1) The document examines differences in alcohol use and consequences between undergraduate women living in different on-campus residential environments, including single-sex and mixed-sex residential learning communities (RLCs) and non-RLCs.
2) The results found that women living in single-sex RLCs had the lowest rates of alcohol use, heavy episodic drinking, and alcohol-related consequences compared to those living in other environments.
3) RLCs, particularly single-sex ones, appear to provide an environment that supports lower rates of alcohol use and abuse among undergraduate women.
This document summarizes a study analyzing the relationship between fraternity membership and binge drinking. The study uses survey data from the 2001 Harvard College Alcohol Study to examine whether fraternity membership leads to increased binge drinking. Logistic regressions are used to control for self-selection bias and social norms. The results show that even after controlling for these factors, fraternity membership has a statistically significant impact on binge drinking and related behaviors like unprotected sex.
Scholarly Journal ArticleAuAuthor’s full name, inverted so that .docxanhlodge
Scholarly Journal Article
AuAuthor’s full name, inverted so that last name appears first. Year. “Article Title in Title Caps and in Quotes.” Journal Title in Title Caps and Italicized Volume Number(Issue Number):page numbers of article.
Note that there is no space after the colon preceding page numbers.
For multiple authors, invert last name of first author only.
Separate with commas, unless there are only two authors.
Use and between last two authors.
CoConger, Rand. 1997. "The Effects of Positive Feedback on Direction and Amount of Verbalization in a Social Setting." American Journal of Sociology 79:1179-259.
CCCoe, Deborah L., and James D. Davidson. 2011. “The Origins of Legacy Admissions: A Sociological Explanation.” Review of Religious Research 52(3):233-47.
Running head: STUDENTS AND ALCOHOL
STUDENTS AND ALCOHOL
Students and Alcohol
Student’s name:
Instructor’s name:
Date:
It is true beyond any doubt that students who emanates from religious families are less likely to drink and smoke as compared to their counterparts from non religious setting. Wesley (1987) asserts that through regular religious related activities such as prayers in the family, directs the mind of the student off drinking and directs them towards concentration on academic duties. Furthermore, research studies previously have indicated that there is significant increase in the alcohol usage in the colleges and universities. This has been majorly attributed to high expectations among the youth age, and mostly due to peer influence.
According to Wesley (1985), religious students reported very low use of alcohol and other harmful substances as compared to non religious students. The attribution is made towards the type of parents they have at home. Statistical analysis included 40 percent Protestants, 33 percent of the student respondents came from catholic schools, 17 percent were from Jewish origin, 7 percent showed lack of religion, and the remaining 4 percent quoted other tradition religions. The summary of the research showed that Jewish had lowest chances of engaging in alcohol drinking. The Protestants came second in the survey and lastly the students of catholic religion. Statistically, catholic student respondents had no stiff stance against alcohol drinking as compared to other religion groups.
The significance level measurement done by Wesley (1985) showed that the protestants tops the chat at 6.2, followed by Catholics at 6.5, then non religious at 5.9 and lastly then Jewish at 5.4. The figure indicated the attitude towards alcohol drinking. Jewish origin people had no much hard stance on alcohol usage. Moreover, the research was also done with regard to parents of students’ intake and perception on alcohol. The non religious students seemed to experience much family problem related to alcohol intake than the any other at 26% of the sample taken. Catholic followed closely at 22% of alcohol problems. Research indicated that Protestants eme.
Causal Argument Essay
Qualitative Research Summary
Social Learning Theory
Teenage Alcohol Abuse Essay
Essay On Causal Argument
Jeremy Rifkin Enemies Of Promise
Confirmation Bias Essay
Causal Essay
This study examined the relationship between drinking habits and GPA among SDSU students. An online survey was distributed to collect data on students' alcohol consumption, activities, and GPAs. The survey found that most respondents drank alcohol and were involved in Greek life or had jobs. While previous research linked higher drinking to lower GPAs, this study found a positive correlation, contradicting expectations. As the sample was small and non-random, further research is recommended to better understand how drinking impacts academic performance at SDSU.
This study aims to qualitatively explore college students' perceptions of binge drinking through diary entries documenting their experiences with alcohol consumption and its aftermath. Thirty college student participants, fifteen male and fifteen female, will be asked to complete two diary entries following nights of drinking. The diaries will focus on issues like regret, relationships, and self-perception related to alcohol use. A pilot study with four participants identified emerging themes around social enhancement, lack of control, aggression, sexual regret, and impacts on friendships and academics. The full study seeks to understand what behaviors college students deem acceptable or unacceptable regarding binge drinking.
Binge drinking is common among undergraduate students, with 40% reporting engaging in binge drinking. At the University of California Davis, 57.9% of undergraduates drink alcohol and 28.9% report recent binge drinking. Binge drinking puts students at risk of injuries, accidents, unsafe sex, assaults, and even death. Each year, binge drinking among college students leads to over 3 million driving under the influence, 400,000 instances of unsafe sex, and 1825 deaths. Colleges should implement policies to detect at-risk students through screening, control the drinking environment by regulating pricing and availability, and strictly enforce alcohol policies both on and off campus. Successful interventions in college can reduce future alcohol-related problems
- A randomized controlled trial was conducted to test whether delivering personalized social norms feedback via Facebook could reduce problematic alcohol use among university students.
- Students who screened positive for hazardous drinking were randomly assigned to a control group or intervention group that received messages with norms data and their own drinking behaviors.
- Results found the intervention group significantly reduced their monthly alcohol consumption and frequency at one and three month follow-ups compared to baseline and the control group.
- Perceptions of drinking norms also became significantly more accurate for the intervention group after receiving feedback.
1) The document discusses theories for analyzing binge drinking among college students, including the Theory of Planned Behavior, Social Bond Theory, and Social Norm Theory.
2) The Theory of Planned Behavior posits that drinking behaviors are influenced by attitudes, social norms, and perceived behavioral control. Positive attitudes, social pressures, and a sense of ability to drink heavily can increase intentions to binge drink.
3) Social norms and peer influences are strong factors that can encourage binge drinking among college students according to these theories. Changing social perceptions of drinking may help reduce risky drinking behaviors.
This document summarizes a study analyzing the relationship between fraternity membership and binge drinking. The study uses survey data from the 2001 Harvard College Alcohol Study to examine whether fraternity membership leads to increased binge drinking. Logistic regressions are used to control for self-selection bias and social norms. The results show that even after controlling for these factors, fraternity membership has a statistically significant impact on binge drinking and related behaviors like unprotected sex.
Scholarly Journal ArticleAuAuthor’s full name, inverted so that .docxanhlodge
Scholarly Journal Article
AuAuthor’s full name, inverted so that last name appears first. Year. “Article Title in Title Caps and in Quotes.” Journal Title in Title Caps and Italicized Volume Number(Issue Number):page numbers of article.
Note that there is no space after the colon preceding page numbers.
For multiple authors, invert last name of first author only.
Separate with commas, unless there are only two authors.
Use and between last two authors.
CoConger, Rand. 1997. "The Effects of Positive Feedback on Direction and Amount of Verbalization in a Social Setting." American Journal of Sociology 79:1179-259.
CCCoe, Deborah L., and James D. Davidson. 2011. “The Origins of Legacy Admissions: A Sociological Explanation.” Review of Religious Research 52(3):233-47.
Running head: STUDENTS AND ALCOHOL
STUDENTS AND ALCOHOL
Students and Alcohol
Student’s name:
Instructor’s name:
Date:
It is true beyond any doubt that students who emanates from religious families are less likely to drink and smoke as compared to their counterparts from non religious setting. Wesley (1987) asserts that through regular religious related activities such as prayers in the family, directs the mind of the student off drinking and directs them towards concentration on academic duties. Furthermore, research studies previously have indicated that there is significant increase in the alcohol usage in the colleges and universities. This has been majorly attributed to high expectations among the youth age, and mostly due to peer influence.
According to Wesley (1985), religious students reported very low use of alcohol and other harmful substances as compared to non religious students. The attribution is made towards the type of parents they have at home. Statistical analysis included 40 percent Protestants, 33 percent of the student respondents came from catholic schools, 17 percent were from Jewish origin, 7 percent showed lack of religion, and the remaining 4 percent quoted other tradition religions. The summary of the research showed that Jewish had lowest chances of engaging in alcohol drinking. The Protestants came second in the survey and lastly the students of catholic religion. Statistically, catholic student respondents had no stiff stance against alcohol drinking as compared to other religion groups.
The significance level measurement done by Wesley (1985) showed that the protestants tops the chat at 6.2, followed by Catholics at 6.5, then non religious at 5.9 and lastly then Jewish at 5.4. The figure indicated the attitude towards alcohol drinking. Jewish origin people had no much hard stance on alcohol usage. Moreover, the research was also done with regard to parents of students’ intake and perception on alcohol. The non religious students seemed to experience much family problem related to alcohol intake than the any other at 26% of the sample taken. Catholic followed closely at 22% of alcohol problems. Research indicated that Protestants eme.
Causal Argument Essay
Qualitative Research Summary
Social Learning Theory
Teenage Alcohol Abuse Essay
Essay On Causal Argument
Jeremy Rifkin Enemies Of Promise
Confirmation Bias Essay
Causal Essay
This study examined the relationship between drinking habits and GPA among SDSU students. An online survey was distributed to collect data on students' alcohol consumption, activities, and GPAs. The survey found that most respondents drank alcohol and were involved in Greek life or had jobs. While previous research linked higher drinking to lower GPAs, this study found a positive correlation, contradicting expectations. As the sample was small and non-random, further research is recommended to better understand how drinking impacts academic performance at SDSU.
This study aims to qualitatively explore college students' perceptions of binge drinking through diary entries documenting their experiences with alcohol consumption and its aftermath. Thirty college student participants, fifteen male and fifteen female, will be asked to complete two diary entries following nights of drinking. The diaries will focus on issues like regret, relationships, and self-perception related to alcohol use. A pilot study with four participants identified emerging themes around social enhancement, lack of control, aggression, sexual regret, and impacts on friendships and academics. The full study seeks to understand what behaviors college students deem acceptable or unacceptable regarding binge drinking.
Binge drinking is common among undergraduate students, with 40% reporting engaging in binge drinking. At the University of California Davis, 57.9% of undergraduates drink alcohol and 28.9% report recent binge drinking. Binge drinking puts students at risk of injuries, accidents, unsafe sex, assaults, and even death. Each year, binge drinking among college students leads to over 3 million driving under the influence, 400,000 instances of unsafe sex, and 1825 deaths. Colleges should implement policies to detect at-risk students through screening, control the drinking environment by regulating pricing and availability, and strictly enforce alcohol policies both on and off campus. Successful interventions in college can reduce future alcohol-related problems
- A randomized controlled trial was conducted to test whether delivering personalized social norms feedback via Facebook could reduce problematic alcohol use among university students.
- Students who screened positive for hazardous drinking were randomly assigned to a control group or intervention group that received messages with norms data and their own drinking behaviors.
- Results found the intervention group significantly reduced their monthly alcohol consumption and frequency at one and three month follow-ups compared to baseline and the control group.
- Perceptions of drinking norms also became significantly more accurate for the intervention group after receiving feedback.
1) The document discusses theories for analyzing binge drinking among college students, including the Theory of Planned Behavior, Social Bond Theory, and Social Norm Theory.
2) The Theory of Planned Behavior posits that drinking behaviors are influenced by attitudes, social norms, and perceived behavioral control. Positive attitudes, social pressures, and a sense of ability to drink heavily can increase intentions to binge drink.
3) Social norms and peer influences are strong factors that can encourage binge drinking among college students according to these theories. Changing social perceptions of drinking may help reduce risky drinking behaviors.
- The document discusses theories for why college students engage in binge drinking, including the Theory of Planned Behavior and Social Bond Theory. The Theory of Planned Behavior cites attitudes, social norms, and perceived behavioral control as factors influencing intentions and behaviors. Social Bond Theory emphasizes the importance of social connections in preventing deviant behaviors like binge drinking.
- Key factors discussed include attitudes towards drinking, perceived social norms and pressure from peers, beliefs about control and consequences of drinking, and strength of commitment to school, family, and community. Students may overestimate peer drinking and feel pressure to conform to perceived social norms around alcohol use.
- The document discusses theories for why college students engage in binge drinking, including the Theory of Planned Behavior and Social Bond Theory. The Theory of Planned Behavior focuses on attitudes, social norms, and perceived behavioral control influencing intentions and behaviors. Social Bond Theory examines how social ties and bonds impact deviant behaviors like binge drinking.
- Key factors discussed are intrapersonal factors like beliefs and values, and interpersonal factors like social norms and perceptions of peer behaviors and attitudes towards drinking. Students may be influenced to binge drink due to perceptions of social acceptance and peer pressures.
Understanding the social gifts of drinking rituals an alternative framework f...Service_supportAssignment
The drinking behavior of the binge was described as the most significant reason for the health issues in college campus. By interrelating the ritual behavior and the health condition of the students, the authors conducted focus groups discussion. Through the in-depth interview they explored the nature of alcohol consumption was high among college students. This report extracted from the discussion provides a clear picture about the role of Ritual with student drinking in the campus. With the interpretation of the subject “Drinking-as-ritual” in a theoretical Framework let the authors to discuss how developers of public service announcement captured and contextually drinking rituals. This study makes PSA a more relevant to the target audience
Mehta, Alfonso, Delaney, & Ayotte_Associations between mixed gender friendshi...Clare Mehta
This study examined the relationships between mixed-gender friendships, gender identity, and substance use among college students. The researchers found that having more same-gender friends was associated with greater alcohol use for male students, but less alcohol and marijuana use for female students. A stronger gender identity was also linked to less marijuana use for both male and female students. For females, gender identity partially explained the link between same-gender friendships and lower marijuana use. The findings suggest that the gender of one's friends and one's gender identity both influence substance use during college.
CCC Hook Ups Among the Youths and Adolescents Discussion.docxwrite12
This document discusses trends in casual sexual behavior, known as "hooking up", among adolescents and young adults. It finds that while most teens have their first sexual experience in a dating relationship, over 60% will eventually have sex with someone they are not dating. College students often participate in hook ups, with over half of men and a third of women reporting intercourse from a hook up. Psychological factors like low self-esteem and unrestrictive personalities correlate with increased hook up behavior. Various risks can arise from hook ups like STIs, unplanned pregnancy, and negative psychological effects. Education on relationships and preventative measures from families can help address these issues.
CCC Hook Ups Among the Youths and Adolescents Discussion.docxsdfghj21
This document discusses trends in casual sexual behavior, known as "hooking up", among adolescents and young adults. It finds that while most teens have their first sexual experience in a dating relationship, over 60% will eventually have sex with someone they are not dating. College students frequently report experiences hooking up, ranging from kissing to sexual intercourse. Psychological factors like low self-esteem are linked to increased hooking up behavior. Potential consequences of casual sex include sexually transmitted infections, unplanned pregnancy, and negative effects on psychological well-being. Education on relationships and preventative measures by families can help protect young people.
APHA 2014 poster presentation draft 12.ppt3Subira Brown
This study examined the relationship between college students' substance use and the substance abuse histories of their parents and grandparents. The researchers surveyed 750 students at a midwestern Christian university about their alcohol, drug, and sexual activity, as well as any substance abuse in their families. The results showed that fathers' substance abuse was significantly correlated with increased odds of alcohol use for both male and female students. Grandparents' substance abuse also correlated with increased substance use and sexual activity for male students. The study concludes that familial substance abuse histories, particularly of fathers, may help predict students' risk of substance use problems.
