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Journal articles on the topic 'University of Washington. Associated Students'

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Published: 4 June 2021

Last updated: 5 February 2022

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Kost, Amanda, Kimberly Kardonsky, Jeanne Cawse-Lucas, and Tomoko Sairenji. "Association of Family Medicine Interest at Matriculation to Medical School and FMIG Participation With Eventual Practice as a Family Physician." Family Medicine 51, no. 8 (September 6, 2019): 682–86. http://dx.doi.org/10.22454/fammed.2019.239373.

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Background and Objectives: An adequate family medicine workforce is needed to improve health and health care outcomes in the United States, yet few medical students in the US become family physicians. Indicators of family medicine interest upon medical school matriculation exist. Family medicine interest groups (FMIGs) may influence student choice. This study examines the association of FMIG participation with various matriculation interest indicators to predict which students go on to become family physicians. Methods: The American Medical Association Masterfile was used to identify the practice specialty of 601 graduates of the University of Washington School of Medicine who matriculated between 2003 and 2007. Graduates’ scores on the Family Medicine Interest Survey (FMIS) and whether a student listed family medicine as their top choice upon matriculation along with FMIG participation and demographic characteristics were used in a binary logistic regression model to predict eventual practice. The model output was used to calculate odds ratios and predicted probabilities of family medicine practice given initial family medicine interest and FMIG participation. Results: FMIG participation was associated with higher odds ratios and increased predicted probability of becoming a family physician regardless of initial interest although the magnitude of the difference varied. FMIG participants who listed family medicine as their top specialty had a 68% predicted probability of entering family medicine compared to 8% probability if they did not list family medicine first and did not participate in FMIG. FMIG participation was associated with odds ratios between 3.27-4.19 for entering family medicine regardless of FMIS score. Conclusions: Among University of Washington students with family medicine as their top specialty choice upon matriculation, FMIG participation was associated with higher odds of entering the specialty. The same was true, although to a lesser degree, for students who had a high score on the FMIS.

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Luetkenhaus, Holly, Steve Borrelli, and Corey Johnson. "First Year Course Programmatic Assessment: Final Essay Information Literacy Analysis." Reference & User Services Quarterly 55, no. 1 (September 25, 2015): 49. http://dx.doi.org/10.5860/rusq.55n1.49.

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Washington State University recently launched a new general education system with a foundational first year course called Roots of Contemporary Issues. Roots features a set of library research assignments and a culminating final essay, jointly developed and maintained by Roots instructors and librarians. A group of Roots instructors and a WSU librarian conducted a study to assess the achievement of the information literacy, and critical and creative thinking student learning outcomes associated with the research project. The group found that students were proficient at the first year level in terms of utilizing scholarly materials and source attribution. The students were less successful concerning argument building and source analysis; they struggled most with thesis development. Adjustments to the assignments were made in light of these results and the findings contributed to the larger university-wide assessment program.

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Bomhold, Catharine. "Cummings, Merrill, and Borrelli’s Inquiry into Small Screen Use by Academic Library Users: Timing is Everything." Evidence Based Library and Information Practice 13, no. 1 (January 30, 2018): 47–56. http://dx.doi.org/10.18438/eblip29338.

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A Review of: Cummings, J., Merrill, A., & Borrelli, S. (2010). The use of handheld mobile devices: Their impact and implications for library services. Library Hi Tech, (28)1, 22-40. https://doi.org/10.1108/07378831011026670 Abstract Objective – The authors undertook this study to understand the relatively new phenomenon of handheld computing and the use of small-screen devices among academic library users. They sought to determine if users would be inclined to search the online library catalogue on their devices and, by extension, if there would be a growing demand for small-screen compatible library services. Design – Online and paper surveys were used with both closed and open questions. Respondents included students, faculty, and staff at Washington State University (WSU). Setting – Washington State University Library, Pullman, Washington, United States of America. Subjects – The survey was open to any user of the Washington State University (Pullman) Library. The 206 respondents included 126 (61.2%) undergraduates, 26 (12.6%) graduate or professional students, 32 (15.3%) WSU employees, and 15 (7.3%) faculty members. Methods – A survey was distributed both online and on paper. The online version used Surveymonkey.com and participation was solicited through various social media. It was open for three months during the Spring semester, 2007. The paper version was distributed to all library users on two days in June 2007. Eighty-four online and 122 paper responses were received. Main Results – Most of the respondents (58.4%) who owned a personal digital assistant (PDA) or Web-enabled cell phone (WECP) indicated that they would search the library catalogue on a small-screen device. Responses to the open question “How would you use the OPAC [online public access catalogue] if it was available on a PDA or WECP?” were mixed, both positive and negative. The positive responders noted the possible time savings associated with the availability of more information on their devices. The negative responders noted the cost of data, the annoyance of public phone use, and the complex format of the current catalogue that would not transfer to a small screen. Conclusion – The authors cited the growing usage trends in handheld devices, along with the willingness of current owners to use their devices, to predict an increase in usage of small screen searching. They speculated that further research should investigate how small screens would be used and what would that experience look like, rather than if patrons would use them.

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Geoca, A., M. Dowling, and V. Jain. "0783 Relationship Between Chronotype And Sleep Duration Among Medical Students." Sleep 43, Supplement_1 (April 2020): A298. http://dx.doi.org/10.1093/sleep/zsaa056.779.

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Abstract Introduction Previous literature has supported the claim that longer sleepers have later chronotypes. It is also thought that later chronotypes may obtain less sleep during workdays. We aimed to study the association between sleep duration and chronotypes in The George Washington University (GWU) medical students. Methods Eighty-six medical students at GWU (62 F [71%], 24 M [29%]; ages 21-33 y [mean 24.4 y]) filled out the Munich Chronotype Questionnaire (MCTQ). Midpoint of the bedtime and wake times during workdays was used to determine chronotype. Subjects were split into two groupsbased on the median of the distribution (Md=7.5) of the self-reported sleep duration variable; those who sleep less than 7.5 hours (short sleepers), and those who sleep 7.5 hours or longer (long sleepers). Independent samples t-test was used to compare the chronotype measurementsof the long sleepers (n=39) versus short sleepers (n=41). Results Short sleepers had a mean of 6.48 (SD=0.72) hours of sleep while long sleepers had a mean of 8.11 (SD=0.53) hours of sleep. The range of chronotype measures was wider in the long sleepers (1.25 to 7.25; range=6) compared to that in the short sleepers group (1.42 to 5.280; range=3.86). We found no significant mean differences in chronotype between those who slept less than 7.5 hours (mean=3.188, SD=0.858) and those who sleep 7.5 hours or longer (mean=3.201, SD=1.20) [t(77)=0.056; p = .956]. Conclusion Sleep duration among medical students was not associated with their chronotype. This is in opposition to other research findings of decreased sleep duration among later chronotypes. Our findings need to be replicated in a larger sample. Support NA

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Howlett, Michael. "The Art of Governance: Analyzing Management and Administration." Canadian Journal of Political Science 39, no. 1 (March 2006): 200–201. http://dx.doi.org/10.1017/s0008423906319993.

