrates how Davis College and Akilah promotes sustainable learning through integration and responsive teaching and how the faculty development process plays a key role in this.
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Taber, Douglass F. "C–C Bond Construction: The Galano Synthesis of 8-F3t-Isoprostane." In Organic Synthesis. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190646165.003.0025.

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Nobuaki Kambe of Osaka University devised (Synthesis 2014, 46, 1583) simple con­ditions for coupling an alkyl halide 1 with a Grignard reagent 2, leading to 3. Michael J. Chetcuti and Vincent Ritleng of the Université de Strasbourg arylated (Chem. Commun. 2014, 50, 4624) the ketone 4 with 5 to give 6. Ilhyong Ryu of Osaka Prefecture University effected (J. Org. Chem. 2014, 79, 3999) net conjugate acylation of the enone 8 to give 9 by reducing 7 in the presence of carbon monoxide. Yasushi Obora of Kansai University employed (Chem. Commun. 2014, 50, 2491) a borrowed hydrogen strategy to effect the net methylation of 10 to 11. There have been many examples of the alkylation of ketones using variations on this strategy. Robert H. Grubbs and Brian M. Stoltz of Caltech decarboxylated (Adv. Synth. Catal. 2014, 356, 130) an acid 12 to the corresponding alpha olefin 13. Lindsey O. Davis of Berry College combined (Tetrahedron Lett. 2014, 55, 3100) the imine 14 with the aldehyde 15 in the presence of 16 to give the enone 17. Masahiro Miyazawa of the University of Toyoma maintained (Synlett 2014, 25, 531) the geometric purity of 18 while coupling it with Me₃Al to give the diene 19. Naoki Kanoh of Tohoku University used (Eur. J. Org. Chem. 2014, 1376) the Micalizio protocol to add 22 with 21 to 20 to give the triene 23. Xile Hu of the Ecole Polytechnique Fédérale de Lausanne coupled (Org. Lett. 2014, 16, 2566) 25 with the iodide 24 to give the alkyne 26. Keiji Tanino of Hokkaido University prepared (Tetrahedron Lett. 2014, 55, 1097) the α-quaternary alkyne 29 by 1,2-addition of 28 to the ketone 27 followed by pinacol rearrangement. Zhaoguo Zhang of Shanghai Jiao Tong University and Tahar Ayad and Virginie Ratovelomanana-Vidal of Chimie ParisTech coupled (ACS Catal. 2014, 4, 44) 31 with the dienyl bromide 30 to deliver the disubstituted allene 32 in high ee. Amir H. Hoveyda of Boston College developed (Angew. Chem. Int. Ed. 2013, 52, 7694) a procedure for the preparation of alkynes such as 33 in substantial ee.
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Hamkins, SuEllen. "Conclusion." In The Art of Narrative Psychiatry. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199982042.003.0016.

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Narrative psychiatry is the North Star that guides me in my work. Whether I am conducting fifteen-minute appointments at a community mental health center, weekly psychotherapy in my private practice, or a college student’s first psychiatric consultation, the principles and practices of narrative psychiatry offer me direction and support. In every psychiatric context in which I practice, I seek to enhance my patients’ awareness of their strengths and values and assist them in taking steps toward their vision of well-being in the context of a collaborative and compassionate therapeutic relationship. It’s time to bring greater humanity back into the day-to-day practice of psychiatry. Just as primary care practitioners are seeking to attend more fully to their patients’ stories and lives, so, too, can we in psychiatry, especially in contexts such as med checks and hospital rounds. Narrative psychiatry offers the person-centered, recovery-oriented care and “positive psychiatry” that the leaders in our field are calling for. What narrative psychiatry needs to move forward is to train more narrative practitioners and to conduct more research to establish a stronger empirical foundation. Case-based, qualitative evidence of the efficacy of narrative approaches to mental health treatment is rich, such as that presented in this book and in two decades of articles and books published by White, Epston, Madsen, Freedman, Combs, Russell, Gaddis, Kronbichter, Maisel, Ncube, Speedy, and many others. Quantitative studies that have been completed to date, such as Lynette Vromans and Robert Schweitzer’s study of narrative treatment of major depression, and Mim Weber, Kierrynn Davis, and Lisa McPhie’s study of narrative treatment of eating disorders, while supporting efficacy, are limited by small sample sizes. Exciting research studies are currently underway. John Stillman has developed a narrative trauma treatment manual expressly for the purpose of defining core narrative therapy principles and practices so that their efficacy can be researched. He and Christopher Erbe have completed a pilot study demonstrating the reliability of scales used by observers rating whether therapy sessions were consistent with the practices described by the manual; that is, whether the treatment was actually narrative.
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"ley, 1999). The impetus for understanding the underlying dynamics of dishonest behavior among students stems from the conviction that, apart from assuming the role of an educational and credentialing agency, the primary focus of an academic institution is to provide an environment for personal development of our youth in the moral, cognitive, physical, social, and aesthetic spheres. An atmosphere that promotes academic honesty and integrity is a precondition for generating, evaluat-ing, and discussing ideas in the pursuit of truth, which are at the very heart of aca-demic life. Research has shown that dishonesty in college, cheating in particular, is a predic-tor of unethical behavior in subsequent professional settings (e.g., Sierles, Hendrickx, & Circel, 1980). More recently, Sims (1993) also found academic dis-honesty to be significantly related to employee theft and other forms of dishonesty at the workplace. Sim's findings suggest that people who engaged in dishonest behav-iors during their college days continue to do so in their professional careers. Further-more, Sim's findings indicate that people who engaged in dishonest behaviors during college are more likely to commit dishonest acts of greater severity at work. Existing research on academic dishonesty has largely been conducted in Eu-rope and North America. The results of these studies suggest that a large percent-age of university students indulge in some form of cheating behaviors during their undergraduate studies (e.g., Newstead, Franklyn-Stokes, & Armstead, 1996). Sur-vey findings also suggest that not only is student cheating pervasive, it is also ac-cepted by students as typical behavior (e.g., Faulkender et al., 1994). Although the research conducted in the Western context has increased our under-standing of academic dishonesty among students, the relevance of these results to the Asian context is questionable. Differences in sociocultural settings, demo-graphic composition, and specific educational policies may render some compari-sons meaningless. Different colleges also vary widely in fundamental ways, such as size, admission criteria, and learning climate. These factors render the comparabil-ity of results obtained from different campuses difficult. Cross-cultural studies con-ducted to examine students' attitudes toward academic dishonesty have found evidence that students of different nationalities and of different cultures vary signifi-cantly in their perceptions of cheating (e.g., Burns, Davis, Hoshino, & Miller, 1998; Davis, Noble, Zak, & Dreyer, 1994; Waugh, Godfrey, Evans, & Craig, 1995). For example, in their study of U.S., Japanese, and South African students, Burns et al. found evidence suggesting that the South Africans exhibited fewer cheating behav-iors than the Americans but more than the Japanese at the high school level. How-ever, at the college level, the cheating rates for South African students were lower compared to both their American and Japanese counterparts. In another cross-national study on academic dishonesty, Waugh et al. (1995) examined cheating behaviors and attitudes among students from six countries (Australia, the former East and West Germany, Costa Rica, the United States, and Austria) and found significant differences in their perceptions of cheating. Stu-." In Academic Dishonesty, 47–56. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-7.

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