A study of prevalance of smoking among youth in pakistanYamna Rashid
1) Research conducted using data of 75 students at a university in Pakistan
2) Secondary research conducted using more than 30 articles on the topic of smoking
3) Data analyzed through SPSS and STATA-12 software
4) The main causes of smoking in Pakistan identified
The dietary choices of college students are heavily influenced by factors like taste, price, and convenience. Studies have found that college students primarily make food purchases based on taste, and view juice and sugary drinks as healthier options compared to soda. Unhealthy options from on-campus vendors and fast food restaurants near campus also significantly impact students' diets. While many students receive nutrition education in classes, their food choices are still guided more by other priorities like taste, cost, and convenience over health. More research is needed on how residential students' diets may differ and how college students actually feel about their limited healthy food options on and around campus.
The effects of the consumption of alcoholic beverages on students in southern...Chulie
This document discusses the effects of alcohol consumption. It begins by explaining that alcohol is a depressant that slows vital functions and impairs thinking and judgment. It then describes different types of alcoholic beverages and their alcohol content ranges. Next, it lists some immediate physiological effects of alcohol on the body. It also discusses global alcohol consumption statistics and health impacts. Finally, it provides findings from surveys on alcohol consumption patterns among Filipinos.
This study explored the role of social and communicative interactions in facilitating prescription stimulant misuse among college students. The researchers conducted in-depth interviews with 37 students at a mid-sized university who had misused prescription stimulants. Through a qualitative analysis, they identified three primary themes in the students' discussions: 1) trusted friends prompted interpersonal use by complaining about schoolwork or directly encouraging trying the stimulants; 2) students strategically negotiated obtaining stimulants from others through partial disclosures; and 3) collective stimulant use and its social influence reinforced norms of acceptability on campus. The study suggests communicative interactions play a key role in creating environments permissive of prescription stimulant misuse.
This document discusses strategies to reduce high-risk drinking among college students, particularly around 21st birthdays. It references studies finding that females are more likely than males to experience negative consequences from drinking and feel more regret. The document also notes that education alone is not effective at changing drinking behaviors and that school-sponsored interventions may have greater impact. Survey results of WMU students show high rates of pre-drinking and binge drinking. The proposed social marketing campaign aims to reduce excessive drinking during 21st birthday celebrations by emphasizing the safety and quality of life benefits of moderate consumption over high-risk behavior.
About A Science-Based Multimedia Behavior Change ProgramEsther Maki
Esther lead a team of health education, research, media, and college women to develop a web, print, and phone behavior change program and ad campaign for Minnesota college women.
Are there drinking motives for college studentsAuntDix3
The document discusses drinking motives among college students. It identifies four main drinking motives: social motivation, enhancement motivation, conformity motivation, and coping motivation. Understanding students' drinking motives is key to preventing alcohol abuse on college campuses. The document reviews several studies that examined drinking behaviors and motives. The results indicate that not all college students abuse alcohol and that drinking motives are an important factor to consider to address the problem of excessive college drinking.
Alcoholic drink preferences in college students have made an interesting shift recently, with
trends in consumption leaning toward caffeinated alcohol in various forms (e.g., Red Bull and vodka or caffeinated beers such as Anheuser-Busch’s B-to-the-E). Despite the dramatic rise in popularity of these beverages, little research has examined the combined effects of alcohol and caffeine, which is problematic for adequately informing the public about the risk or lack thereof of these drinks. The purpose of this study was to directly investigate the acute effects of alcohol and caffeine, alone and in combination, on well-validated measures of cognitive performance and subjective intoxication in social drinkers. Participants (N 12) performed a psychological refractory period task that measured dual-task interference as the prolonged reaction time to complete the 2nd of 2 tasks performed in close temporal sequence. Performance was tested under 2 active doses and 1 placebo dose of caffeine (0.0 mg/kg, 2.0 mg/kg, and 4.0 mg/kg) in combination with 1 active dose and 1 placebo dose of alcohol (0.0 g/kg and 0.65 g/kg). As expected, alcohol impaired task performance by increasing dual-task interference and increasing errors. The coadministration of caffeine counteracted the effects of alcohol on interference but had no effect on the degree to which alcohol increased errors.
Subjective measures of intoxication showed that coadministration of caffeine with alcohol
reduced participants’ perceptions of alcohol intoxication compared with administration of
alcohol alone. The results highlight the complexity of drug interactions between alcohol and
caffeine
Presentation on Gender and LGBTQ Issue in the University of Southern Mississi...Kamden Strunk
A presentation by Kamden Strunk on The University of Southern Mississippi Campus Climate survey. This presentation focuses on gender and LGBTQ issues, and was originally presented to the USM Committee on Services and Resources for Women
A Picture of Health: Gay and Bisexual Teens in British Columbia.CBRC
A Picture of Health: Gay and Bisexual Teens in British Columbia. Presented by Elizabeth Saewyc, McCreary Centre Society at the 5th Annual Gay Men's Health Summit held in Vancouver, BC on November 9th and 10th, 2009.
708There is a wealth of literature highlighting the ne.docxevonnehoggarth79783
708
T
here is a wealth of literature highlighting the
negative physical (eg, type II diabetes, car-
diovascular problems) and psychosocial (eg,
depression, low self-worth) consequences of ado-
lescent obesity.1-3 However, less attention has been
given to the role adolescent weight status plays in
future health-risk behaviors, such as problematic
substance use. With adolescent overweight and
obesity rates remaining high (33.6% overweight,
18.4% obese 12-19 years),4 and substance use
more prevalent in young adulthood than any other
developmental period,5 identification of adolescent
weight status as a predictor of future problematic
substance use behavior is likely to have a signifi-
cant impact on research and clinical work aimed to
reduce multiple health risks in the transition from
adolescence to adulthood.
Adolescence is a crucial period for prevention ef-
forts aimed to reduce problematic substance use in
young adulthood. According to the National Survey
of Drug Use and Health,5 young adults have the
highest rates of current tobacco use (39.5% overall
including 33.5% cigarette use) and illicit drug use
(21.4%), with 19.0% using marijuana in the past
month. Binge drinking has been reported for 39.8%
and heavy alcohol use for 12.1% of 18- to 25-year-
olds. In the past 30 years, many epidemiological
longitudinal studies have identified several key
risk factors for problematic substance use, includ-
ing regular cigarette smoking, binge drinking, and
marijuana use, in adolescence and young adult-
hood. Temperament,6 behavioral disinhibition,7 ex-
ternalizing behaviors,8 poor parental monitoring,9
lack of parental support,10 negative peer interac-
tions,11 and affiliation with deviant peers12 have
been well-established as critical factors involved in
the development of problematic substance use.13-15
Considering the array of risk factors in adolescence
contributing to future problematic substance use,
it is likely that other health-risk conditions, such
as overweight or obesity status, are linked to prob-
lematic substance use behavior.
Little is currently known about the relationship
between adolescent weight status and future prob-
lematic substance use; however, use of an adoles-
cent developmental framework is likely to increase
our understanding of why this relationship may be
a significant one to address. One explanation may
be that a shared underlying factor like impulsivity
may explain co-occurring obesity and problematic
substance use. As children learn to self-regulate
behaviors, those who have difficulties with self-
control are more likely to over-consume energy-
dense food contributing to obesity risk16,17 and en-
gage in antisocial behaviors leading to substance
abuse and dependence.18,19 Although a shared
underlying factor explanation is plausible, under-
standing adolescent behavior without considering
the social context is incomplete.
H. Isabella Lanza, Research Associate and Chri.
This document provides a summary of data from AlcoholEdu for College, an online alcohol prevention program, at a university. Key findings include:
- The most common risky drinking behaviors reported by students were pregaming and doing shots. The most common negative consequences were hangovers and blacking out.
- 16% of students reported high-risk drinking. 30% of students felt the course prepared them to make responsible decisions about alcohol.
- Knowledge increased from 75% correct on the pre-assessment to 88% on the post-assessment. Behavioral intentions like reducing drinks and drinking frequency also increased after the course.
- The most common location for student drinking was off-campus residences.
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
More Related Content
Similar to Addictive Behaviors 33 (2008) 987–993Contents lists availa.docx
- The document discusses theories for why college students engage in binge drinking, including the Theory of Planned Behavior and Social Bond Theory. The Theory of Planned Behavior cites attitudes, social norms, and perceived behavioral control as factors influencing intentions and behaviors. Social Bond Theory emphasizes the importance of social connections in preventing deviant behaviors like binge drinking.
- Key factors discussed include attitudes towards drinking, perceived social norms and pressure from peers, beliefs about control and consequences of drinking, and strength of commitment to school, family, and community. Students may overestimate peer drinking and feel pressure to conform to perceived social norms around alcohol use.
- The document discusses theories for why college students engage in binge drinking, including the Theory of Planned Behavior and Social Bond Theory. The Theory of Planned Behavior focuses on attitudes, social norms, and perceived behavioral control influencing intentions and behaviors. Social Bond Theory examines how social ties and bonds impact deviant behaviors like binge drinking.
- Key factors discussed are intrapersonal factors like beliefs and values, and interpersonal factors like social norms and perceptions of peer behaviors and attitudes towards drinking. Students may be influenced to binge drink due to perceptions of social acceptance and peer pressures.
Understanding the social gifts of drinking rituals an alternative framework f...Service_supportAssignment
The drinking behavior of the binge was described as the most significant reason for the health issues in college campus. By interrelating the ritual behavior and the health condition of the students, the authors conducted focus groups discussion. Through the in-depth interview they explored the nature of alcohol consumption was high among college students. This report extracted from the discussion provides a clear picture about the role of Ritual with student drinking in the campus. With the interpretation of the subject “Drinking-as-ritual” in a theoretical Framework let the authors to discuss how developers of public service announcement captured and contextually drinking rituals. This study makes PSA a more relevant to the target audience
Mehta, Alfonso, Delaney, & Ayotte_Associations between mixed gender friendshi...Clare Mehta
This study examined the relationships between mixed-gender friendships, gender identity, and substance use among college students. The researchers found that having more same-gender friends was associated with greater alcohol use for male students, but less alcohol and marijuana use for female students. A stronger gender identity was also linked to less marijuana use for both male and female students. For females, gender identity partially explained the link between same-gender friendships and lower marijuana use. The findings suggest that the gender of one's friends and one's gender identity both influence substance use during college.
CCC Hook Ups Among the Youths and Adolescents Discussion.docxwrite12
This document discusses trends in casual sexual behavior, known as "hooking up", among adolescents and young adults. It finds that while most teens have their first sexual experience in a dating relationship, over 60% will eventually have sex with someone they are not dating. College students often participate in hook ups, with over half of men and a third of women reporting intercourse from a hook up. Psychological factors like low self-esteem and unrestrictive personalities correlate with increased hook up behavior. Various risks can arise from hook ups like STIs, unplanned pregnancy, and negative psychological effects. Education on relationships and preventative measures from families can help address these issues.
CCC Hook Ups Among the Youths and Adolescents Discussion.docxsdfghj21
This document discusses trends in casual sexual behavior, known as "hooking up", among adolescents and young adults. It finds that while most teens have their first sexual experience in a dating relationship, over 60% will eventually have sex with someone they are not dating. College students frequently report experiences hooking up, ranging from kissing to sexual intercourse. Psychological factors like low self-esteem are linked to increased hooking up behavior. Potential consequences of casual sex include sexually transmitted infections, unplanned pregnancy, and negative effects on psychological well-being. Education on relationships and preventative measures by families can help protect young people.
APHA 2014 poster presentation draft 12.ppt3Subira Brown
This study examined the relationship between college students' substance use and the substance abuse histories of their parents and grandparents. The researchers surveyed 750 students at a midwestern Christian university about their alcohol, drug, and sexual activity, as well as any substance abuse in their families. The results showed that fathers' substance abuse was significantly correlated with increased odds of alcohol use for both male and female students. Grandparents' substance abuse also correlated with increased substance use and sexual activity for male students. The study concludes that familial substance abuse histories, particularly of fathers, may help predict students' risk of substance use problems.
A study of prevalance of smoking among youth in pakistanYamna Rashid
1) Research conducted using data of 75 students at a university in Pakistan
2) Secondary research conducted using more than 30 articles on the topic of smoking
3) Data analyzed through SPSS and STATA-12 software
4) The main causes of smoking in Pakistan identified
The dietary choices of college students are heavily influenced by factors like taste, price, and convenience. Studies have found that college students primarily make food purchases based on taste, and view juice and sugary drinks as healthier options compared to soda. Unhealthy options from on-campus vendors and fast food restaurants near campus also significantly impact students' diets. While many students receive nutrition education in classes, their food choices are still guided more by other priorities like taste, cost, and convenience over health. More research is needed on how residential students' diets may differ and how college students actually feel about their limited healthy food options on and around campus.
The effects of the consumption of alcoholic beverages on students in southern...Chulie
This document discusses the effects of alcohol consumption. It begins by explaining that alcohol is a depressant that slows vital functions and impairs thinking and judgment. It then describes different types of alcoholic beverages and their alcohol content ranges. Next, it lists some immediate physiological effects of alcohol on the body. It also discusses global alcohol consumption statistics and health impacts. Finally, it provides findings from surveys on alcohol consumption patterns among Filipinos.
This study explored the role of social and communicative interactions in facilitating prescription stimulant misuse among college students. The researchers conducted in-depth interviews with 37 students at a mid-sized university who had misused prescription stimulants. Through a qualitative analysis, they identified three primary themes in the students' discussions: 1) trusted friends prompted interpersonal use by complaining about schoolwork or directly encouraging trying the stimulants; 2) students strategically negotiated obtaining stimulants from others through partial disclosures; and 3) collective stimulant use and its social influence reinforced norms of acceptability on campus. The study suggests communicative interactions play a key role in creating environments permissive of prescription stimulant misuse.
This document discusses strategies to reduce high-risk drinking among college students, particularly around 21st birthdays. It references studies finding that females are more likely than males to experience negative consequences from drinking and feel more regret. The document also notes that education alone is not effective at changing drinking behaviors and that school-sponsored interventions may have greater impact. Survey results of WMU students show high rates of pre-drinking and binge drinking. The proposed social marketing campaign aims to reduce excessive drinking during 21st birthday celebrations by emphasizing the safety and quality of life benefits of moderate consumption over high-risk behavior.
About A Science-Based Multimedia Behavior Change ProgramEsther Maki
Esther lead a team of health education, research, media, and college women to develop a web, print, and phone behavior change program and ad campaign for Minnesota college women.
Are there drinking motives for college studentsAuntDix3
The document discusses drinking motives among college students. It identifies four main drinking motives: social motivation, enhancement motivation, conformity motivation, and coping motivation. Understanding students' drinking motives is key to preventing alcohol abuse on college campuses. The document reviews several studies that examined drinking behaviors and motives. The results indicate that not all college students abuse alcohol and that drinking motives are an important factor to consider to address the problem of excessive college drinking.
Alcoholic drink preferences in college students have made an interesting shift recently, with
trends in consumption leaning toward caffeinated alcohol in various forms (e.g., Red Bull and vodka or caffeinated beers such as Anheuser-Busch’s B-to-the-E). Despite the dramatic rise in popularity of these beverages, little research has examined the combined effects of alcohol and caffeine, which is problematic for adequately informing the public about the risk or lack thereof of these drinks. The purpose of this study was to directly investigate the acute effects of alcohol and caffeine, alone and in combination, on well-validated measures of cognitive performance and subjective intoxication in social drinkers. Participants (N 12) performed a psychological refractory period task that measured dual-task interference as the prolonged reaction time to complete the 2nd of 2 tasks performed in close temporal sequence. Performance was tested under 2 active doses and 1 placebo dose of caffeine (0.0 mg/kg, 2.0 mg/kg, and 4.0 mg/kg) in combination with 1 active dose and 1 placebo dose of alcohol (0.0 g/kg and 0.65 g/kg). As expected, alcohol impaired task performance by increasing dual-task interference and increasing errors. The coadministration of caffeine counteracted the effects of alcohol on interference but had no effect on the degree to which alcohol increased errors.