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The Art of Governance: Analyzing Management and Administration, Patricia W. Ingraham and Laurence E. Lynn, Jr., eds., Washington, DC: Georgetown University Press, 2004, pp. 238.What is “governance”? Despite a huge literature, a major journal, and numerous teaching programmes and courses ostensibly dealing with the subject, it is a concept that still inspires much confusion. Many students of political science, among others, see the term as being simply a synonym of “governing,” used to describe what governments actually “do,” or as just a new name for the traditional subject matter of established fields such as public administration and public management, offering little in the way of value-added to those more traditional terms and academic fields. Others, of course, argue that “governance” represents a fundamental new way of “governing,” specifically a much less top-down and hierarchical form than is traditionally associated with studies of public administration, and hence a subject worthy of additional attention and the coinage of neologisms.

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Cerro Santamaría, Gerardo del. "Challenges and Drawbacks in the Marketisation of Higher Education Within Neoliberalism." Review of European Studies 12, no. 1 (January 7, 2020): 22. http://dx.doi.org/10.5539/res.v12n1p22.

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This paper addresses some of the challenges and drawbacks associated to the ongoing worldwide process of marketization (neoliberalization) in higher education. Neoliberalism—the prevailing model of capitalist thinking based on the Washington Consensus—has conveyed the idea that a new educational and university model must emerge in order to meet the demands of a global productive system that is radically different from that of just a few decades ago. The overall argument put forward is that the requirements, particularly the managerial and labor force needs of a new economy—already developing within the parameters of globalization and the impact of information and communication technologies (ICTs)—cannot be adequately satisfied under the approaches and methods used by a traditional university. Neoliberalism affects the telos of higher education by redefining the very meaning of higher education. It dislocates education by commodifying its intrinsic value and emphasizing directly transferable skills and competencies. Nonmonetary values are marginalized and, with them, the nonmonetary ethos that is essential in sustaining a healthy democratic society. In this paper I will address (1) some of the problems and shortcomings in the triple-helix model of university-industry-government collaborations, (2) the transformation of students into customers and faculty into entrepreneurial workers, highlighting the many drawbacks of such strategies, (3) the hegemony of rankings as procedures of surveillance and control, (4) the many criticisms posed against neoliberalization in higher education and the possible alternatives looking to the future.

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Brown, Crystal E., Anthony L. Back, Dee W. Ford, Erin K. Kross, Lois Downey, Sarah E. Shannon, J. Randall Curtis, and Ruth A. Engelberg. "Self-Assessment Scores Improve After Simulation-Based Palliative Care Communication Skill Workshops." American Journal of Hospice and Palliative Medicine® 35, no. 1 (December 14, 2016): 45–51. http://dx.doi.org/10.1177/1049909116681972.

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Background: We conducted a randomized trial of a simulation-based multisession workshop to improve palliative care communication skills (Codetalk). Standardized patient assessments demonstrated improved communication skills for trainees receiving the intervention; however, patient and family assessments failed to demonstrate improvement. This article reports findings from trainees’ self-assessments. Aim: To examine whether Codetalk resulted in improved self-assessed communication competence by trainees. Design: Trainees were recruited from the University of Washington and the Medical University of South Carolina. Internal medicine residents, medicine subspecialty fellows, nurse practitioner students, or community-based advanced practice nurses were randomized to Codetalk, a simulation-based workshop, or usual education. The outcome measure was self-assessed competence discussing palliative care needs with patients and was assessed at the start and end of the academic year. We used robust linear regression models to predict self-assessed competency, both as a latent construct and as individual indicators, including randomization status and baseline self-assessed competency. Results: We randomized 472 trainees to the intervention (n = 232) or usual education (n = 240). The intervention was associated with an improvement in trainee’s overall self-assessment of competence in communication skills ( P < .001). The intervention was also associated with an improvement in trainee self-assessments of 3 of the 4 skill-specific indicators—expressing empathy, discussing spiritual issues, and eliciting goals of care. Conclusion: Simulation-based communication training was associated with improved self-assessed competency in overall and specific communication skills in this randomized trial. Further research is needed to fully understand the importance and limitations of self-assessed competence in relation to other outcomes of improved communication skill.

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Emanuels, Anne, Elisabeth Brandstetter, Kira L. Newman, Caitlin Wolf, Jennifer Logue, Janet A. Englund, Michael Boeckh, and Helen Y. Chu. "95. Impact of Influenza-Like Illnesses on Academic and Work Performance on a College Campus." Open Forum Infectious Diseases 6, Supplement_2 (October 2019): S8—S9. http://dx.doi.org/10.1093/ofid/ofz359.019.

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Abstract Background Influenza-like illnesses are estimated to cause 500,000 hospitalizations and 50,000 deaths each year in the United States. The high-contact environment of a college campus makes students, faculty, and staff especially prone to respiratory illness, but the impact of these illnesses on academic and work performance is not well understood. Methods Between January 14 and April 3, 2019, the Seattle Flu Study enrolled participants with respiratory symptoms throughout the Seattle metropolitan area, including the University of Washington’s main campus. Individuals with at least two self-reported respiratory symptoms in the previous 7 days were eligible to enroll. Participants completed a questionnaire with questions about their medical history, current illness episode, and other behavioral characteristics; a corresponding mid-nasal swab was also collected. Influenza-like illness (ILI) was defined as self-reported fever with a cough and/or sore throat. Laboratory results are pending. Logistic regression was used to assess the association between ILI and work and academic outcomes, including missing class, missing work, performing poorly on an assignment or examination, and experiencing high interference on daily life. Results A total of 497 participants enrolled at the University of Washington. Participants had a median age of 22, and 61% were female. Of those with self-reported ILI, 27% reported smoking, 22% had traveled out of state, and 14% had traveled internationally in the month before enrollment. These characteristics did not differ between those with ILI and those with non-ILI. Having symptoms of ILI was associated with reports of missing work (OR 2.9; 95% CI: 1.9, 4.5), missing class (OR 3.4; 95% CI: 2.3, 5.2), performing poorly on assignments and exams (OR 1.8; 95% CI: 1.2, 2.6), and having high interference with daily life (OR 6.0; 95% CI: 3.8, 9.5) as compared with individuals with a non-ILI illness. These impacts were strongest during January and February. Conclusion A high prevalence of ILI was observed on campus. These symptoms were found to have a substantial impact on academic and occupational productivity. This demonstrates the need for greater illness prevention efforts on college campuses during influenza season. Disclosures All Authors: No reported Disclosures.