Subjective measures of intoxication showed that coadministration of caffeine with alcohol
reduced participants’ perceptions of alcohol intoxication compared with administration of
alcohol alone. The results highlight the complexity of drug interactions between alcohol and
caffeine
Presentation on Gender and LGBTQ Issue in the University of Southern Mississi...Kamden Strunk
A presentation by Kamden Strunk on The University of Southern Mississippi Campus Climate survey. This presentation focuses on gender and LGBTQ issues, and was originally presented to the USM Committee on Services and Resources for Women
A Picture of Health: Gay and Bisexual Teens in British Columbia.CBRC
A Picture of Health: Gay and Bisexual Teens in British Columbia. Presented by Elizabeth Saewyc, McCreary Centre Society at the 5th Annual Gay Men's Health Summit held in Vancouver, BC on November 9th and 10th, 2009.
708There is a wealth of literature highlighting the ne.docxevonnehoggarth79783
708
T
here is a wealth of literature highlighting the
negative physical (eg, type II diabetes, car-
diovascular problems) and psychosocial (eg,
depression, low self-worth) consequences of ado-
lescent obesity.1-3 However, less attention has been
given to the role adolescent weight status plays in
future health-risk behaviors, such as problematic
substance use. With adolescent overweight and
obesity rates remaining high (33.6% overweight,
18.4% obese 12-19 years),4 and substance use
more prevalent in young adulthood than any other
developmental period,5 identification of adolescent
weight status as a predictor of future problematic
substance use behavior is likely to have a signifi-
cant impact on research and clinical work aimed to
reduce multiple health risks in the transition from
adolescence to adulthood.
Adolescence is a crucial period for prevention ef-
forts aimed to reduce problematic substance use in
young adulthood. According to the National Survey
of Drug Use and Health,5 young adults have the
highest rates of current tobacco use (39.5% overall
including 33.5% cigarette use) and illicit drug use
(21.4%), with 19.0% using marijuana in the past
month. Binge drinking has been reported for 39.8%
and heavy alcohol use for 12.1% of 18- to 25-year-
olds. In the past 30 years, many epidemiological
longitudinal studies have identified several key
risk factors for problematic substance use, includ-
ing regular cigarette smoking, binge drinking, and
marijuana use, in adolescence and young adult-
hood. Temperament,6 behavioral disinhibition,7 ex-
ternalizing behaviors,8 poor parental monitoring,9
lack of parental support,10 negative peer interac-
tions,11 and affiliation with deviant peers12 have
been well-established as critical factors involved in
the development of problematic substance use.13-15
Considering the array of risk factors in adolescence
contributing to future problematic substance use,
it is likely that other health-risk conditions, such
as overweight or obesity status, are linked to prob-
lematic substance use behavior.
Little is currently known about the relationship
between adolescent weight status and future prob-
lematic substance use; however, use of an adoles-
cent developmental framework is likely to increase
our understanding of why this relationship may be
a significant one to address. One explanation may
be that a shared underlying factor like impulsivity
may explain co-occurring obesity and problematic
substance use. As children learn to self-regulate
behaviors, those who have difficulties with self-
control are more likely to over-consume energy-
dense food contributing to obesity risk16,17 and en-
gage in antisocial behaviors leading to substance
abuse and dependence.18,19 Although a shared
underlying factor explanation is plausible, under-
standing adolescent behavior without considering
the social context is incomplete.
H. Isabella Lanza, Research Associate and Chri.
This document provides a summary of data from AlcoholEdu for College, an online alcohol prevention program, at a university. Key findings include:
- The most common risky drinking behaviors reported by students were pregaming and doing shots. The most common negative consequences were hangovers and blacking out.
- 16% of students reported high-risk drinking. 30% of students felt the course prepared them to make responsible decisions about alcohol.
- Knowledge increased from 75% correct on the pre-assessment to 88% on the post-assessment. Behavioral intentions like reducing drinks and drinking frequency also increased after the course.
- The most common location for student drinking was off-campus residences.
Similar to Addictive Behaviors 33 (2008) 987–993Contents lists availa.docx (19)
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
African-American Literature An introduction to major African-Americ.docxSALU18
African-American Literature: An introduction to major African-American writers from the earliest expressions to the present. An examination of the cultural milieu from which the writing arose, the ideological stance of each writer studied, and the styles and structure of the works considered
8 wks
.
African American Women and Healthcare I want to explain how heal.docxSALU18
African American women face unique healthcare challenges. This paper will explore how healthcare is perceived in the African American community, especially among women, and whether their concerns are justified. The paper will follow a standard structure including an introduction, abstract, literature review, methods, results, and discussion sections.
Advocacy & Legislation in Early Childhood EducationAdvocacy & Le.docxSALU18
Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advertising is one of the most common forms of visual persuasion we .docxSALU18
Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us.
What are the different forms of advertising?
Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered.
TEAM TASK:
As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will
be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch
the content of that Chapter Area (you will see topic page overlap ) and implement the following:
You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories :
The objectives: What role does the ad play in the economy?
The audience: Is it targeted to a group that could be considered vulnerable?
Effectiveness: Does it promote something that is socially desirable?
Role in marketing mix: What role does the ad play in the economy?
Image, product differentiation and branding: Is the ad misleading?
Other promotion factors
The unique selling proposition.
The basis for the appeal(s).
How would you make improvements?
The creative philosophy
The slogan
Secondary or supporting points or claims
The tone or mood and manner: Is the ad misleading?
Type of presenter
The motivational appeal: Does it promote something that is socially desirable?
Executional style
Each TEAM will develop a
15 minute class presentation
about their researched area. You have
options to use
power points, maps, videos, and other resources that will help educate your audience about your research.
Your Presentation should include:
A Power Point, the media piece or some type of visual presentation~~
A Question and Answer {Q & A} & Interactive session, quiz,.
Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docxSALU18
Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64
Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities.
Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders
Conditions to Know
: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma
· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye
1. What are some of the most common causes of blindness?
2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
3. Glaucoma can lead to what primary complication if not treated properly?
4. What are the differences between open-angle & closed-angle glaucoma?
5. What are the primary signs & symptoms of glaucoma?
6. What are the primary treatment goals for patients with glaucoma?
7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
8. What are some common risk factors for the development of cataracts? See Chart 63-7.
9. What are the primary signs & symptoms of cataracts?
10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
12. What are some symptoms of retinal detachment?
13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
14. What are some risk factors for dry macular degeneration?
15. What are some signs and symptoms of macular degeneration?
16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious?
18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.
Chapter 64: Assessment & Manag.
Advertising Campaign Management Part 3Jennifer Sundstrom-F.docxSALU18
The document discusses parameters for effective advertising campaigns, including goals, media selection, slogans, consistency, duration, and the creative brief. It provides details on each parameter and explains that carefully planning these elements is important for successful campaigns. It also covers implications of advertising management globally and working with external agencies.
Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docxSALU18
Adopt-a-Plant Project guidelines
Overview:
The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points
Annotated Bibliography (50 points)
You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant.
· Each fact should be paraphrased (i.e. written in your own words, no quotations allowed).
· Then tell me why this is interesting to you – make connections to your life or to currents issues in our world.
· Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy.
· At least one of your sources should be from a peer-reviewed, science journal article.
Here is an example:
Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells
Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6.
This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic
To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout.
*** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results
The bibliography is worth 50 points and will be graded on:
1. Effort
• Quality of references
•Depth/breadth/quality of material covered
2. Following directions/ requirements
I will use the following rubric to grade your bibliography:
Research, Critical Reading and Documentation
Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals
10 pts
Effective sources, correctly cited, Could have a few more.
ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 .docxSALU18
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 1
Assignment # 4
Decision Analysis and Project Scheduling
ADM2302 students are reminded that submitted assignments must be typed (i.e. can NOT be hand
written), neat, readable, and well-organized. Assignment marks will be adjusted for sloppiness, poor
grammar, spelling, for technical errors as well as if you submit a PDF file.
The assignment is to be submitted electronically as a single Word Document file via Brightspace by
Friday April 3rd prior to 23:59. Front page of the Word document has to include title of the assignment,
course code and section, student name and student number. Second page is the individual/group
statement of integrity that must be signed.
E-mail questions related to the assignment should be sent to the Teaching Assistant or posted on the
Brightspace course website “Discussion page” (viewed by all).
Section M: Parisa Keshavarz ([email protected])
Section N: : Niki Khorasanizadeh ([email protected])
Section P: Makbule Kandakoglu ([email protected])
Section Q: Afshin Kamyabniya ([email protected])
Problem 1: Payoffs/Decision Table (13 points)
A small building contractor has recently experienced two successive years in which work opportunities
exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year.
Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the
table below.
NEXT YEAR’S DEMAND
Alternative Low High
Do nothing
Expand
Subcontract
$50**
20
40
$60
80
70
** Profit in $ thousands.
Which alternative should be selected if the decision criterion is:
a. The optimistic approach? (3 points)
b. The conservative approach? (3 points)
c. Minimize the regret? (7 points)
Problem 2: Payoffs/Decision Table (15 points)
Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way,
she can take several back streets to work, or she can use the expressway. The traffic patterns are,
however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee
is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of
route several times under different traffic conditions. This information is summarized in minutes of
travel time to work in the following table:
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 2
No Traffic Congestion
(Minutes)
Mild Traffic
Congestion
(Minutes)
Severe Traffic
Congestion
(Minutes)
Tennessee Street
Back roads
Expressway
15
20
30
30
25
30
45
35
30
In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion
20 days. Assume that the past 60 days are typical of traffi.
Adlerian-Based Positive Group Counseling Interventions w ith.docxSALU18
This summarizes an Adlerian-based positive group counseling program for emotionally troubled youth that integrated positive psychology interventions. The 12-week program used interventions from positive psychotherapy curriculum to increase positive emotion, engagement, and meaning by emphasizing strengths. Sessions focused on identifying signature strengths, cultivating strengths through goals, developing gratitude, processing good and bad memories, and expressing forgiveness as a way to increase social interest. The positive interventions aligned well with Adlerian principles of emphasizing strengths, social interest, and encouragement to help youth overcome problems.
After completing the assessment, my Signature Theme Report produ.docxSALU18
After completing the assessment, my Signature Theme Report produced the following results: Communication, Relator, Individualization, Consistency, and Strategic. When I first saw the themes presented, I was a little skeptical at first but after reading the detailed descriptions I felt like it made a lot of sense and mirrored a lot of what I had already thought about myself.
A core value that I would like to continue to strengthen would be the value of acceptance. One of my top five themes was relator which explained that I have a comfortability with gravitating towards people I already know and building relationships from there. I don’t have issues with making new relationships, but I can see that sometimes I close myself off initially to embracing new ones. With acceptance, you have to understand that there are some situations you can control and some that you can’t but embracing the latter can lead to new experiences that could be beneficial (Riley, 2021). Another core value that I would like to improve upon would be calmness. This fits in well with my theme of consistency. While I am a firm believer of things being fair and consistent, I can get easily upset when things don’t balance out like they are expected to. I know that working on being calm in tense situations will help me adapt easier when things don’t always work out as they should.
One of the strengths that I would like to embrace fully and continue to improve upon is communication. It was no surprise to me that communication was at the top of my list for my themes. When I am in a position of leadership at work, I make it a priority to keep my staff updated on everything that is going on for that night and it is something I expect from my charge nurse when I am working the floor also. A communicator is only effective when they are aware of their style of communicating and how others perceive or respond to it (Marshall & Broome, 2021). As a communicator I know that I can always work on how I communicate non-verbally and with body language especially. The other strength that I would like to continue to work on is of being strategic. The report explained that the strategic theme fit me because I am able to sort through the clutter and find the best route when I am trying to accomplish something. I really believe this about myself because when I have a task I need to accomplish, whether I am in a leader position or not, I will break everything down and reorganize it to make sure I have come up with the best solution. I feel like the best way to do something is the way that makes it concise and without a lot of excess getting in the way.
A characteristic of mine that I would like to strengthen would be that of instinct. My theme of individualization points out that I have an instinct about others and how they work and function. I have always felt that I easily read people and can get a sense of who they truly are and for example in the workplace how they are as a staff member. S.
After careful reading of the case material, consider and fully answe.docxSALU18
After careful reading of the case material, consider and fully answer the following questions:
1. What were the primary reasons for changing the current system at Butler?
2. What role did Butler's IS department play?
3. List the objectives of the pilot. Were there any problems?
4. Do you think Butler made the right decision to utilize this new technology? What implications does this decision hold for Butler's IT department in the long run?
NOTE: Butler refers to it's IT department as IR. You may consider these two acronyms as synonymous (i.e. IT = IS = IR for purposes of this assignment)
.
Affluent
Be unique to
Conform
Debatable
Dominant
Enforce
Ethnic
Internalize
Rank
Restrict
You will write your own sentences using each of the vocabulary words. The sentence
must be an
original sentence
created by you, AND it must use the vocabulary word correctly.
Your sentence
MUST
demonstrate that you understand the meaning of the word.
.
Advanced persistent threats (APTs) have been thrust into the spotlig.docxSALU18
Advanced persistent threats (APTs) have been thrust into the spotlight due to their advanced tactics, techniques, procedures, and tools. These APTs are resourced unlike other types of cyber threat actors.
Your chief technology officer (CTO) has formed teams to each develop a detailed analysis and presentation of a specific APT, which she will assign to the team.
.
Your report should use
The Cybersecurity Threat Landscape Team Assignment Resources
to cover the following five areas:
Part 1: Threat Landscape Analysis
Provide a detailed analysis of the threat landscape today.
What has changed in the past few years?
Describe common tactics, techniques, and procedures to include threat actor types.
What are the exploit vectors and vulnerabilities threat actors are predicted to take advantage of?
Part 2: APT Analysis
Provide detailed analysis and description of the APT your group was assigned. Describe the specific tactics used to gain access to the target(s).
Describe the tools used. Describe what the objective of the APT was/is. Was it successful?
Part 3: Cybersecurity Tools, Tactics, and Procedures
Describe current hardware- and software-based cybersecurity tools, tactics, and procedures.
Consider the hardware and software solutions deployed today in the context of defense-in-depth.
Elaborate on why these devices are not successful against the APTs.
Part 4: Machine Learning and Data Analytics
Describe the concepts of machine learning and data analytics and how applying them to cybersecurity will evolve the field.
Are there companies providing innovative defensive cybersecurity measures based on these technologies? If so, what are they? Would you recommend any of these to the CTO?
Part 5: Using Machine Learning and Data Analytics to Prevent APT
Describe how machine learning and data analytics could have detected and/or prevented the APT you analyzed had the victim organization deployed these technologies at the time of the event. Be specific.
Part 6: Ethics in Cybersecurity.
Ethical issues are at the core of what we do as cybersecurity professionals. Think of the example of a cyber defender working in a hospital. They are charged with securing the network, medical devices, and protecting sensitive personal health information from unauthorized disclosure. They are not only protecting patient privacy but their health and perhaps even their lives. Confidentiality, Integrity, Availability - the C-I-A triad - and many other cybersecurity practices are increasingly at play in protecting citizens in all walks of life and in all sectors. Thus, acting in an ethical manner is one of the hallmarks of cybersecurity professionals.