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Buchwitz, Brian J., Catharine H. Beyer, Jon E. Peterson, Emile Pitre, Nevena Lalic, Paul D. Sampson, and Barbara T. Wakimoto. "Facilitating Long-Term Changes in Student Approaches to Learning Science." CBE—Life Sciences Education 11, no. 3 (September 2012): 273–82. http://dx.doi.org/10.1187/cbe.12-01-0011.

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Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students’ opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007–2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students’ high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to “think like a scientist” and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.

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Kim, J., A. Vander Stoep, and E. McCauley. "0394 Differential Role of Sleep Problems on Depression and Suicide in Community Adolescents." Sleep 43, Supplement_1 (April 2020): A151. http://dx.doi.org/10.1093/sleep/zsaa056.391.

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Abstract Introduction Sleep changes during adolescence, including “eveningness” or a preference for staying up late, decreased sleep hours, increased daytime sleepiness and irregular sleep patterns, can contribute to adolescent sleep disturbances, such as insomnia, daytime fatigue, and other sleep problems. The goals of the study were; 1) to examine the proportion of adolescents who experienced each type of sleep disturbances based on six sleep problems; and 2) to examine the association between six types of sleep disturbances and concurrent depression, suicide ideation, and suicide attempt at 12th grade. Methods Using the data from the Developmental Pathways Project (DPP), a community-based study in adolescence, total 425 students were included. Sequential logistic regression analyses were performed to examine the association between each sleep item and depression, suicide ideation, and lifetime history of suicide attempt. Results The most frequently reported sleep problems were ‘overtired without good reason (49.9%)’, ‘sleeps less than most kids (46.8%)’, and ‘sleep more than most kids (46.7%)’. After adjusting for depressive symptoms at baseline, 12th grade reports of ‘overtired without good reason’ (OR = 1.63, 95% CI = 1.22 - 2.17), ‘sleep less’ (OR = 2.03, 95% CI = 1.51 - 2.74), ‘trouble sleeping’ (OR = 1.50 95% CI = 1.10-2.06, p < .05), ‘nightmare’ (OR = 1.51, 95% CI = 1.12-2.02, p < .01) were significantly associated with depression. For suicide ideation (SI) and suicide attempt, ‘nightmare’ (OR = 1.68, 95% CI = 1.15 - 2.48; OR = 2.43 95% CI = 1.30 - 4.53, respectively) was significantly and positively associated with SI and having history of suicide attempt. Conclusion ‘Nightmare’ has the strongest association with depression, suicide ideation, and suicide attempt. To disentangle the mechanism of the association between nightmares and mental health issues, longitudinal studies examining causal or bidirectional relationships of the mechanism are warranted. Support National Institutes of Mental Health and Drug Abuse, Nesholm Family Foundation, Seattle Children’s Hospital Outcomes Research Steering Committee, Loeb Family Foundation, Seattle Children’s Research Institute, University of Washington Office of the Provost, AETNA Foundation.

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Rothstein, Jules M. "Journeys Beyond the Horizon." Physical Therapy 81, no. 11 (November 1, 2001): 1817–28. http://dx.doi.org/10.1093/ptj/81.11.1817.

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Jules M Rothstein, clinician, researcher, educator, author, and speaker, entered into the field of physical therapy in 1975 following graduation from the Department of Physical Therapy at New York University. He completed his Master of Arts Degree in Kinesiology in 1979 and his Doctor of Philosophy in Physical Therapy in 1983, also at New York University. During his training, he worked as Staff Physical Therapist at Peninsula Hospital Center in Queens, as Research Fellow with the Arthritis Foundation, and in private practice in Cedarhurst, New York. From 1977 to 1980, Dr Rothstein was Adjunct Instructor in the Department of Physical Therapy at New York University. From 1980 to 1983, he was Instructor and Coordinator of Clinical Research and Training Programs at Washington University School of Medicine, and from 1984 to 1990, he was Associate Professor at the Medical College of Virginia. A tenured professor at the University of Illinois at Chicago since 1990, Dr Rothstein also served as Head of the Department of Physical Therapy at the University of Illinois at Chicago and as Chief of Physical Therapy Services at the University of Illinois Hospital in Chicago until 1999. During that period, the department obtained more than $6 million in research funding and received APTA's 1997 Minority Initiative Award for consistently recruiting and maintaining ethnic and racial diversity among its students. He continues to serve as Professor in the Department of Physical Therapy and remains active in all areas of physical therapy, practice, research, and service. Dr Rothstein's expertise in measurement and research design has been used by many professionals—across disciplines—in the allied health community. He is in great demand as an invited guest speaker, having given professional presentations and keynote speeches on the topic of rehabilitation sciences at numerous national and international forums, including Sweden, Denmark, Iceland, Japan, and Saudi Arabia. He has also served as a consultant and visiting professor in South Africa, the Netherlands, and Poland. Dr Rothstein has made extensive contributions to the physical therapy profession's body of knowledge, including the publication of more than 60 refereed articles and abstracts. In 1985, he edited the text Measurement in Physical Therapy. He chaired the APTA Task Force on Standards for Measurement in Physical Therapy that produced the first APTA Standards for Tests and Measurements in Physical Therapy Practice in 1993. As part of that task force, he co-authored the Primer on Measurement: An Introductory Guide to Measurements Issues. Since 1989, Dr Rothstein has served as Editor of Physical Therapy and has been appointed to that position for three 5-year terms by the APTA Board of Directors. Dr Rothstein is a Catherine Worthingham Fellow of the American Physical Therapy Association. He is the recipient of numerous awards, including the Golden Pen Award, the Outstanding Service Award for Research, the Outstanding Service Award for Continuing Education, and the Outstanding Therapist Award in the State of Illinois. [Rothstein JM. Thirty-Second Mary McMillan Lecture: Journeys beyond the horizon. Phys Ther. 2001;81:1817–1829.]

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Kavoossi, M. "International Knowledge Among Washington DC Area University Students." Journal of Teaching in International Business 6, no. 1 (December 19, 1994): 1–17. http://dx.doi.org/10.1300/j066v06n01_01.

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Russell, Carrie, and Kevin Maher. "Washington Hotline." College & Research Libraries News 81, no. 10 (November 6, 2020): 516. http://dx.doi.org/10.5860/crln.81.10.516.

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GSU wins e-reserves case, but not clarity on digital copyright policyAfter 12 years of litigation, one may have forgotten about Cambridge University Press et al v Patton et al, also known as the Georgia State University (GSU) e-reserves case, where three publishers (Cambridge University Press, Oxford University Press, and Sage) sued GSU over their e-reserves policy. Teaching faculty and students preferred access to materials through digital networks. The further away they moved from course packs, where permission fees had been dutifully collected, the greater the drop in publishers’ revenue. Plaintiffs in the case deemed GSU’s policy too lax and encouraging of an “anything goes if it’s for the classroom” approach to copyright.

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Riedner, Rachel C., Bill Briscoe, Alexander Van der Horst, Carol Hayes, and Gary White. "Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences." Journal of Academic Writing 10, no. 1 (December 18, 2020): 223. http://dx.doi.org/10.18552/joaw.v10i1.581.

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Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences This poster describes a multi-pronged effort to build a writing curriculum in Physics and other STEM fields at the George Washington University, USA. These efforts include curricular collaboration, a research study conducted by the Physicists and Writing Scholars, and external funding initiatives. This project first began as a curricular collaboration through our Writing in the Disciplines (WID) curriculum, initiated by observations among Physics faculty that undergraduate students lack Physics specific writing skills. Writing faculty responded to this observation by introducing Physics faculty to the idea that writing can and must be taught, that the genres of Physics can be taught by Physics faculty, and that a focus on the writing process can improve student writing. Our curricular goal was to demonstrate to faculty who are unfamiliar with writing studies that writing is a means to learn in Physics (Anderson et al., 2017). The first phase of our effort was to persuade Physics faculty that writing contributes to learning in Physics; we describe a collaboration between Physics and Writing faculty that developed assignments and made curricular interventions. This collaboration built upon scholarship in writing studies that argues genre instruction develops capacities and skills for student writing (Swales, 1990; Winsor, 1996). While genre is not a new concept in Writing Studies, for many Physics faculty the idea that they can teach – and have students learn – how to write in disciplinary genres is novel. Collaboration around curricular revisions enabled Writing and Physics faculty to teach students that learning how to write in a new genre is a skill that can be practiced (Ericsson, 2006; Kellogg & Whiteford, 2009). We developed a process for students to follow when faced with types of writing common to Physics, but potentially new to them, such as the abstract (written), lab research notebook (written), article summary (oral), letter to colleague (written), cover letter and resumé (written), elevator pitch (oral), proposal (written and oral), presentation on issues of ethics and equity in STEM (oral), research presentation (oral), poster (written), poster presentation (oral), final research report (written), and Symposium presentation (oral). The collaboration thus created pedagogical exchange between faculty as well as scholarly synergy between the disciplines of Physics and Writing Studies. Physics faculty have observed that the curricular collaboration has had measurable results for students. Physics student participation in the campus research day has increased dramatically. We attribute this rise partly to the increased, explicit attention in classroom settings to how to engage with Physics genres of writing, especially abstracts and research posters. While the collaboration successfully brought together a small but solid group of Writing and Physics faculty, it also raised questions about how to persuade a broader range of Physics faculty, and other science faculty, that teaching disciplinary genres can improve student writing, and that writing is a means of learning. Given that faculty in STEM disciplines find empirical research persuasive, our next step was to undertake a collaborative research project to measure the impact of the teaching of writing in Physics. The new curricular focus on genre asked students to conceptualize themselves as scientific writers in relation to specific Physics or STEM audiences. The collaborative research therefore investigates if teaching Physics genres improves writing and enables students to conceptualize themselves as emerging scientists engaged in professional communication (Poe et al., 2010; Winsor, 1996). Our longitudinal analysis of student writing in Physics evaluates writing from three sequenced courses, the first before faculty-developed genre assignments, and then after genre assignments. We developed a rubric that evaluates general outcomes – audience, genre, structure, style – and a rubric that evaluates specialized learning outcomes – acknowledgement of past scholarship, working with models, incorporating scholarship, articulation of research questions, working with graphs, and articulation of methods. Preliminary research analysis shows that explicitly teaching Physics genres increases student’s abilities to write successfully in Physics, enabling students to understand how knowledge is communicated persuasively to audiences. Our goal with this research is to show STEM faculty through research by Physicists and Writing Studies scholars that teaching writing socializes students into the discipline of Physics, leading them to identify as professional scientists (Allie et al, 2010; Gere et al., 2019). This increase is exemplified by the large number of students volunteering to present a poster during the University wide research day, giving them experience presenting to an educated audience outside of Physics. Thus, a combination of strategies – curricular collaboration and intervention, collaborative research from within the discipline of Physics, and successful external funding – are what demonstrate to scientists that teaching genre and teaching writing are central to science education. Based on this experience, our contribution is that shared pedagogical and research collaborations, and funding, are what make the knowledge of Writing Studies persuasive to scientists. We have seen success with these efforts. At George Washington, other STEM faculty have observed successes in the Physics curriculum, and have joined efforts to bring writing more explicitly into their curriculum. This year, we began a Writing in STEM symposium that has grown to include faculty in Chemistry, Systems Engineering, Mathematics, Geography, Mechanical Engineering, and other fields. We have also seen an uptick in STEM courses in the WID curriculum. The Physics and Writing research collaboration has led to a National Science Foundation (NSF) submission on genre, and an NSF award for a study of writing and engineering judgement, being conducted by Writing faculty and Systems Engineering faculty. References Allie, S., Armien, M.N., Burgoyne, N, Case, J.M., Collier-Reed, B.I, Craig, T.S., Deacon, A, Fraser, D.M.,Geyer, Z, Jacobs, C., Jawitz, J., Kloot, B., Kotta, L., Langdon, G., le Roux, K., Marshall, D, Mogashana,D., Shaw,C., Sheridan, G., & Wolmarans, N. (2009). Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. European Journal of Engineering Education, 34(4), 359-367. https://doi.org/10.1080/03043790902989457 Anderson, P., Anson, C. M., Fish, T., Gonyea, R. M., Marshall, M., Menefee-Libey, W Charles Paine, C., Palucki Blake, L. & Weaver, S. (2017). How writing contributes to learning: new findings from a national study and their local application. Peer Review, 19(1), 4. Ericsson, K. A. (2009). The Influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt & A. M Williams (Eds.), The Cambridge handbook of expertise and expert performance (pp 685–705). Cambridge University Press. Gere, A. R., Limlamai, N., Wilson, E., Saylor, K., & Pugh, R. (2019). Writing and conceptual learning in science: an analysis of assignments. Written communication, 36(1), 99–135. https://doi.org/10.1177/0741088318804820 Kellogg, R., & Whiteford, A. (2009). Training advanced writing skills: the case for deliberate practice. Educational psychologist, 44(4), 250–266. https://doi.org/10.1080/00461520903213600 Poe, M., Lerner, N., & Craig, J. (2010). Learning to communicate in science and engineering: Case studies from MIT. MIT Press. Swales, J. (1990). Discourse analysis in professional contexts. Annual review of applied linguistics, 11, 103–114. Winsor, D. A.(1996) Writing like an engineer: A rhetorical education. Mahwah, NJ: Lawrence Erlbaum Associates.