Do you think the vulnerability(ies) exploited by the APT constitutes an ethical failure by the defender? Why or why not?
For the APT scenario your group studied, were there identifiable harms to privacy or property? How are these harms linked to C-I-A? If not, what ethically si.
Advanced persistent threatRecommendations for remediation .docxSALU18
Advanced persistent threat
Recommendations for remediation of the threat
Research the use of network security controls associated to your threat and industry
Do Not use topics network security,VPN,FIREWALL,ETC
10-12 pages. Double spaced APA style
At least 10 REFERENCES
5 ATLEASt PEER REVIEWED SCHOLARLY
.
Adultism refers to the oppression of young people by adults. The pop.docxSALU18
Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case.
By Day 3
Post
an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics.
.
ADVANCE v.09212015
•
APPLICANT DIVERSITY STATEMENT IN FACULTY SEARCH PROCESS
FREQUENTLY ASKED QUESTIONS
1) How does University of California define “diversity?”
A: The academic senate adopted in 2009 the following broad definition of diversity:
Diversity - defining features of California past, present and future - refers to a variety of
personal experiences, values, and worldviews that arise from differences of culture and
circumstance. Such differences include race, ethnicity, gender, age, religion, language,
abilities/disabilities, sexual orientation, socioeconomic status, geographic region and more.
2) Why does UC Irvine expect a diversity statement from applicants for faculty positions?
A: UC Irvine’s commitment to inclusive excellence is integral to our ascendancy among globally
preeminent universities. It provides applicants with an opportunity to discuss how their past or
future contributions will advance this enduring campus commitment. For more information,
please see the Provost’s memo on Inclusive Excellence.
3) Is the diversity statement consistent with University of California policy?
A: Yes. APM 210.1-d, which governs appointment, appraisal and promotion, recommends that
faculty be both encouraged and rewarded for activity that promotes inclusive excellence:
“The University of California is committed to excellence and equity in every facet of its mission.
Teaching, research, professional and public service contributions that promote diversity and
equal opportunity are to be encouraged and given recognition in the evaluation of the
candidate's qualifications. These contributions to diversity and equal opportunity can take
a variety of forms including efforts to advance equitable access to education, public
service that addresses the needs of California's diverse population, or research in a
scholar's area of expertise that highlights inequities.”
4) Is UC Irvine alone among UC campuses in adopting this statement?
A: No. UC San Diego adopted this statement in 2010.
5) How will applicants learn about the diversity statement expectation?
A: Per Provost Gillman’s memo of June 2014, all ads for faculty positions will include the following
sentence: “Applicants are encouraged to share how their past and/or potential contributions to
diversity, equity and inclusion will advance UC Irvine’s commitment to inclusive excellence.”
6) How do applicants provide their diversity statement?
A: There is a dedicated field in UC Recruit for applicants to submit their diversity statement.
7) If an applicant does not provide a diversity statement, will his or her application be considered
incomplete?
A: Yes
http://www.provost.uci.edu/news/InclusiveExcellence.html
http://www.ucop.edu/academic-personnel/_files/apm/apm-210.pdf
http://www.provost.uci.edu/news/Diversity-Statement-June-2014.html
ADVANCE v.09212015
8) What are the components of a diversity statement?
.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
1. Addictive Behaviors 33 (2008) 987–993
Contents lists available at ScienceDirect
Addictive Behaviors
Heavy episodic drinking and its consequences: The protective
effects of same-sex, residential living-learning communities
for undergraduate women
Carol J. Boyd a,b,⁎, Sean Esteban McCabe a,b, James A.
Cranford b, Michele Morales b,
James E. Lange c, Mark B. Reed c, Julie M. Ketchie c, Marcia
S. Scott d
a Institute for Research on Women and Gender, University of
Michigan, 204 S. State Street, Ann Arbor, MI 48109-1290,
United States
b Substance Abuse Research Center, University of Michigan,
2025 Traverwood Dr., Suite C, Ann Arbor, MI 48105-2194,
United States
c AOD Initiatives Research, San Diego State University
Research Foundation, 6386 Alvarado Ct, Suite 224, San Diego,
CA 92120, United States
d Division of Epidemiology and Prevention Research, National
Institute on Alcohol Abuse and Alcoholism, 5635 Fishers Lane,
Room 2085 MSC 9304,
Bethesda, MD 20892-9304, United States
a r t i c l e i n f o
⁎ Corresponding author. Institute for Research on W
United States. Tel.: +1 734 764 9537; fax: +1 734 764 9
E-mail address: [email protected] (C.J. Boyd).
3. Heavy episodic drinking among college students –which we
define here as 5 or more drinks in a two-hour period for men,
and
4 or more drinks for women – is a well-established concern
among college health experts (Boyd, McCabe, & Morales,
2005).
Researchers have identified several social and environmental
factors associated with this problem, including gender and
living
arrangements. One robust risk factor, demonstrated in numerous
studies, is that college-age males, particularly those in
fraternities, engage in heavy episodic drinking with greater
frequency than their female counterparts; although recent
research
reveals that the sex, gender and/or living arrangement gaps may
be narrowing, especially among high school age students
(Johnston, O'Malley, Bachman, & Schulenberg, 2006; Wechsler,
Lee, Kuo & Lee, 2000; for an international review see Holmila
&
Raitasalo, 2005).
Despite lower rates of heavy drinking, women are particularly
vulnerable to the negative consequences in a college co-
educational setting. It is estimated that alcohol is involved in at
least half of all cases of heterosexual assault among college
students
omen and Gender, School of Nursing and Women's Studies, 204
S. State Street, Ann Arbor, MI 48109-1290
533.
All rights reserved.
,
mailto:[email protected]
http://dx.doi.org/10.1016/j.addbeh.2008.03.005
4. http://www.sciencedirect.com/science/journal/03064603
988 C.J. Boyd et al. / Addictive Behaviors 33 (2008) 987–993
(for reviews see Abbey, 2002;Mohler-Kuo, Dowdall, Koss
&Wechsler, 2004) and the likelihood of sexual assault increases
nine fold
on days in which college women engage in heavy alcohol
consumption (Parks & Fals-Stewart, 2004). Among college
students, the
majority of sexual assaults occur within heterosexual
relationships in which both people are acquainted and a male
student
perpetrates the assault; usually alcohol has been consumed by
one or both people (Abbey, 2002).
1.1. Environmental correlates of college student alcohol use
Of the environmental factors impacting college students' alcohol
consumption, living arrangement has been identified as an
especially important predictor of alcohol use (Boyd, McCabe, &
d'Arcy, 2004; Presley, Meilman & Leichliter, 2002; Weitzman
&
Kawachi, 2000). Research from single-sex institutions finds that
women attending all-women colleges engage in heavy episodic
drinking at significantly lower levels than women attending co-
educational institutions (Wechsler, Lee, Hall, Wagenaar, & Lee,
2002). Students living in fraternity or sorority houses
consistently report heavier levels of alcohol use, higher levels
of intoxication
and more alcohol-involved social activities (for a review, see
Baer, 1994; Cashin, Presley & Meilman, 1998; Glindermann &
Geller,
2003) while students residing in college sponsored, living-
learning communities tend to drink less (Brower, Golde &
Allen, 2003;
5. McCabe et al., 2007). Although these living-learning
communities were not created to address underage drinking,
they were
created to engage students in both curricular and co-curricular
aspects of university/college life.
1.2. Gender and the college living environment
Wechsler et al. (2002) found that nearly twice as many women
attending co-educational institutions could be classified as
frequent heavy episodic drinkers (defined as three ormore
occasions of heavy episodic drinking in the past twoweeks)
thanwomen
attending all-women colleges (21.2% versus 11.9%), suggesting
that interaction with male students may affect the quantity and
frequencyofwomen's alcohol consumption. Young and
colleagues found some support of this association,
usingqualitative data from
undergraduate women classified as “frequent heavy episodic
drinkers.” Using focus-group discussions, these researchers
reported
that female students who tolerate high levels of alcohol
consumption often receive special attention from their male
peers, and are
included as “one of the guys” unlike other less-heavy drinking,
“light-weight” females (Young, Morales, McCabe, Boyd, &
d'Arcy,
2005). However tempting it is to reduce “risk” to gender
differences, there are data supporting that it is not that simple.
1.3. Consequences of collegiate alcohol abuse
There aremultiple primaryand secondaryconsequences related to
collegiate alcohol abuse. In a sampleof 1649undergraduate past
year drinkers, Boyd, McCabe, and d'Arcy (2003) found that 77%
reported at least one negative consequence from their drinking,
6. the
most common being a “hangover” followed by “vomited”, “felt
embarrassed”, “had memory loss” and “missed class” among
others.
Eleven percent reported being sexually harassed and 4%
reported sexually harassing another person. Data from the
College Alcohol
Study (CAS) showthat secondaryconsequencesof heavyepisodic
drinking amongcollege students, includingverbal or physical
assault,
vandalism, and interruptions to sleep or study time among
others (Wechsler, Davenport, Dowdall, Moeykens & Castillo,
1994), are
ubiquitous on college campuses. McCabe, Couper, Cranford,
and Boyd (2006) also found that the majority of undergraduates
in their
sample reported negative, secondary consequences from their
peers' alcohol abuse (McCabe, Couper, Cranford & Boyd,
2006).
1.4. Residential learning communities
Heavy episodic drinking may serve a “community-building
function” on college campuses. In a provocative editorial,
Bruffee
(1999) suggested that collective alcohol consumptionmay serve
to create a kind of community on campuses thatmay otherwise
feel
large and alienating. To address the problem of student
alienation, educators have suggested small, residential learning
communitiesmight help students navigate the first-year
experience, integrate and deepen their learning, and in the case
of women
andminorities, succeed infields inwhich they have traditionally
been under-represented (Hathaway, Sharp&Davis, 2001; Inkelas
&
7. Weisman, 2003).
McCabe et al. (2007) also found that RLC students reported
lower drinking rates and fewer alcohol-related consequences
than
non-RLC students during their first year in college. When
comparing RLC and non-RLC students, McCabe et al. (2007)
reported a
significant “drinking” difference between these groups during
their first semesters on campus. Although in both groups, the
maximum number of drinks (consumed on one occasion)
increased from pre-college to first semester on campus, the
number of
drinks per occasion was larger among non-RLC compared to
RLC students. Of note, however, is that RLC students reported
less
drinking before college than their non-RLC counterparts,
leading McCabe et al. (2007) to conclude that the differences
between
RLC and non-RLC drinking patterns may result from both
selection and initial transition to college socialization effects.
1.5. Hypotheses
Given the aforementioned, we set out to study drinking behavior
and its consequences among undergraduate womenwho live
in one of four types of university living arrangements (same-
andmixed-sex arrangementswithin Residential Learning
Community
(RLC) and non-RLC). We focus on women and their living
arrangements for two reasons: first, because at large co-
educational
colleges women are increasing their heavy use of alcohol
(Wechsler et al., 2002) and second, because sexual assault
among college
8. 989C.J. Boyd et al. / Addictive Behaviors 33 (2008) 987–993
students is one of the negative consequences associated with
college drinking; the assaults most often are perpetrated by
males,
within the context of heterosexual, acquaintance-type
relationships (Rennison, 2002).
Using secondary data from a large, federally funded study, we
were interested in the following: Among female, first-year
undergraduates living in university-sponsored housing: 1) Does
alcohol consumption vary as a function of RLC status (living in
an
RLC versus living in a non-RLC)? 2) Does alcohol consumption
vary as a function of the sex of floor residents (single-sex floors
versus mixed-sex floors)? 3) Do the primary and secondary
consequences of heavy episodic drinking, including being taken
advantage of sexually, vary as a function of RLC status and sex
of floor residents?
2. Methods
2.1. Procedure and recruitment
This on-going, longitudinal study represents a collaborative
relationship between researchers at The University of Michigan
(UM) and San Diego State University (SDSU), with each
Institutional Review Board approving the protocols. Using an
incoming,
2005 population of over 5000 undergraduate students at a large
Midwestern research university, a stratified random sample of
2502 full-time, first-year undergraduate students was selected
from three residential environments that included RLCs and
non-
RLCs. Further, all respondents were asked if the residents on
9. their floor were: all male, all female, or mixed male and female.
Datawere collected during the students first year at the
university (Fall 2005 andWinter 2006 semesters andwe report
on data
fromWave 1 here); at each wave, students were invited to
participate in the study via a pre-notification letter. The letter
explained
the study and provided directions for taking the survey on the
Web. In Wave 1, the pre-notification letters were sent via
federal
mail and contained a $2.00 bill as a pre-incentive. Respondents
were also entered into a sweepstakes drawing as an additional
incentive that included travel vouchers, iPods, and field passes
to athletic events. Respondents gave their consent to participate
by
checking an “I consent” assent box at the bottom of an online
consent form before they started the web-based survey.
Several strategies were used to increase the validity of the
study. All respondents were informed that a research team,
unaffiliated
with theUM,was contracted to set-up theWeb surveyaswell as
store andmaintain data; further, respondentswere reminded
thatUM
officials, faculty and staff were unable to access any contact
information connected with the data. Students were informed
that
participationwas voluntary and that all responseswould be kept
confidential pursuant to a NIH Certificate of Confidentiality.
TheWeb
survey was maintained on a hosted secure Internet site running
under the secure sockets layer (SSL) protocol to ensure
respondent
data were safely transmitted between the respondent's browser
and the server. Similar web-based protocols have been used by
10. this
investigative team and have been described in detail elsewhere
(Boyd et al., 2004; McCabe et al., 2002).
2.2. Measures
The Residential Community Engagement Survey (RCES) used in
the present study was developed and pilot-tested in 2005. The
RCES includes items from the Monitoring the Future study
(Johnston et al., 2006), the CORE survey (Presley, Meilman &
Cashin,
1996), the College Alcohol Study (Wechsler et al., 2002), and
the Student Life Survey (McCabe et al., 2002). The following
measures
represent the dependent measure outcomes used in the present
study.
2.2.1. Alcohol use
We screened for current alcohol use with the following
question. Alcohol use (lifetime and during the 12 months before
classes
started) was assessed using the following question: “On
howmany occasions (if any) have you had alcohol to drink
(more than just a
few sips) [in your lifetime or during the 12months BEFORE
your first day of classes]? The response choices were: (1) no
occasions, (2)
1–2 occasions, (3) 3–5 occasions, (4) 6–9 occasions, (5) 10–19
occasions, (6) 20–39 occasions, (7) 40 ormore occasions
(M=4.2, SD=2.1
and M=2.2, SD=1.9 for lifetime and past 12-month alcohol use,
respectively). A drink was defined as one beer is 12 oz of beer
at 5%
alcohol, onewine cooler is 12 oz at 5% alcohol, one glass of
wine is 5 oz ofwine at 12% alcohol, and one serving of liquor is
11. 1.5 oz of 80-
proof liquor. If answered affirmatively (answerN than no
occasions), then respondents received additional questions (see
below).
2.2.2. Maximum number of drinks
Current drinking was assessed and respondents were asked: “In
the past 28 days, what is the largest number of drinks you
consumed in a two hour period?” Responses ranged from 0 to 20
drinks (M=3.5, SD=3.5). This variable functions as a control
variable in some analyses.