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O'Connor, Candace. "The Students Who Broke the Color Barrier at Washington University." Journal of Blacks in Higher Education, no. 45 (2004): 118. http://dx.doi.org/10.2307/4133633.

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McMahon, Don, Katie Hirschfelder, Marcus Poppen, Holly Whittenburg, and Lauren Bruno. "WSU ROAR and ROAR Online! Program Description and COVID-19 Response." Rural Special Education Quarterly 40, no. 2 (June 2021): 70–84. http://dx.doi.org/10.1177/87568705211015684.

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Washington State University, Responsibility Opportunity Advocacy and Respect (WSU ROAR) is an inclusive 2-year residential postsecondary education program for students with intellectual and developmental disabilities. WSU ROAR is a recognized comprehensive transition program located in rural eastern Washington. Within the program, there are four pillars: WSU ROAR workshops, Washington State University audit courses, employment experiences, and independent living. Individualized instruction guides the WSU ROAR workshops to allow students to develop their independence. Students also participate in audit courses in inclusive settings on campus to gain skills to help with future employment opportunities. Peer Allies, who are students traditionally enrolled at college, provide meaningful social and academic relationships by partnering with the students in WSU ROAR. This program description discusses the development of the postsecondary education program and its adaptation to meet its goals while addressing the challenges of being a rural university in eastern Washington. This program description also describes how the WSU ROAR program adapted to a remote learning platform during the COVID-19 pandemic.

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Brainard, Suzanne Gage, and L. Ailes-Sengers. "MENTORING FEMALE ENGINEERING STUDENTS: A MODEL PROGRAM AT THE UNIVERSITY OF WASHINGTON." Journal of Women and Minorities in Science and Engineering 1, no. 2 (1994): 123–35. http://dx.doi.org/10.1615/jwomenminorscieneng.v1.i2.30.

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Mouradian, Wendy E., Anne Reeves, Sara Kim, Rachel Evans, Doug Schaad, Susan G. Marshall, and Rebecca Slayton. "An Oral Health Curriculum for Medical Students at the University of Washington." Academic Medicine 80, no. 5 (May 2005): 434–42. http://dx.doi.org/10.1097/00001888-200505000-00004.

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Albajalan, Osama Bahaa, Nawres Oraibi Alazzawi, and P. M. Ridzuan. "Factors associated with shisha smoking among university students." International Journal of Medical Toxicology & Legal Medicine 22, no. 3and4 (2019): 23. http://dx.doi.org/10.5958/0974-4614.2019.00054.8.

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Castaño-Perez, Guillermo Alonso, and Gustavo Adolfo Calderon-Vallejo. "Problems associated with alcohol consumption by university students." Revista Latino-Americana de Enfermagem 22, no. 5 (October 2014): 739–46. http://dx.doi.org/10.1590/0104-1169.3579.2475.

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OBJECTIVES: the aim of this study was to analyze alcohol consumption by university students and psychosocial problems related.METHOD: descriptive correlational study that included 396 university students. The "Alcohol Use Disorders Identification Test" - (AUDIT) - and an "ad hoc" questionnaire were used as instruments to assess the associated problems.RESULTS: of the total sample, 88.6% drank, 20.5% had harmful consumption and 14.9% were at risk of dependence according to AUDIT. The study showed important results related to harmful alcohol consumption and dependence, with damage to the academic performance, social relationships, psychological status and sexual condition.CONCLUSIONS: complications caused by problematic alcohol consumption by university students, which is high in this group due to the high prevalence of their alcohol consumption, highlights the importance of promoting programs to prevent the abuse and dependence of this substance in universities.

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Joveini, Hamid, Taherh Dehdari, Hassan Eftekhar Ardebili, Mahmoud Mahmoudi, Ali Asghar Firouzian, and Alireza Rohban. "Factors Associated with Hookah Smoking among University Students." Electronic physician 8, no. 12 (December 25, 2016): 3403–8. http://dx.doi.org/10.19082/3403.

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Ukegbu, Patricia, Blessing Nwofia, Uchechi Ndudiri, Nnenna Uwakwe, and Ada Uwaegbute. "Food Insecurity and Associated Factors Among University Students." Food and Nutrition Bulletin 40, no. 2 (May 5, 2019): 271–81. http://dx.doi.org/10.1177/0379572119826464.

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Background: Food insecurity is a growing public health issue and a barrier to students achieving adequate nutrition. Data regarding food insecurity among university students in Nigeria are scarce. Objective: The study assessed the prevalence of food insecurity and associated factors among university students, southeast Nigeria. Methods: A cross-sectional survey of 398 randomly selected students recruited from 2 universities in southeast Nigeria was conducted. Food security status was assessed using the 10-item US Household Food Security Scale Module. Anthropometric measurements and sociodemographic data were collected. Multivariate logistic regression was used to identify factors associated with food insecurity. Results: A majority of the students were categorized as food insecure. Of this, about 35.7% and 45.0% were considered to have low and very low food insecurity, respectively. Food insecurity was significantly associated with monthly allowance, daily amount spent on food, and source of income. The odds of food insecurity was significantly higher for students whose fathers were farmers (4.6, 95% confidence interval [CI]: 1.453-14.737), but lower for those whose mothers were farmers (0.18, 95% CI: 0.059-0.564). Conclusion: The result provides an insight into the food security status of university students in Nigeria. The prevalence of food insecurity was high among the students. Therefore, further studies involving different urban and rural (and/or public and private) universities in Nigeria are suggested in order to have a deeper understanding of the magnitude and contributing factors among this population group.