2.2.3. Heavy episodic drinking
Heavy episodic drinking was assessed by asking questions:
“Over the past two weeks, how many occasions have you had
[FIVE
(male)/FOUR (female)] or more drinks in a row?” Responses
were categorized as either no heavy episodic drinking in the
past two
weeks or at least one heavy drinking episode in the past two
weeks.
2.2.4. Primary consequences
Primary consequence items were adapted from two national
studies of alcohol and other drug use among college students
(Wechsler et al., 2002, 1995; Presley et al., 1996). Students
could endorse as many as 16 negative consequences that they
had
experienced from their drinking (e.g. hangover, nauseated or
vomited, blackout, missed class, hurt or injured, argument or
fight,
12. 990 C.J. Boyd et al. / Addictive Behaviors 33 (2008) 987–993
trouble with police, someone you know said you should cut
down). We coded each item as 0=no, 1=yes and then summed
the
items to create an overall score for each respondent. Although
this means that all consequences are reduced to equal value, this
is
how other studies have operationalized both primary and
secondary consequences.
2.2.5. Secondary consequences
Secondary consequence items were adapted from previous
college-based national studies (Presley et al., 1996; Wechsler et
al.,
1995). Secondary consequences were measured using the
following item: “Please indicate how often during the past 28
days you
have experienced the following as a result of other people's
drinking.” Items included: event spoiled, study disrupted, sleep
disrupted, property stolen or damaged, took care of someone,
found vomit, sexually assaulted, physically assaulted, and
unwanted
sexual advance. We coded each item as 0=no, 1=yes and then
created an overall score for each respondent by summing the
items.
2.2.6. Participants and demographics
A total sample of 1196 first-year students from a large
Midwestern public research university participated during the
Fall
semester (Wave 1), for a response rate of 47.8%. The sample
consisted of 66.5% White, 12.0% Asian, 4.2% Hispanic, 6.3%
African
13. American and 11.0% reported another racial/ethnic category,
with a mean (SD) age of 18.5 (.3) years and was generally
representative of the population of first-year, incoming
students. The modal category for parental incomewas $50,000 to
$99,999,
and 29.5% of women had at least a part-time job.
We examined data from 611 women (51% of the total sample)
who completed Wave 1. Four groups were created: 82 women
(13%) who lived in single-sex RLCs, 212 women (35%) who
lived in mixed-sex RLCs, 147 women (24%) who lived in
single-sex, non-
RLCs and 170 women (28%) who lived in mixed-sex, non-
RLCs. We refer to this 4-level categorical variable as “RLC co-
ed status.”
To assess non-response bias, we conducted a telephone follow-
up survey of 221 randomly selected students who did not
respond to the Wave 1 Web survey. There were no differences
in reasons for non-response between students living in RLCs
and
non-RLCs. There were no statistically significant differences
between responders and non-responders on lifetime frequency
of
alcohol consumption, past 12-month frequency of alcohol
consumption, ormaximumnumber of drinks on one occasion in
the past
28 days (see Cranford et al., 2008 for more details on non-
response analysis).
3. Results
SPSS for Windows 14.0 softwarewas used to conduct all
analyses. We used chi-square tests and analysis of variance to
examine
whether past two week heavy episodic drinking varies as a
14. function of the RLC co-ed status variable.
In a previous report based on data from all males and females in
this sample (McCabe et al., 2007), we found lower levels of
pre-
college drinking among non-RLC compared to RLC students.
Although we did not publish the results for “women only” living
arrangements in McCabe et al. (2007), at that time, we knew
there were differences in pre-college drinking by RLC co-ed
status. A
one-way ANOVA showed a main effect of RLS co-ed status on
pre-college drinking F (3, 552)=3.13, pb .05, and Tukey HSD
post-hoc
comparisons showed that maximum drinks in the 28 days before
college started was higher among the non-RLC, co-ed group
(M=2.6) compared to the RLC single-sex group (M=1.4), pb .05.
These results supported our decision to statistically control for
pre-
college drinking; in this study, we were interested in the
associations between residential environments and alcohol
involvement
among incoming college women, thus, we statistically
controlled for pre-college drinking in all analyses unless
otherwise
indicated. This allowed us to account for selection effects as an
alternative explanation for our results.
In order to assess amount of drinking, one-way analysis of
covariance (ANCOVA) was used to determinewhether the
maximum
number of drinks consumed in a two-hour period in the past 28
days varied as a function of RLC co-ed status (single-sex RLC,
mixed-sex RLC, single-sex non-RLC and mixed-sex non-RLC)
after controlling for the maximum number of drinks consumed
in a
two-hour period in the past 28 days before classes started.
15. Women's drinking behaviors varied as a function of RLC status
and the
sex (single-sex versus mixed-sex) of the floor residents; in fact,
we found a significant effect for RLC co-ed status, F (3,
540)=3.0,
pb .05). As seen in Table 1, women in single-sex (M=2.8) and
mixed-sex RLCs (M=2.9) reported a significantly lower number
of
drinks in a two-hour period (pb .05) than the mixed-sex, non-
RLC women (M=3.6).
Using a chi-square analysis, we examined the prevalence of
heavy episodic drinking (in the past two weeks) across the four
residential groups and found statistically significant differences
between the groups (X2=25.4, df=3, pb .01). We conducted
post-
hoc comparisons between proportions with a modified
Bonferroni correction to maintain the alpha level at .05 (Jaccard
& Becker,
1997). As seen in Table 1, only 15% (n=12) of the single-sex
RLC women reported heavy episodic drinking in the past two
weeks, as
contrasted with 29% (n=60) in the mixed-sex RLC (z=−2.6, pb
.05), 39% (n=72) in the single-sex non-RLC (z=−3.8, pb .05),
and 45%
(n=197) in the mixed-sex, non-RLC (z=−4.7, pb .05). We then
conducted a multiple logistic regression analysis in order to
examine
the association between RLC co-ed status and past 2-weeks
heavy episodic drinking after controlling for pre-college
drinking.
Three dummy variables were constructed to represent the
information in the 4-category RLC co-ed status variable, with
single-sex
RLC women as the reference group. Past 2-weeks binge
drinking was treated as the criterion variable in this analysis.
16. Results
indicated that the odds of past 2-week binge drinking were
significantly higher among single-sex non-RLC women
(OR=3.6, 95%
CI=1.5–8.7) and mixed-sex non-RLC women (OR=3.8, 95%
CI=1.6–9.0) compared to single-sex RLC women, even after
pre-college
drinking was statistically controlled. The odds of past 2-weeks
binge drinking were also higher among co-ed RLC women
(OR=2.0,
95% CI= .8–4.6), but this effect was non-significant (p= .11).
To examine primary consequences as a function of living
arrangements, we conducted one-way ANCOVAs with pre-
college
drinking as a covariate. Results showed a statistically
significant effect of RLC co-ed status, F (3, 544)=4.2, pb .01,
with women
Table 1
Prevalence of alcohol involvement and alcohol-related
consequences by RLC co-ed status (N=611)
Single-sex RLC Co-ed RLC Single-sex non-RLC Co-ed non-
RLC F or χ
(n=82) (n=212) (n=147) (n=170)
M or % M or % M or % M or %
Total 13.4% 34.7% 24.1% 27.8%
Max drinks in past 28 days 2.8a 2.9a 3.2a,b 3.8b 3.0*
Heavy episodic drinking (past 2 weeks) 14.6a 29.3b 38.7b,c
44.7c,d 25.4**
17. Primary consequences .7a 1.1a 1.3a,b 1.8b 4.2**
Secondary consequences 2.0a 2.3a 2.3a 2.5a 1.1
Note. Within rows, means and percentages with different
superscripts are significantly different at pb .05.
*pb .05. **pb .01.
991C.J. Boyd et al. / Addictive Behaviors 33 (2008) 987–993
2
living in single-sex RLCs (M= .7) and mixed-sex RLCs (M=1.1)
having a lower mean number of consequences than mixed-sex
non-
RLC women (M=1.8, pb .01) (see Table 1). We used chi-square
tests to examine the association between residential status and
two
specific negative consequences: a) sexual assault after drinking
in past 28 days and b) regretted sex as a result of drinking in
past
28 days. We found group differences, but they were not
statistically significant – probably because of low base rates.
For instance, 5%
(n=3) of respondents in single-sex RLCs reported being taken
advantage of sexually in contrast to 9% (n=14) in mixed-sex
RLCs, 9%
(n=10) in single-sex non-RLCs and 13% (n=18) in mixed-sex
RLCs, χ2 (3)=3.4, p= .3. Only 2% (n=1) of the respondents in
single-sex
RLCs regretted sex (after drinking) while 6% (n=9) in mixed-
sex non-RLCs, 4% (n=4) in single-sex non-RLCs and 7% (n=10)
in
mixed-sex non-RLCs regretted sex after drinking, χ2(3)=3.2, p=
.3.
A one-way ANCOVA of the number of secondary drinking
consequences was conducted, with pre-college drinking as a
covariate. As seen in Table 1, we found that the number of
18. secondary consequences varied as a function of residential
status but the
overall F-ratio was non-significant, F (3, 543)=1.1, ns.
Respondents in the single-sex RLCs had the lowest mean
number of
secondary consequences (M=2.0) and women in the mixed-sex,
non-RLCs had the highest (M=2.5).
4. Discussion
Residential learning communities have been proposed as an
environmental intervention that is protective against heavy
episodic drinking; however, it is impossible to assess the true
impact of RLCs on undergraduate drinking without a
randomized
trial. Perhaps as RLCs become more popular on college
campuses, and thus, RLC living space becomes more limited, a
randomized
trial will be conducted to further test the effects of selection
and socialization.
Findings from this study indicate that women living in RLCs,
whether single or mixed-sex, drank less than their non-RLC
counterparts. By comparison, women living in mixed-sex, non-
RLCs reportedmore drinks in a two-hour period when compared
to
all other residential groups; these non-RLC women – “living
with the guys” –were also more likely to participate in heavy
episodic
drinking. And while single-sex living arrangements appear
protective when compared to mixed-sex arrangements, it is the
RLCs
that appear to confer an added protection as shown by the non-
significant differences between same-sex non-RLCs andmixed-
sex
RLCs residents.
19. Our data lend support to the Brower et al. (2003) findings. They
investigated the impact of collegiate residential learning
communities (RLCs) on alcohol consumption using a random
sample of 6100 first-year students from a large, Midwestern
research
university. Students in the RLCs were significantly less likely
to consume alcohol, and less likely to have had a heavy
drinking
episode in the past two weeks in comparison to students not
living in RLCs (37.7% versus 57.1%). There were no
demographic
differences between students involved in learning communities
(RLC students) and those who were not, although RLC students
were significantly more involved in community service and
volunteer activities, as well as in campus-sponsored activities
and
events.
Not surprisingly, when residents drink less, their floor-mates
are less likely to report secondary consequences and thus,
women
in single-sex living arrangements report fewer primary and
secondary consequences from excessive alcohol consumption
although secondary differences were not statistically
significant. However, we also found that women living in
single-sex, RLCs
reported fewer primary consequences than their peers living in
single-sex, non-RLC environments (M= .7 andM=1.3,
respectively).
It is remarkable that mixed-sex RLC residents reported fewer
consequences (M=1.1) than women residing in single-sex, non-
RLCs
(1.3), a finding that provides additional support for the RLC
environment; it is possible that the RLC provides a protective
factor,
20. independent of the sex composition of the living environment.
We questioned whether women living in mixed-sex, residential
environments, particularly environments with higher drinking
rates, would be more likely to regret having sex (because of
drinking) or to report being taken advantage of sexually (while
drinking). Our data revealed no statistically significant group
differences on these two variables, albeit cell sizes were very
small
and make firm conclusions impossible. However, the raw
numbers were consistent with our other findings: fewer
residents in
single-sex RLCs reported either being taken advantage of
sexually (n=3) or regretting sex after drinking (n=1) when
compared to
mixed-sex RLC residents (14 and 9, respectively), single-sex,
non-RLC residents (10 and 4, respectively) and mixed-sex, non-
RLCs
(18 and 10, respectively).
In previous work, McCabe et al. (2007) noted that RLCs could
deter heavy drinking by providing alternative activities (e.g.,
structured co-curricular) that are less available to non-RLC
students. Our data suggest that RLCs provide structured
activities and
992 C.J. Boyd et al. / Addictive Behaviors 33 (2008) 987–993
increase student engagement; they are protective and create an
environment in which undergraduate women drink less. In turn,
women living in any co-educational arrangement, and
particularly non-RLCs, may increase their alcohol consumption
because
they are with men (who have higher levels of drinking) and
thus, the alcohol is more available.
21. 5. Conclusion
There are several limitations with this study design that require
consideration. The sample was drawn from a single institution
and this limits the generalizability of the findings. In the future,
longitudinal data are needed to characterize the mechanisms by
which women's living arrangements may influence alcohol
involvement (Inkelas & Weisman, 2003) and longitudinal, panel
designs should be considered. Further, because the primary and
secondary consequences measures were dichotomous and did
not
take into account the frequency of each consequence, there may
have been a ceiling effect. As a result, a student whose sleep
was
disturbed once would receive the same score as a student who
was disturbed up to 5 times. This ceiling effect may explain the
finding that mixed-sex RLC women reported fewer negative
consequences than same-sex RLCs.
The present study relied on retrospective recall of pre-college
drinking and the …
Assignment: Ethics in Accounting
Due Week 9 and worth 170 points
Effective financial reporting depends on sound ethical behavior.
Financial scandals in accounting and the businesses world have
resulted in legislation to ensure adequate disclosures and
honesty and integrity in financial reporting. A sound economy
is contingent on truthful and reliable financial reporting.
Instructions:
· Read the following scenario.
· Answer the questions that follow. This will be a 2-3 page
submission in a question and answer format (also in paragraph
form). An introduction and conclusion is not required.
22. · Refer back to your textbook for guidance on how to think
through the scenario.
You have been recently hired as an assistant controller for XYZ
Industries, a large, publically held manufacturing company.
Your immediate supervisor is the controller who also reports
directly to the VP of Finance. The controller has assigned you
the task of preparing the year-end adjusting entries. In the
receivables area, you have prepared an aging accounts
receivable and have applied historical percentages to the
balances of each of the age categories. The analysis indicates
that an appropriate estimated balance for the allowance for
uncollectible accounts is $180,000. The existing balance in the
allowance account prior to any adjusting entry is a $20,000
credit balance.
After showing your analysis to the controller, he tells you to
change the aging category of a large account from over 120
days to current status and to prepare a new invoice to the
customer with a revised date that agrees with the new category.
This will change the required allowance for uncollectible
accounts from $180,000 to $135,000. Tactfully, you ask the
controller for an explanation for the change and he tells you
“We need the extra income, the bottom line is too low.”
Required:
In a 2-3 page paper, discuss the following:
1. Consider what you have learned relative to ethics and
financial reporting. What is the rationale for the
calculations/process used to estimate the $180,000 uncollectible
allowance?
2. How do you think the misstatement of funds will impact the
income statement and balance sheet?
3. What is the ethical dilemma you face? What are the ethical
considerations? Consider your options and responsibilities as
assistant controller.
4. Identify the key internal and external stakeholders. What are
23. the negative impacts that can happen if you do not follow the
instructions of your supervisor?
5. What are the potential consequences if you do comply with
your supervisor’s instructions? Who will be negatively
impacted?
Additional Requirements:
· Use at least one (1) quality academic resource (in addition to
your textbook) for this assignment. Note: Wikipedia and similar
websites do not qualify as academic resources. You have access
to Strayer University’s Online Library
at https://research.strayer.edu and the iCampus University
Library Research page
at https://icampus.strayer.edu/library/research.
Your assignment must follow these formatting requirements:
· Your paper should be double spaced (Arial or Times Roman
12 pt font) and follow general Strayer Writing Standards (SWS)
as they relate to references and citations. Please take a moment
to review the SWS documentation for details (more information
and an example is included in the Strayer Writing Standards
menu link located in your Blackboard).
· Include a cover page containing the title of the assignment, the
student’s name, the professor’s name, the course title, and the
date. The cover page and the reference page are not included in
the required assignment page length.
24. Week 9 Assignment
Professor Name
ACC100
Your Name
Introduction (Optional)
In this section include the purpose of the paper and general
overview of what you will be discussing. Do not copy/paste the
assignment scenario in this section.
1) What is the rationale for the calculations/process used to
estimate the $180,000 uncollectible allowance?
In this section, you want to refer back to chapter 9 in your
textbook and review the process for determining the allowance
for bad debt. What is most important in getting started on this
assignment is to make sure you first understand why companies
use the allowance method for accounting for receivables. The
focus is not on the calculation itself, but the rationale for using
the allowance method in comparison with the direct write-off
method. Why is accounting for uncollectible receivables
necessary? How does the allowance method provide a more
accurate reporting result?
2) How do you think the misstatement of funds will impact the
income statement and balance sheet?
For this question, you want to discuss the potential impact on
the financial statements. The allowance method will provide an
estimate for bad debt expense, as well as estimate the balance
for the allowance contra account to accounts receivable. How
25. will the items affect the income and balance sheet? For
example, how will changing the aging category data affect the
accuracy and reliability of information reported? Will the
balance sheet accounts be accurate if they are over/understated?
How will the over/understatement of expenses, for example,
affect the income statement? Review information from chapter 8
to help you expand on this question.
3) What is the ethical dilemma you face? What are the ethical
considerations? Consider your options and responsibilities as
assistant controller.
For this question, you want to think about certain ethical
considerations such as GAAP violations, lack of integrity,
employee trust, customer trust, etc. How will changing the
numbers noted in the scenario impact the company based on
these ethical considerations? Is the conduct of the controller
appropriate? Why or why not? Please note there are tons of
examples throughout your textbook chapters.
4) Identify the key internal and external stakeholders. What are
the negative impacts that can happen if you do not follow the
instructions of your supervisor?
For this question, you want to discuss the key individuals that
may be affected by the act of the controller if his instructions
are not followed. Who is mostly at risk? What is the
responsibility to the employees, customers, vendors, etc.? What
could reporting a low bottom line mean for the company? Could
the company's financial survival be threatened? What could
happen to the assistant controller if he/she does not comply with
the supervisor’s request?
5) What are the potential consequences if you do comply with
your supervisor’s instructions? Who will be negatively
impacted?
For this question, you want to name potential individuals who
may be negatively impacted if the assistant controller does
26. follow the instructions of his supervisor and how they may be
affected. Again, think about the stakeholders you identified in
question 4. For example, how would this affect the company’s
reputation? Are there other potential ethical and/or criminal
violations?
Sources
There are tons of information in the Strayer library you can
search to assist you with this assignment. Don’t be afraid to
use these tools.
7
27. 689
Adjustment to College in
Students With ADHD
David L. Rabiner
Duke University
Arthur D. Anastopoulos
University of North Carolina at Greensboro
Jane Costello
Rick H. Hoyle
H. Scott Swartzwelder
Duke University
Objective: To examine college adjustment in students reporting
an ADHD diagnosis and the effect of medication treatment
on students’ adjustment. Method: 1,648 first-semester freshmen
attending a public and a private university completed a
Web-based survey to examine their adjustment to college.
Results: Compared with 200 randomly selected control students,
68 students with ADHD reported more academic concerns and
depressive symptoms. This was explained by higher rates of
inattentive symptoms among students with ADHD and was
unrelated to hyperactive-impulsive symptoms. Among students
with ADHD, medication treatment was not related to better
adjustment or diminished ADHD symptoms. The contribution
of inattention to academic concerns and depressive symptoms
remained significant when controlling for personality traits.
Conclusion: Students with ADHD experience greater academic
performance concerns and depressive symptoms during the
transition to college. Medication treatment did not appear to
28. diminish ADHD symptoms nor enhance students’ adjustment.
(J. of Att. Dis. 2008; 11(6) 689-699)
Keywords: ADHD in college students; college adjustment and
ADHD; college adjustment
Although children with ADHD are less likely thantheir peers to
graduate from high school and attend
college (Barkley, Fischer, Edelbrock, & Smallish, 1990),
an increasing number of young adults with ADHD are
enrolling in colleges and universities (DuPaul et al.,
2001; Wolf, 2001). How do students with ADHD adjust
to college life? Does medication treatment for ADHD
positively affect the quality of their academic experience
or psychosocial adjustment to college life? Are difficul-
ties with adjustment to college specifically related to
core ADHD symptoms or to personality characteristics
that may be associated with those symptoms? These are
all questions about which little is known.
The results of prior studies examining adjustment to
college in students with ADHD have been mixed.
Heiligenstein, Guenther, Levy, Savino, and Fulwiler
(1999) reported on students with high rates of ADHD
symptoms who self-referred to a college counseling
center; those with comorbid disorders were excluded.
Compared with students seeking assistance for career con-
cerns, students with ADHD had lower grade point averages
(GPAs) and were more likely to have been on academic
probation. However, differences in self-reported depres-
sion, anxiety, interpersonal relationships, physical health,
or substance use were not found, perhaps because ADHD
students with comorbid disorders were excluded.
Journal of Attention Disorders
30. reported lower levels of self-esteem, a finding that has
also been reported by Dooling-Litfin and Rosen (1997).
Similarly, Grenwald-Mayes (2002) reported that college
students with ADHD described a lower quality of life
than other students. These were older students, however—
older than 24, on average—and thus were not traditional
undergraduates. Finally, Kern, Rasmussen, Byrd, and
Wittschen (1999) suggest that college students with
ADHD may have difficulty obtaining social support
from others, which could interfere with their adjustment
to college. These authors, however, did not directly
examine adjustment to college in students with ADHD
and their sample was restricted to students participating
in an undergraduate psychology course rather than the
wider student body.
It is surprising that these are the only studies pub-
lished to date on adjustment to college in students with
ADHD. In addition to the mixed results reported, the
samples in several of these studies are probably not rep-
resentative of the general population of college students
with ADHD, as one was clinic-based and excluded
students with comorbid disorders, one dealt with com-
muter students, and a third involved older, nontraditional
college students. Given the paucity of data on how
students with ADHD adjust to college life, and the equiv-
ocal findings from these data, an important goal of this
study was to examine college adjustment in a more rep-
resentative sample of students with ADHD.
Because there is an extensive literature documenting
the adverse effect that ADHD has on academic, social, and
psychological functioning (Barkley, 2006), there is cer-
tainly a basis for hypothesizing that students with self-
reported ADHD would report more academic concerns,
reduced satisfaction with their social life, higher levels of
31. depressive symptoms, and higher rates of substance use
(Molina & Pelham, 2003). On the other hand, college
students with ADHD are likely to be a better adjusted sub-
set of the general ADHD population and have experienced
a significant measure of academic success. Thus, we
viewed it as quite possible that they would not show the
same pattern of difficulties that characterize the general
population of individuals with ADHD.
A second issue we examined was the relationship
between medication treatment and students’ adjustment
to college. There is ample evidence that stimulant med-
ications are effective treatments for adolescents and
young adults with ADHD (Greenhill, 2002), suggesting
that medication treatment would promote a more suc-
cessful college transition. However, treatment outcomes
obtained in community settings often fall short of what
occurs in clinical trials (MTA Cooperative Group, 1999),
and college places increased organizational and time
management demands on students, who must cope with
these demands without the support that was previously
provided by parents and teachers who knew them well.
We were thus uncertain whether medication treatment
would be associated with a more positive transition to
college for students with ADHD and are not aware of any
prior studies in which this issue has been examined.
The final issue we explored was the relative contribu-
tion of ADHD symptoms and personality characteristics
to students’ adjustment. Recently, Nigg et al. (2002)
examined the association between ADHD symptoms and
the Big Five personality traits (i.e., extraversion, agree-
ableness, conscientiousness, emotional stability, and
openness to experiences; McCrae & Costa, 1999) among
young adults and found that low conscientiousness and
32. high neuroticism were associated with inattentive symp-
toms, whereas low agreeableness was associated with
hyperactive-impulsive symptoms. Because particular Big
Five traits are also related to various indices of psychoso-
cial adjustment in young adults, including substance use
(Flory, Lynam, Milich, Leukefeld, & Clayton, 2002),
internalizing symptoms (Flory et al., 2002), academic
success in college (Komarraju & Karau, 2005; Ridgell &
Lounsbury, 2004), and perceived quality of social rela-
tionships in college (Lopes, Salovey, & Strauss, 2003), it
is important to test whether ADHD symptoms predict col-
lege adjustment after the association between personality
traits and adjustment is controlled for.
We examined these issues using data collected as part
of a longitudinal study on the nonmedical use and abuse
of ADHD medications among students attending either a
private or public university in the southeast United
States. As part of the initial wave of data collection,
which occurred roughly 10 weeks into students’ first
semester of college, students were asked whether they
were currently diagnosed with ADHD, as well as a vari-
ety of questions pertaining to their psychosocial adjust-
ment. Because the larger study required students to
report on illegal behaviors, all responses were provided
anonymously. This precluded us from being able to inde-
pendently document the validity of students’ self-
reported diagnostic status for ADHD.
690 Journal of Attention Disorders
Methods
Participants
33. Participants were 1,648 freshmen from a public and a
private university located in the southeastern United
States who completed the Web-based survey described
below; the Institutional Review Board at both universi-
ties approved the protocol for this study and all partici-
pating students provided informed consent. The public
university serves predominantly in-state students and has
a female-to-male ratio of more than 2 to 1. The private
university is highly selective, admits a more geographi-
cally diverse student body, and the female-to-male ratio
is nearly equal. Details on the participation rate and
demographic characteristics of the sample are provided
below.
Measures
The survey administered to students was intended to
build on current knowledge pertaining to the nonmedical
use and misuse of ADHD medications among college
students. Thus, students who reported using ADHD med-
ication without a prescription or misusing prescribed
ADHD medication were asked a number of questions
about these behaviors, and results pertaining to that
aspect of the study will be reported elsewhere. Below, we
focus on items that directly address college adjustment in
students with ADHD.
ADHD status. Participants were asked whether they
were currently diagnosed with ADHD and classified
based on their response. As noted above, because the
survey was completely anonymous, the accuracy of
students’ self-report diagnostic status could not be inde-
pendently verified via diagnostic interview. We did not
ask whether participants were diagnosed with the inat-
tentive, hyperactive-impulsive, or combined subtype of
34. ADHD because we believed that most students would
not be aware of this information, even if a particular sub-
type had been assigned by the diagnosing clinician.
ADHD symptoms. Because ADHD symptoms in the
Diagnostic and Statistical Manual of Mental Disorders
(4th ed., text revision; DSM-IV-TR) (American
Psychiatric Association, 1994) may not adequately cap-
ture manifestations of ADHD in young adults (Barkley,
Fischer, Smallish, & Fletcher, 2002), we developed
items to measure inattentive and hyperactive-impulsive
symptoms that were directly relevant to college students.
The six-item inattention scale included items inquiring
about attention difficulties related to college academic
tasks, for example, “It is difficult for me to pay attention
during classes,” “I believe that most students in my
courses concentrate better in class than I do,” and “I have
difficulty keeping track of my different school assign-
ments.” Students responded on 5-point scales anchored
by strongly disagree and strongly agree; item responses
were averaged so that higher scores indicate greater self-
reported attention difficulties. Coefficient alpha for the
scale exceeded .90. The complete list of items included
on this scale can be found in the Appendix.
Hyperactive-impulsive symptoms were assessed with
five items selected to reflect the manifestation of such
difficulties in college students, for example, “I feel rest-
less and fidgety during my classes,” “I feel restless and
fidgety when completing schoolwork outside of class,”
and “I am an impulsive person.” As above, students indi-
cated responses ranging from strongly disagree to
strongly agree, and item responses were averaged so that
higher scores indicate greater self-reported attention dif-
ficulties. Coefficient alpha for the scale was .84.
35. Personality factors. Information on personality traits
was assessed using the Ten-Item Personality Inventory
(TIPI; Gosling, Rentfrow, & Swann, 2003). The TIPI
includes two items for each of the Big Five personality
trait domains: extraversion, agreeableness, conscien-
tiousness, emotional stability, and openness to experi-
ences. Each item is a pair of adjectives drawn from
extant adjectival measures of the five-factor model. One
pair in each set represents the negative pole and the other
the positive pole of the personality domain; the nega-
tively worded item was reverse scored and the two items
were summed. Two-week test-retest coefficients are in
the mid .70s. Scores on the five factors correlate highly
with their counterparts on the Big Five Inventory (44
items) and the Revised NEO Personality Inventory
(NEO-PI-R) (240 items). Convergent and discriminant
validity of the TIPI scores are acceptable (Gosling et al.,
2003). Although a more comprehensive assessment of
the Big Five traits would have been preferable, this
short instrument was selected so that the time to com-
plete the survey for students who responded to questions
pertaining to medication abuse and misuse would remain
reasonable.
Academic concerns. This four-item scale assessed
students’ concerns about their early academic perfor-
mance and ability to succeed academically. Two items
were framed positively, for example, “I feel satisfied
with how well I am doing academically,” and two were
framed negatively, for example, “I worry that my grades
will not be as good as I need them to be.” Students
responded to each item on a 5-point strongly disagree to
strongly agree scale based on their feelings for the past
30 days. Positively worded items were reverse scored
and the four items were averaged so that higher scores
36. Rabiner et al. / ADHD and College Adjustment 691
reflect greater academic concerns. Coefficient alpha for
the scale was adequate at .76.
Social dissatisfaction. Four items were created to
assess students’ satisfaction with their friendships and
social life. Two items were framed positively, for
example, “I feel satisfied with the quality of my social life
in college,” and two were framed negatively, for example,
“I feel lonely.” Students responded to each item on a scale
anchored by strongly disagree and strongly agree based
on their feelings for the past 30 days. Positive items were
reverse scored and the four items were averaged so that
higher scores reflect greater dissatisfaction. Coefficient
alpha for the scale was adequate at .76.
Depressive symptoms. Depressive symptoms were
assessed using an eight-item scale derived from the
Center for Epidemiologic Studies Depression Scale
(CES-D; Radloff, 1977). Students were asked how often
during the past 2 weeks they had experienced a variety of
depressive symptoms, for example, “felt sad, blue,
unhappy or down in the dumps,” and “felt that you were
not enjoying the activities you used to,” and responded
on 5-point scales ranging from never to most of the time.
Responses averaged such that a higher score reflects
greater endorsement of depressive symptoms. Coefficient
alpha for the scale was .89.
Alcohol, tobacco, and drug use. Two questions were
asked about alcohol use. First, students were asked, “On
how many occasions (if any) have you had alcohol to
37. drink (more than just a few sips) during the PAST 6
MONTHS?” Consistent with national research, the
response scale was (1) never, (2) 1–2 occasions, (3) 3–5
occasions, (4) 6–9 occasions, (5) 10–19 occasions, (6)
20–39 occasions, and (7) 40+ occasions. Students were
also asked, “What is the greatest number of drinks you
consumed within a 2-hour period during the past 30
days? By a drink, we mean half an ounce of absolute
alcohol (e.g., a 12-ounce can or glass of beer or cooler, a
5-ounce glass of wine, or a drink containing 1 shot of
liquor).” Students who had consumed any alcohol in the
past 30 days were instructed to enter 0.