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Ortiz, Patricia Gladys Chávez. "Personal conditions associated with procrastination in university students." International Journal of Early Childhood Special Education 12, no. 1 (June 30, 2020): 521–26. http://dx.doi.org/10.9756/int-jecse/v12i1.201033.

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Schall, M., A. Kemeny, and I. Maltzman. "Factors associated with alcohol use in university students." Journal of Studies on Alcohol 53, no. 2 (March 1992): 122–36. http://dx.doi.org/10.15288/jsa.1992.53.122.

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Bettas, George A. "Networking Students beyond the Campus." About Campus: Enriching the Student Learning Experience 2, no. 4 (September 1997): 26–27. http://dx.doi.org/10.1177/108648229700200407.

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What good does it do to integrate creative technology-based courses into the curriculum if most students can't access the technology? This problem drove Washington State University to create Greeknet—a way of providing high-speed campus network access not only to students in residence halls but also to those off campus in fraternities and sororities. Here's how they did it.

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Mashevskyi, Oleh, and Olga Sukhobokova. "«Sharing America’s Story with Ukraine: the Voice of America’s Ukrainian Service, 1949–2019»: Collection of Scientific Articles and Materials on the History of the Ukrainian Service «Voice of America»." American History & Politics Scientific edition, no. 9 (2020): 154–62. http://dx.doi.org/10.17721/2521-1706.2020.09.14.

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In this publication, an overview of the American-Ukrainian collection of scientific articles and materials «Sharing America’s Story With Ukraine: The Voice of America’s Ukrainian Service, 1949–2019», presented in Ukraine and the United States is carried out. Collection, prepared on the initiative of the Department of Modern and Contemporary History of Foreign Countries of Taras Shevchenko National University of Kyiv, of the Ukrainian Museum-Archive in Cleveland and the Ukrainian Association of American Studies, dedicated to the 70th anniversary of Ukrainian Service «Voice of America». It first reviewed the history of the Ukrainian service «Voice of America» from the appearance of until now. Attention is accentuated in the most important milestones and aspects of its activities, in particular in the conditions of ideological and information struggle of the USA and the USSR in the Cold War, coverage of independent Ukraine, its socio-political transformations and revolutionary events of the modern time, the contribution of Ukrainian service «Voice of America» in the formation of Ukrainian democratic media, etc. Also the collection included general research on the history of service, an overview of the context of its work and research on several directors. Particularly valuable are the memoirs of Adrian Karmazyn about his almost 30-years work for the «Voice of America» and a number of documents of Soviet special services associated with Western radio voices. Articles included in the collection prepared primarily on the basis of unique documents on personal archives, as well as the Sectocal state archive of the Security Service of Ukraine, memoirs of participants in fateful events, the most significant video materials and publications placed on the official website of the Ukrainian service «Voice of America». The importance of the appearance of such publications, and in particular this collection certifies attention to it and positive reviews of Ukrainian and American scientists, media, representatives of the Ukrainian diaspora in the United States. As well as the spread of a collection on authoritative websites, for example, in one of the largest resources of the Ukrainian diaspora «Diasporiana.org.ua». And although the collection of articles and materials «Sharing America’s Story With Ukraine: The Voice of America’s Ukrainian Service, 1949-2019» came out quite voluminous, many aspects of the history of the Ukrainian «Voice of America» remained unproven and need further research. Thus, the publication should be considered as a peculiar foundation for a further purposeful comprehensive study of the history of the Ukrainian service «Voice of America», published in it articles and materials, undoubtedly will be useful to the next researchers. The presentation of the collection took place on February 12, 2020 at the Taras Shevchenko National University of Kyiv on the basis of the Department of New and Contemporary History of Foreign Countries. Members of the author’s team, teachers and students – аmericanists of historical faculty, correspondents of «Voice of America» took part in it, as well as in video conference – one of the compilers and editors of the collection Adrian Karmazyn from Washington and the director of the Ukrainian Archive-Museum in Cleveland Andriy Fedynskiy. During the discussion about the role and place of «Voice of America» in the Ukrainian and world information space, the presentation participants emphasized the relevance and prospects of further research of the history of its Ukrainian service.

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Brown, Flora Bryant. "NAACP Sponsored Sit-ins by Howard University Students in Washington, D.C., 1943-1944." Journal of Negro History 85, no. 4 (October 2000): 274–86. http://dx.doi.org/10.2307/2668546.

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Mouradian, Wendy E., Anne Reeves, Sara Kim, Charlotte Lewis, Amanda Keerbs, Rebecca L. Slayton, Deepti Gupta, et al. "A New Oral Health Elective for Medical Students at the University of Washington." Teaching and Learning in Medicine 18, no. 4 (October 2006): 336–42. http://dx.doi.org/10.1207/s15328015tlm1804_11.

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Laden, Bernice, Michaelann Jundt, and Ken Etzkorn. "Uwired Puts Freshmen Interest Groups On-Line." About Campus: Enriching the Student Learning Experience 1, no. 4 (September 1996): 22–23. http://dx.doi.org/10.1002/abc.6190010405.

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Here is a program that is serving multiple purposes of helping freshmen adjust to the university using peer guidance while giving them a “jump start” with technology. It's also linking information resources in a meaningful way to academics and actively promoting collaboration among students, librarians, and faculty. For more information about the different aspects of this program, consult the following resources: • University of Washington Freshman Interest Group Program. (Online.) Available HTTP: http://weber.u.washington.edu/∼figs/ • University of Washington UWired Program. (Online.) Available HTTP: http//www.washington.edu/uwired/ • UWired: Beyond Technology. Produced by UWTV. Directed by Ann Coppel. 10:17 min. University of Washington, 1995. (Videocassette.)

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Gordon, June A. "A Critical Interpretation of Policies for Minority Students in Washington State." NACADA Journal 17, no. 1 (March 1, 1997): 15–23. http://dx.doi.org/10.12930/0271-9517-17.1.15.

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Presented is a critical ethnographic analysis of minority culture-based policies and programs on six university campuses in Washington state and how their existence contributes to the retention and success of students of color and to increased racial and ideological separatism. Conclusions are based on interviews with 60 educators intimately involved with programs and policies that attempt to support or reinforce the culture and heritage of specific ethnic minority student groups.