For drug use, students were asked about their use of
marijuana, cocaine, and a variety of other substances
over the past 6 months and responded using the same
response scale as for alcohol. Finally, students were
asked how many cigarettes they had smoked in the past
30 days and responded on a 7-point scale ranging from
none to more than 2 packs per day.
Procedure
The study was conducted over a 5-week period begin-
ning roughly 9 weeks into the students’ first semester. All
freshmen older than 18 at the private (n = 1,572) and
public (n = 2,033) universities were sent a letter inform-
ing them about a Web-based survey that was being con-
ducted to learn about the possible misuse and abuse of
ADHD medications by college students. Several days
later, students received an e-mail invitation that
explained how to access the survey. Students were
assured that their responses would remain confidential,
that the researchers would not be able to link individual
students with their responses (students accessed the sur-
38. vey using a randomly generated ID number), and that a
Certificate of Confidentiality to protect their privacy had
been obtained. A $10 campus bookstore gift card was
offered as an incentive to participate and students were
informed that they would also be eligible to win one of
10 $100 bookstore gift cards at each campus. Students
who neither responded nor opted out were sent up to
three additional requests to complete the survey at
weekly intervals. Surveys were submitted by 803
students from the private university (51% participation
rate) and 845 students from the public university (42%
participation rate). Across the two schools, the participa-
tion rate was 46%; this figure is consistent with other
college-based studies on this topic (Teter, McCabe,
Cranford, Boyd, & Guthrie, 2005).
Results
Sample Characteristics
The final sample included the 1,648 members of the
freshman class at the two universities who completed
and submitted the survey. Table 1 shows the demo-
graphic characteristics of our sample; the percentages
shown are highly similar to the population of freshmen
at each university.
Sixty-eight students—approximately 4% of those
who participated—reported that they were currently
diagnosed with ADHD. Forty-nine of these students
were from the public university (5.8% of participants)
and 18 were from the private university (2.2% of partic-
ipants); 44 (65%) were female, and 62 (91%) were
Caucasian. The high percentage of females in the ADHD
sample reflects the fact that the reported rate of ADHD
at the public university was more than double the rate at
39. the private university (i.e., 5.8% vs. 2.2%), and females
made up 79% of the public university sample; among the
students who responded, however, approximately 4% of
males and females identified themselves as having
ADHD. In addition to the 68 students who reported a
current ADHD diagnosis, 19 students indicated that
although they were not currently diagnosed with ADHD,
they had been previously diagnosed with ADHD by a
692 Journal of Attention Disorders
health professional. We felt it would be interesting to
compare college adjustment in students previously diag-
nosed with those currently diagnosed and decided to
include this group in several of the analyses reported
below.
Because of the large imbalance in group size between
students identifying themselves as having or not having
ADHD, we identified a sample of 100 students from
each site who had no reported history of either ADHD or
ADHD medication use; these students were randomly
selected from within gender and race groupings to match
the composition of sex and race observed for the popula-
tion of participants at each site. Groups were compared
using analyses of variance with gender, race, and site
included as covariates; when group differences were sig-
nificant, pairwise t tests that controlled for multiple com-
parisons were conducted. Although we had no specific
predictions for whether group differences would be mod-
erated by gender or site, these interactions were tested to
ascertain whether any group effects that emerged were
consistent for males and females as well as for students
attending different types of universities.
40. Inattentive and Hyperactive-Impulsive
Symptoms
Because group assignment was based entirely on
students’ report, we first examined whether the students’
self-reported inattentive and hyperactive-impulsive
symptoms were consistent with their self-reported diag-
nostic status. Results from this analysis can be seen in
the upper portion of Table 2.
As expected, compared with those in the representa-
tive sample, students currently diagnosed with ADHD
reported significantly higher rates of inattention and
hyperactivity-impulsivity; the effect size for these differ-
ences was large in both cases. Students with ADHD also
tended to report higher rates of attention difficulties than
students who were previously diagnosed, but this differ-
ence was only marginally significant (i.e., p < .07).
Students who were previously diagnosed with ADHD
also reported higher rates of inattentive and hyperactive-
impulsive symptoms than students in the representative
sample. Interactions of group with gender and site did
not approach significance.
College Adjustment in Students With ADHD
The mean ratings for academic concerns, depressive
symptoms, and social satisfaction are also shown in
Table 2. Compared with the representative sample of
students, those currently diagnosed with ADHD reported
more concerns about their academic performance as well
as higher rates of depressive symptoms; the effect size
would be considered small to moderate. For depressive
symptoms, the group effect was qualified by a significant
41. Group × Site interaction. This interaction reflected the
fact that although mean depressive symptoms were sub-
stantially higher in the public university students with
ADHD than in students from the representative sample
(3.17 vs. 2.50), this was not the case for students attend-
ing the private university (2.28 vs. 2.50). Although
students previously diagnosed with ADHD appeared to
report greater academic concerns than students who
were never diagnosed, this difference was not signifi-
cant. They did, however, report higher levels of depres-
sive symptoms. Students’ report of their social
satisfaction was comparable for all groups.
Rabiner et al. / ADHD and College Adjustment 693
Table 1
Percentage Distributions of Sample/Population
Characteristics
Private Public Total Sample
Characteristic n = 803 n = 845 n = 1648
Male 49 22 35
Female 51 79 65
White 68 78 70
African American 6 16 11
Asian 21 2 10
Hispanic 5 3 4
Note: Entries indicate the percentage of participants in each
demo-
graphic group.
Table 2
42. Group Means and Standard Deviations
(in parentheses) for ADHD Symptoms, Academic
Concerns, Depressive Symptoms, and Social
Satisfaction
Current ADHD Prior ADHD Never ADHD
Outcome n = 68 n = 19 n = 200 d
Inattention 3.35a 3.18a 2.36b .96
(1.19) (1.05) (.96)
Hyperactivity 3.27a 3.27a 2.47b .92
(.80) (.88) (.74)
Academic 2.60a 2.75b 3.06b .48
(.99) (.87) (.96)
Depression 2.80a 3.07a 2.49b .37
(.85) (.98) (.85)
Social 3.82a 3.92a 3.86a —
(.83) (1.04) (.87)
Note: Within each row, means that share a superscript do not
signifi-
cantly differ, p < .01. The final column, d, represents the effect
size of
the difference between the Current ADHD and Never ADHD
groups.
Alcohol, Drug, and Cigarette Use
43. A series of logistic regression analyses was conducted
to determine whether students with ADHD were more
likely than peers to drink, smoke, or use marijuana.
Although students were also asked about the use of other
substances such as cocaine, ecstasy, inhalants, and so on,
the small number of students reporting use of the sub-
stances precluded statistical analysis. As with the other
adjustment measures, gender, site, and race were included
as predictors in the model.
Students with either current or past ADHD were not
more likely than others to report consuming alcohol dur-
ing the past 6 months, and among those who reported
drinking in the past 30 days, the maximum number of
drinks consumed during a 2-hour period was highly sim-
ilar across groups. The percentage of students in each
group reporting marijuana use was also highly similar.
Students with current and prior ADHD were, however,
between 2.5 and 3.5 times as likely to have smoked cig-
arettes during the past 30 days.
Does Medication Treatment Enhance
Adjustment in Students With ADHD?
Of the 68 students reporting a current ADHD diagno-
sis, 47 indicated that they were being treated with medica-
tion, whereas 21 reported no current medication treatment.
To determine whether medication treatment was associ-
ated with better adjustment, we compared these groups on
their academic concerns, depressive symptoms, and social
satisfaction; we also tested for group differences in inat-
tentive and hyperactive-impulsive symptoms, for which
medication treatment would be most expected to be help-
ful. As above, gender, site, and race were included as con-
trol variables. The results of these comparisons are shown
44. in Table 3, where it is evident that the reports of students
in each group were remarkably consistent, and none of the
differences approached significance. We also examined
whether medication treatment was associated with the like-
lihood of consuming alcohol, marijuana, or cocaine during
the prior 6 months or of smoking cigarettes in the past 30
days. The only difference to approach significance was
that students who reported having ADHD and being
treated with medication tended to be more likely to have
used marijuana in the prior 6 months (36% vs. 19%;
X2 = 2.77, p < .10).
The Contribution of ADHD Symptoms and
Personality Traits to College Students’ Adjustment
As noted above, Nigg et al. (2002) recently demon-
strated that ADHD symptoms are associated with several
Big Five personality domains, which in turn are known
to be related to several indices of adjustment in young
adults (Axelrod, Widiger, Trull, & Corbitt, 1997; Blais,
1997; Flory et al., 2002; Komarraju & Karau, 2005;
Lopes et al., 2003; Ridgell & Lounsbury, 2004). Thus,
we felt it would be important to examine whether ADHD
symptoms contribute to students’ adjustment after con-
trolling for differences related to personality domains.
Prior to examining this question, we sought to repli-
cate Nigg et al.’s (2002) findings pertaining to the rela-
tionship between ADHD symptoms and Big Five
personality domains. The correlation between these vari-
ables is presented in Table 4, which also presents the
relationship between personality traits and the adjust-
ment measures we examined. Although these analyses
relied on dimensional scores for ADHD symptoms rather
than discrete categories, we used the same representative
45. sample rather than including all participants, to be con-
sistent with analyses reported above.
As seen in Table 4, small to moderate correlations
with the personality domains were found for both inat-
tentive and hyperactive-impulsive symptoms. Consistent
with Nigg et al.’s (2002) report, inattentive symptoms
showed a moderate negative correlation with conscien-
tiousness and smaller negative associations with both
emotional stability and agreeableness, whereas hyperactive-
impulsive symptoms were negatively correlated with
conscientiousness and agreeableness. Unlike their
report, modest but significant associations between
hyperactive-impulsive symptoms and the remaining Big
Five traits were also evident. As can be seen, there were
also a number of significant correlations between per-
sonality domains and the different adjustment measures.
Of note is that conscientiousness and emotional stability
showed a moderate and significant negative correlation
694 Journal of Attention Disorders
Table 3
Means and Standard Deviations (in parentheses)
Difference for ADHD Symptoms, Academic
Concerns, Depressive Symptoms, and Social
Satisfaction for Students With ADHD Based on
Medication Treatment Status
Medication Treatment No Medication Treatment
Outcome n = 46 n = 21
Inattention 3.32 (1.14) 3.39 (1.32)
46. Hyperactivity 3.06 (.88) 3.34 (0.97)
Academics 2.60 (1.04) 2.68 (0.97)
Depression 2.88 (0.91) 3.06 (0.73)
Social 3.93 (0.85) 3.55 (0.77)
Note: Means could range from 1 to 5, with higher values
indicating
more of the outcome.
with all three adjustment measures. Relationships
between the other Big Five domains and the adjustment
outcomes were also found but were less consistent and
generally smaller in magnitude.
To test whether ADHD symptoms contributed to
students’ adjustment after controlling for personality
characteristics, we conducted a series of hierarchical
multiple regressions in which gender, race, and site were
entered as the first step, personality trait scores were
entered as the second step, and inattentive and hyperac-
tive-impulsive symptoms were entered as the final step.
All independent variables were …
Psychological Predictors of Young Adults’
Use of Social Networking Sites
Kathryn Wilson, Post.Grad.Dip., Stephanie Fornasier,
Post.Grad.Dip., and Katherine M. White, Ph.D.
Abstract
Young people are increasingly using social networking sites
47. (SNSs) like MySpace and Facebook to engage with
others. The use of SNSs can have both positive and negative
effects on the individual; however, few studies identify
the types of people who frequent these Internet sites. This study
sought to predict young adults’ use of SNSs and
addictive tendency toward the use of SNSs from their
personality characteristics and levels of self-esteem. Uni-
versity students (N¼201), aged 17 to 24 years, reported their
use of SNSs and addictive tendencies for SNSs use
and completed the NEO Five-Factor Personality Inventory1 and
the Coopersmith Self-Esteem Inventory.2 Multiple
regression analyses revealed that, as a group, the personality
and self-esteem factors significantly predicted both
level of SNS use and addictive tendency but did not explain a
large amount of variance in either outcome measure.
The findings indicated that extroverted and unconscientious
individuals reported higher levels of both SNS use
and addictive tendencies. Future research should attempt to
identify which other psychosocial characteristics
explain young people’s level of use and propensity for addictive
tendencies for these popular Internet sites.
Introduction
The proliferation of social networking sites (SNSs) hascreated a
phenomenon that engages millions of Internet
users around the world, especially young people.3,4 Given
the popularity of these sites and their importance in young
people’s lives to facilitate communication and relationships, it
is important to understand the factors influencing SNS use,
especially at higher levels, and to identify those who may
be prone to developing addictive tendencies toward new
communication technologies.5 As with other communication
technologies,6,7 a useful starting point may be to examine the
role of personality traits and self-esteem on young people’s
SNS use.
48. Researchers have confirmed repeatedly that the five-factor
model of personality adequately accounts for and explains
personality by taking the approach that personality consists
of five traits: openness to experience (pursuing and appreci-
ating all types of experience), conscientiousness (control,
regulation, and direction of goals and impulses), extroversion
(amount and intensity of interpersonal interactions), agree-
ableness (the type of interactions a person prefers to have with
others), and neuroticism (degree of emotional adjustment and
instability).8 Self-esteem is the subjective evaluation a person
makes and maintains about himself or herself and the extent
of belief in their capability, worth, and significance, which is
conveyed through their attitudes and verbal behavior.2 Due
to the recent introduction of SNSs, research investigating the
intrapersonal characteristics of people who access these sites
is limited. However, research investigating the personality
and self-esteem of people who access the wider Internet, as
well as use other technological innovations to connect with
others (such as mobile phones), has been growing.
For instance, it was found that extroversion was negatively
related to higher levels of Internet use among undergraduate
students, suggesting that introverts had more spare time or
were attracted to the Internet’s online appeal.9 Agreeableness
was also negatively related to higher levels of use, suggesting
that those who do not get along with others spend their time
on the Internet, as there are few demands for agreeable be-
havior. Lower scores on conscientiousness were also associ-
ated with high Internet use, perhaps due to the Internet’s
limited rules and unstructured policies. Similarly, other re-
searchers revealed that introversion predicted general Inter-
net use but also found neuroticism and openness to be
predictors of time spent online.10
49. Other studies have distinguished between the various
ways the Internet can be used and intrapersonal characteris-
tics. For example, it was found that introverted and highly
neurotic females frequently utilize the social services avail-
able on the Internet.11 These researchers suggested that in-
troverted and neurotic females may feel protected and safe
when using the Internet to socially interact with others be-
cause it is essentially an anonymous, virtual environment.
School of Psychology and Counselling, Queensland University
of Technology, Queensland, Australia.
CYBERPSYCHOLOGY, BEHAVIOR, AND SOCIAL
NETWORKING
Volume 13, Number 2, 2010
ª Mary Ann Liebert, Inc.
DOI: 10.1089=cyber.2009.0094
173
D
ow
nl
oa
de
d
by
W
as
hi
ng
52. functions provided by the Internet,12 suggesting that young
adults using SNS might score high on openness to experience
given that SNSs are a new innovation.