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Mohammed, Goje,, Salmiah, Md Said, Ahmad Azuhairi, Ariffin, and Jusoff Kamaruzaman. "Physical Inactivity and Its Associated Factors among University Students." IOSR Journal of Dental and Medical Sciences 13, no. 10 (2014): 119–30. http://dx.doi.org/10.9790/0853-13101119130.

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Tavolacci, Marie Pierre, Sébastien Grigioni, Laure Richard, Gilles Meyrignac, Pierre Déchelotte, and Joël Ladner. "Eating Disorders and Associated Health Risks Among University Students." Journal of Nutrition Education and Behavior 47, no. 5 (September 2015): 412–20. http://dx.doi.org/10.1016/j.jneb.2015.06.009.

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Phillips, Kristina T., Trent L. Lalonde, Michael M. Phillips, and Maryia M. Schneider. "Marijuana use and associated motives in Colorado university students." American Journal on Addictions 26, no. 8 (November 10, 2017): 830–37. http://dx.doi.org/10.1111/ajad.12640.

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Tseng, Hsiu Chen, Chi-Jane Wang, Shu Hui Cheng, Zih-Jie Sun, Po See Chen, Chih-Ting Lee, Shih-Hsien Lin, Yen Kuang Yang, and Yi-Ching Yang. "Tea-drinking habit among new university students: Associated factors." Kaohsiung Journal of Medical Sciences 30, no. 2 (February 2014): 98–103. http://dx.doi.org/10.1016/j.kjms.2013.08.004.

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Steele, Maria, and Marjanne Senekal. "Dietary supplement use and associated factors among university students." South African Journal of Clinical Nutrition 18, no. 1 (April 2005): 17–30. http://dx.doi.org/10.1080/16070658.2005.11734034.

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Lee, Romeo B., Madelene Sta Maria, Susana Estanislao, and Cristina Rodriguez. "Factors Associated with Depressive Symptoms among Filipino University Students." PLoS ONE 8, no. 11 (November 6, 2013): e79825. http://dx.doi.org/10.1371/journal.pone.0079825.

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Yon, Yongjie, Larry Anderson, Jocelyn Lymburner, John Marasigan, Robert Savage, Michael Campo, Rose McCloskey, and Sue Ann Mandville-Anstey. "Is Ageism in University Students Associated With Elder Abuse?" Journal of Intergenerational Relationships 8, no. 4 (November 24, 2010): 386–402. http://dx.doi.org/10.1080/15350770.2010.520625.

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Ramos rodríguez, Irma. "TEACHER ABUSE AND ASSOCIATED SOCIODEMOGRAPHIC VARIABLES IN UNIVERSITY STUDENTS." Advances in Social Sciences Research Journal 7, no. 9 (September 14, 2020): 162–73. http://dx.doi.org/10.14738/assrj.79.8936.

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Teacher abuse is an ancient practice at different educational levels, the attacks by teachers vary from verbal and physical abuse, social exclusion, among other forms of abuse. Objective: To analyze the relationship between teacher abuse with gender, age, career, and other associated variables in students of different careers from a public university in Mexico. Methodology: A descriptive, cross-sectional, analytical study was carried out in 1149 first semester university students to collect the information, two questionnaires were applied, one on sociodemographic data and the other on teacher abuse. Results: Teacher abuse was presented in 10.5% of the participants, who claim to have been mistreated by at least one teacher in the current semester, 31.4% say they are afraid of attending university, 9.6% claim to fear a teacher. No differences were found between teacher abuse and the gender of the participants, or according to age, but there were differences according to the degree they were studying. Conclusions: Teacher abuse is a common practice in the university, this can cause in the student fear of teachers, fear of attending the university, absenteeism, school dropout and low academic performance.

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Bulut, Bekir, Nazım Ercüment Beyhun, Murat Topbaş, and Gamze Çan. "Energy Drink Use in University Students and Associated Factors." Journal of Community Health 39, no. 5 (March 8, 2014): 1004–11. http://dx.doi.org/10.1007/s10900-014-9849-3.

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Tseng, Yen-Cheng, Hsiu-Chu Tseng, and How-Ran Guo. "Accidents Associated With Education or Research Among University Students." Epidemiology 22 (January 2011): S272. http://dx.doi.org/10.1097/01.ede.0000392532.41999.aa.

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Farber, Harrison, Richard M. Silver, Virginia D. Steen, and Charles Strange. "Pulmonary Arterial Hypertension Associated With Scleroderma." Advances in Pulmonary Hypertension 7, no. 2 (April 1, 2008): 301–8. http://dx.doi.org/10.21693/1933-088x-7.2.301.

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This discussion was moderated by Harrison (Hap) Farber, MD, Professor, Department of Medicine, Boston University School of Medicine, and Director, Pulmonary Hypertension Center, Boston Medical Center, Boston, Massachusetts. Panel members included Richard M. Silver, MD, Professor of Medicine and Pediatrics and Director of the Division of Rheumatology and Immunology, Medical University of South Carolina, Charleston, South Carolina; Virginia D. Steen, MD, Proffessor of Medicine, Georgetown University, Washington, DC; and Charles Strange, MD, Professor of Pulmonary Medicine, Division of Pulmonary and Critical Care Medicine, Medical University of South Carolina, Charleston, South Carolina.

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Simckes, Maayan, Beth Melius, Vivian Hawkins, Scott Lindquist, and Janet Baseman. "An Academic–Practice Partnership at the University of Washington School of Public Health: The Student Epidemic Action Leaders (SEAL) Team." Public Health Reports 133, no. 6 (October 9, 2018): 749–58. http://dx.doi.org/10.1177/0033354918798805.

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In 2015, the University of Washington School of Public Health, Department of Epidemiology established the Student Epidemic Action Leaders (SEAL) team to provide public health students with experience in field epidemiology in state and local public health communicable disease divisions. The University of Washington Department of Epidemiology developed the SEAL team in collaboration with the Washington State Department of Health to offer public health graduate students opportunities to contribute to the real-time needs of public health agencies during a communicable disease event and/or preparedness event. The SEAL team combines classroom and field-based training in public health practice and applied epidemiology. During the first 2 years of the SEAL team (2016-2018), 34 SEALs were placed at 4 agencies contributing more than 1300 hours of assistance on 24 public health projects.

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Flowers, Susan K., Carla Easter, Andrea Holmes, Brian Cohen, April E. Bednarski, Elaine R. Mardis, Richard K. Wilson, and Sarah C. R. Elgin. "Genome Science: A Video Tour of the Washington University Genome Sequencing Center for High School and Undergraduate Students." Cell Biology Education 4, no. 4 (December 2005): 291–97. http://dx.doi.org/10.1187/cbe.05-07-0088.

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Sequencing of the human genome has ushered in a new era of biology. The technologies developed to facilitate the sequencing of the human genome are now being applied to the sequencing of other genomes. In 2004, a partnership was formed between Washington University School of Medicine Genome Sequencing Center's Outreach Program and Washington University Department of Biology Science Outreach to create a video tour depicting the processes involved in large-scale sequencing. “Sequencing a Genome: Inside the Washington University Genome Sequencing Center” is a tour of the laboratory that follows the steps in the sequencing pipeline, interspersed with animated explanations of the scientific procedures used at the facility. Accompanying interviews with the staff illustrate different entry levels for a career in genome science. This video project serves as an example of how research and academic institutions can provide teachers and students with access and exposure to innovative technologies at the forefront of biomedical research. Initial feedback on the video from undergraduate students, high school teachers, and high school students provides suggestions for use of this video in a classroom setting to supplement present curricula.

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Morrow-Howell, Nancy, Natalie Galucia, Emma Swinford, and Tanner Meyer. "Moving Toward Age-Diverse Universities: Perspectives of Admission and Career Service Professionals." Innovation in Aging 4, Supplement_1 (December 1, 2020): 551–52. http://dx.doi.org/10.1093/geroni/igaa057.1805.

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Abstract As age diversity in universities increases in response to demographic shifts, changes in educational practices, programs and policies are needed. To inform these transformations, this research focuses on opportunities and challenges of increasing age-diversity. We conducted 5 focus groups and included 31 professional staff at Washington University in St Louis who work in admissions and career services. A thematic content analysis revealed themes in two main categories: challenges of serving non-traditionally aged students (fitting in, career concerns, acclimating to learning environment and technology, ROI, and ageism) and benefits of older students (intentional students, experienced students, and classroom diversity). Recommendations emerged, including affinity groups, social opportunities which include families, community engagement for job placement, financial aid, targeted outreach to older students, academic flexibility, and administrative support. Findings will be used to advocate for increasing age-diversity among students at Washington University and other institutions in the Age-Friendly Global Network..

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Gebhart, Gennie, and Juliya Ziskina. "Students as leaders in open access advocacy: The story of the University of Washington initiative." College & Research Libraries News 76, no. 10 (November 1, 2015): 530–33. http://dx.doi.org/10.5860/crln.76.10.9394.

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Sarioglu, Nurhan, Coskun Cuce, Fuat Erel, Mehmet Kose, Mehmet Arslan, and Abdurrahman Said Bodur. "Smoking Prevalence and Associated Factors among Students of Balıkesir University." Eurasian Journal of Pulmonology 18, no. 1 (April 19, 2016): 29–34. http://dx.doi.org/10.5152/ejp.2015.63644.

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Choi, Jeong-Sil, Ji Woon Ko, and Seungmi Park. "Factors associated with Hepatitis A Preventative Behaviors among University Students." Korean Journal of Adult Nursing 27, no. 2 (2015): 127. http://dx.doi.org/10.7475/kjan.2015.27.2.127.

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Al-Kubaisy, Waqar, Nik Nairan Abdullah, Hisham Al-Nuaimy, Ghayth Halawany, and Shaheen Kurdy. "Factors Associated with Smoking Behaviour among University Students in Syria." Journal of ASIAN Behavioural Studies 2, no. 3 (April 1, 2017): 53. http://dx.doi.org/10.21834/jabs.v2i3.191.

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Cross-sectional study was conducted on 774 students from a Syrian University using questionnaire to estimate the prevalence of smoking among University students and to identify factors related to smoking. Smoking prevalence was 20.75%. Mean age (years) of smokers (25 ± 2.2) was significantly older than non-smokers (21 ± 1.8). Smoking prevalence among males was 26.1%, significantly higher than among females (9.5%). Female students consumed significantly higher number of cigarettes /day ( 21 ± 5) than the male (9 ± 2). Smoking was significantly higher (27.8%) among students living away from their families than (16.2%) those living with families. Keywords: smoking, risk factors, youth © 2017. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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Gürsel, Canan. "Symptoms associated with mobile phone usage among Turkish university students." International Journal of Innovative Research in Education 5, no. 2 (June 29, 2018): 41–50. http://dx.doi.org/10.18844/ijire.v5i2.1251.

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This study investigate the habits of using mobile phone in terms of various psychological symptoms among university students. The research sample consisted of 391 female (73.6 %) and 134 male (25.2 %) total 531 students of Gazi University. The Brief Symptoms Inventory, Depression Anxiety Stress Scale -42, and demographic information form were used for collecting data. The mean age was 21.52, the majority of students have a mobile phone(%98.9) and they use one line. Average cell phone usage time was 1-2 hours, following this 3-5 hours users in a week. The ratio of females conneting to Internet with cell phone were %80.5 and males %76.5. There was a significant difference between males and females weekly connection to internet. Females average connection time was longer than males, and also talks longer than males. There was a significant differences between students who connect to Internet from mobile phone and no connection groups on scores of brief symptoms inventories obsessive compulsif disorder, anxiety, hostility and interpersonal sensitivity subcales. Males have more hostility symptoms.Consistent with the literature there were some risk factors based on psychological symptoms and gender differenece among students problematic cell phone usage behavior.. Keywords: Cell phone usage, cell phone addiction, addiction.

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Araújo, Márcio Flávio Moura de, Roberto Wagner Júnior Freire de Freitas, Adman Câmara Soares Lima, Dayse Christina Rodrigues Pereira, Maria Lúcia Zanetti, and Marta Maria Coelho Damasceno. "Health indicators associated with poor sleep quality among university students." Revista da Escola de Enfermagem da USP 48, no. 6 (December 2014): 1085–92. http://dx.doi.org/10.1590/s0080-623420140000700017.

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Objective To associate the sleep quality of Brazilian undergraduate students with health indicators. Method A cross-sectional study was developed with a random sample of 662 undergraduate students from Fortaleza, Brazil. The demographic data, Pittsburgh Sleep Quality Index and health data indicators (smoking, alcoholism, sedentary lifestyle, nutritional condition and serum cholesterol) were collected through a self-administered questionnaire. Blood was collected at a clinical laboratory. In order to estimate the size of the associations, a Poisson Regression was used. Results For students who are daily smokers, the occurrence of poor sleep was higher than in non-smokers (p<0.001). Prevalence rate values were nevertheless close to 1. Conclusion The likelihood of poor sleep is almost the same in smokers and in alcoholics.

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