One study found that extroverted people used the Internet
for instrumental purposes, such as researching, and extroverts
rejected the use of the Internet for social purposes because
they preferred social contact in more traditional contexts.13 A
separate study also supported the finding that extroverts
reject the Internet as a medium by which to communicate with
others by identifying that extroverted young people, as
opposed to introverts, preferred communicating with others
offline.14 In addition, two studies found that neurotic people
reported being comfortable and feeling a sense of belonging
when interacting with others via the Internet.15,13
A number of studies have investigated the intrapersonal
characteristic of self-esteem as a possible predictor of Internet
use. For example, one study investigated the communication
choices participants made (face-to-face, e-mail, letter, or tele-
phone) and self-esteem and found that participants with low
self-esteem showed a greater preference for e-mail commu-
nication.16 Similarly, another study found that young people
with low levels of self-esteem reported a high level of instant
messaging use.7 These findings indicate that the Internet has
the potential to relieve some of the social anxiety that people
with low self-esteem often experience in more traditional in-
terpersonal situations.17
Like all Internet applications, overuse of SNSs can lead to
an array of social, psychological, physical, and other problems
for young people.18 Griffiths19 speculated that the structural
and design characteristics of a Web site seem to be particu-
larly addictive. For example, he states that an interactive ex-
perience can satisfy the user’s personal needs and therefore
reinforce the behavior. This argument implies that SNSs can
53. potentially encourage addictive tendency because these In-
ternet sites promote interactivity.
Although numerous definitions of Internet addiction exist,
many of them refer to the substance-dependence criteria of
the Diagnostic and Statistical Manual Fourth Edition (DSM-IV)
to define it.19 This definition purports that Internet addic-
tion, like other technological addictions, consists of six central
components: salience, mood modification, tolerance, with-
drawal symptoms, conflict, and relapse.19,20 In line with this
definition, some researchers revealed that the symptoms of
withdrawal (negative physiological or psychological re-
sponse to not engaging in the behavior), loss of control (en-
gaging in the behavior more than intended), and salience (the
activity dominating thoughts or behavior) were indicative of
mobile phone addiction.5 Therefore, in order to adequately
assess not only level of SNS use but addictive tendencies to-
ward their use, the scale developed by Walsh et al.5 (see also
Ehrenberg et al.7) has been adapted for use in the present
study as a measure of SNS addictive tendencies.
Hardie and Tee21 found that high levels of emotional
loneliness, social anxiety, neuroticism, and low levels of ex-
troversion contributed to Internet addiction. These results are
perhaps unsurprising given introverts often avoid large social
occasions and prefer to spend time in solitary activity, thus
making them prone to Internet addiction.11 Likewise, it is not
entirely unexpected that highly neurotic people would be
prone to Internet addiction, as these people often feel they
are misinterpreted in face-to-face social situations and there-
fore might prefer online interactions where they feel less
restrained.13 With similar results to other studies,22,23 Arm-
strong et al.24 found that low self-esteem predicted addictive
Internet use as measured by the Internet Related Problem
Scale (IRPS). Similar to Walsh et al.’s5 measure of addictive
54. tendencies, the IRPS captures some of the DSM-IV criteria for
substance-dependence, such as withdrawal, craving, and
tolerance. In addition, Ehrenberg et al.7 found that low levels
of self-esteem predicted young adults’ instant messaging
addictive tendencies.
Drawing on previous research examining related commu-
nication technologies, this study aims to test the role of per-
sonality and self-esteem in the context of young adults
and their level of SNS use. In addition, the study aims to
investigate whether these intrapersonal characteristics predict
young adults’ addictive tendencies toward the use of SNSs.
Materials and Methods
Participants
A total of 201 (46 males, 153 females) currently enrolled
students at a major Australian university were recruited for
this study (ethics approval number 0800000159). Inclusion
criteria required participants to be between 17 to 24 years old
(M¼19.07, SD¼1.86) and to have a personal page on an SNS
site. On average, participants reported using their SNS 4 days
per week (M¼4.49, SD¼2.06) and reported logging on to
their SNS nearly 10 times per week (M¼9.97, SD¼10.21).
Measures
NEO Five-Factor Inventory (FFI). The 60-item NEO-FFI1
measured participants’ level of agreement (1, strongly disagree,
to 5, strongly agree) for statements on five 12-item scales:
Neuroticism (a¼0.85), Extroversion (a¼0.78), Openness
(a¼0.69), Agreeableness (a¼0.75), and Conscientiousness
(a¼0.84).
55. Coopersmith Self-Esteem Inventory (SEI). The 25-item
SEI2 assessed participants’ evaluative attitudes toward
themselves (like me or unlike me) in areas of academic, social,
family, and personal experience (a¼0.85).
Time spent using SNSs. Participants reported the aver-
age number of hours per week they spend using their SNS.
Addictive tendencies scale. Based on previous re-
search,5,7 the addictive tendencies scale (a¼0.76) comprised
three items measuring level of salience (‘‘One of the first things
I do each morning is log onto a social networking Internet site
[e.g., MySpace or Facebook]’’), loss of control (‘‘I find it hard
to
control my use of a social networking site [e.g., MySpace or
Facebook]’’), and withdrawal (I feel lost when I cannot access
my social networking site [e.g., MySpace or Facebook]’’).
Results
Multiple regression analysis for time spent
using social networking sites
Given its substantial positive skew, an inverse transfor-
mation was applied to the dependent variable of time spent
using an SNS. A standard multiple regression was performed
174 WILSON ET AL.
D
ow
nl
oa
de
58. on
ly
.
to examine the impact of the personality factors (openness to
experience, conscientiousness, extroversion, agreeableness,
neuroticism) and self-esteem on the amount of time (in hours)
participants spent using an SNS per week (see Table 1). As a
group, these variables significantly predicted participants’
SNS use, F(6, 192)¼3.14, p < 0.01, accounting for 8.9% of the
variance. The significant predictors were conscientiousness
and extroversion. Participants scoring lower on conscien-
tiousness and higher on extroversion reported spending more
time using an SNS.
Multiple regression analysis for social
networking site addictive tendencies
A standard multiple regression was performed also ex-
amining the impact of personality factors and self-esteem on
participants’ SNS addictive tendencies (see Table 1). As a
group, these variables significantly predicted participants’
SNS addictive tendencies scores, F(6, 194)¼2.99, p < 0.01,
accounting for 8.5% of the variance. The significant predictors
were conscientiousness and extroversion. Participants scor-
ing lower on conscientiousness and higher on extroversion
reported stronger addictive tendencies towards using SNSs.
Discussion
The aim of the present study was to explore whether the
personality and self-esteem of young adults can predict time
spent using SNSs and addictive tendencies toward the use of
59. SNSs. Participants scoring higher on extroversion spent more
time using an SNS, a finding inconsistent with previous re-
searchers who have typically concluded that extroverts do
not view the Internet as a suitable replacement for face-to-face
interactions.13–15 The findings of the present study suggest,
however, that SNSs may offer to the wider Internet some-
thing unique that makes them more appealing to extroverts.
For example, because extroverts tend to require a high level of
stimulation and a large social network,8 the numerous func-
tional abilities and unlimited contact with friends may be
specifically attracting their attention. Based on the concep-
tualization of Griffiths20 that the Internet is a tool assisting
people to access their objects of interest, it is likely that ex-
troverts may become overly involved with the opportunity to
connect with=reach out to others, as well as present and
display information about themselves via SNSs. Participants
scoring low on conscientiousness also were found to spend an
increased amount of time using an SNS, in line with previous
findings that unconscientious people are frequent users of the
general Internet.9 It may be that students who score low on
conscientiousness use SNS to occupy their time while pro-
crastinating about completing other tasks, such as study.
Openness to experience did not have any impact on SNS
use, which is inconsistent with previous research investigat-
ing Internet use.12 It may be that SNS may no longer be as
‘‘new’’ an experience for some young people, so has lost some
of its appeal for those eager to experience even newer activ-
ities. Agreeableness did not predict SNS use either, a find-
ing inconsistent with Landers and Lounsbury,9 who found
disagreeable people to spend more time on the Internet.
However, these researchers did not differentiate between the
different uses of the Internet, suggesting that while dis-
agreeable people may use the Internet more often, they are
not necessarily using it to engage with other people socially
60. and may be using it for more functional purposes such as
business-related interactions.
Neuroticism was not associated with increased levels of
SNS use. Similar to agreeableness, previous research
has demonstrated neuroticism to be significantly associated
with time spent on the Internet.11–13,15 However, Tuten and
Bosnjak12 found that neuroticism was only a predictor of us-
ing the Internet for the specific purpose of seeking information
(rather than socializing). It is likely that because of their in-
secure and anxious nature,8 neurotic young adults may not
like the idea of posting photos and information about them-
selves on an SNS and instead prefer to use the Internet for
other functions. Self-esteem did not influence SNS use, a
finding inconsistent with previous findings that people with
low self-esteem prefer online social interaction over face-to-
face exchanges.16,17 As one researcher found, self-esteem can
either increase or decrease depending on the tone of feedback
received on people’s virtual profiles;25 therefore, it is possible
that both people with high levels and people with low levels
of self-esteem seek to use SNSs to confirm or as a means of
increasing their feelings of self-worth in the hope of positive
feedback from other users.
Table 1. Multiple Regression Analysis for Variables Predicting
Time Spent Using
a Social Networking Site (SNS) and SNS Addictive Tendencies
Variable R R2 b t p
Prediction of time spent using a SNS
Openness to experience 0.30 0.09 �0.11 �10.47 0.14
Conscientiousness �0.18 �20.40 0.02
Extroversion 0.27 30.34 0.00
Agreeableness 0.02 00.23 0.82
Neuroticism 0.16 10.66 0.10
61. Self-esteem 0.05 00.47 0.64
Prediction of SNS addictive tendencies
Openness to experience 0.29 0.09 �0.06 �00.82 0.41
Conscientiousness �0.15 �20.02 0.05
Extroversion 0.28 30.45 0.00
Agreeableness 0.04 00.49 0.62
Neuroticism 0.14 10.46 0.15
Self-esteem �0.09 �00.87 0.39
SOCIAL NETWORKING SITE USE 175
D
ow
nl
oa
de
d
by
W
as
hi
ng
to
n
S
ta
te
63. 06
/0
2/
20
. F
or
p
er
so
na
l
us
e
on
ly
.
The personality traits and self-esteem explained slightly
less variance in addictive tendencies than they did in time
spent using an SNS. Similar predictors influenced people’s
addictive tendencies as for their level of use. Extroversion
was found to be associated with addictive tendencies, sug-
gesting that extroverts may become overly reliant on SNSs
because the interactive experience meets their need for stim-
ulation and social interaction. Low scores on conscien-
tiousness significantly predicted addictive tendencies. It is
plausible that unconscientious young adults demonstrate
64. addictive tendencies toward the use of SNS because un-
conscientious people tend to lack self-control.26 There was no
relationship between openness to experience, agreeableness,
neuroticism, or self-esteem and self-reported addictive ten-
dencies.
In general, the intrapersonal characteristics accounted for
only a small proportion of variance in both behavioral out-
comes, suggesting that there are other factors underlying
people’s SNS usage, especially given evidence of other po-
tential influences (e.g., motivation to communicate).27 Some
important practical applications, however, can be gained
from the study’s findings. For example, knowing that extro-
version and unconscientiousness are predictors of SNS use
and addictive tendencies may mean that Web developers can
modify the features of their SNS to further attract people with
these types of personalities. For example, SNS sites could be
designed to display more stimulating and interactive features
(e.g., webcams) that would appeal to extroverts or include
more time-consuming games to appeal to those who are less
conscientious. Importantly, the present findings can be used
to inform psychologists, counselors, and educators within
schools and universities of the types of young people who are
likely to use SNSs at higher levels or develop a behavioral
addiction toward the use of SNS. For example, as a preven-
tative measure to combat the overuse of the Internet, which
often leads to sedentary behavior, schools and universities
could encourage extroverts to interact and socialize with
others more offline, while unconscientious young people can
be taught better time management and organizational skills to
avoid procrastination via SNS use.
This study is one of the first to identify the intrapersonal
characteristics of people who frequent SNSs, as well as those
people who are likely to demonstrate SNS addictive tenden-
cies, using a population that typically access SNSs. Despite
65. these strengths, this study had several limitations. The gen-
eralization of the study’s results is limited because the sample
was predominately female and solely university students.
Further, the scale reliability for addictive tendencies was
slightly lower than expected, and item examination suggests
that the scale may reflect impulse control difficulties in respect
to SNS use rather than addictive tendencies per se. Future
research should include more participants from a range of
ages and locations and a more balanced gender ratio. In ad-
dition, longitudinal studies could be conducted to establish
when, and for what reasons, frequent users and those with
addictive tendencies reduce the time they spend using the
sites and how any addictive tendencies are managed. More
research is needed to establish valid and reliable measures of
the addictive tendencies construct. Furthermore, to yield
more accurate measures of use, future research should utilize
objective measures (e.g., diary records or a computer program
that records use unobtrusively).
Although personality and self-esteem were significant
predictors of both time spent using SNSs and addictive
tendencies, they did not explain a large amount of variance,
indicating that other factors account for young adults’ use of
SNSs, which should be examined in future. For example, the
SNS functions of posting information and photos about
oneself may attract the attention of narcissistic people.28
Also, sensation seekers have characteristics in common with
extroverts, such as the need for stimulation and a large
number of friends.29 In summary, although personality and
self-esteem explained only a small amount of variance in both
SNS use and addictive tendencies, extroversion emerged as
a positive predictor and conscientiousness as a negative
predictor, of both time spent using SNSs and SNS addictive
tendencies. However, despite these findings and their prac-
tical implications, it is imperative for researchers to con-
66. tinue to identify the psychosocial factors that influence some
young adults to use at high levels and potentially to develop
addictive tendencies toward this worldwide Internet phe-
nomenon.
Acknowledgments
The authors thank Shari Walsh for assistance in the design
of the study and Eric Livingston for assistance in data col-
lection.
Disclosure Statement
No competing financial interests exist.
References
1. Costa PT, McCrae RR. (1992) NEO PI-R professional
manual.
Odessa, TX: Psychological Assessment Resources.
2. Coopersmith S. (1981) Self-esteem inventories. Palo Alto:
Consulting Psychologists Press.
3. Baker J, Moore S. Distress, coping, and blogging: comparing
new MySpace users by their intention to blog. CyberPsy-
chology & Behavior 2008; 11:81–5.
4. Raacke J, Bonds-Raacke J. MySpace and Facebook: apply-
ing the uses and gratifications theory to exploring friend-
networking sites. CyberPsychology & Behavior 2008; 11:
169–74.
5. Walsh SP, White KM, Young RM. (2007) Young and con-
nected: psychological influences of mobile phone use
amongst Australian youth. In Goggin G, Hjorth L, eds. Mobile
67. Media 2007. Proceedings of an International Conference on
Social
and Cultural Aspects of Mobile Phones, Media, and Wireless
Technologies. Sydney: University of Sydney, pp.125–34.
6. Phillips J, Butt S, Blaszczynski A. Personality and self-
reported use of mobile phones for games. CyberPsychology
& Behavior 2006; 9:753–8.
7. Ehrenberg A, Juckes S, White KM, et al. Personality and
self-
esteem as predictors of young people’s technology use.
CyberPsychology & Behavior 2008; 11:739–41.
8. Costa P, Widiger T. (2002) Personality disorders and the
five-
factor model of personality. 2nd ed. Washington, DC: Ameri-
can Psychological Association.
9. Landers RN, Lounsbury JW. An investigation of Big Five
and narrow personality traits in relation to Internet usage.
Computers in Human Behavior 2004; 22:283–93.
10. McElroy JC, Hendrickson AR, Townsend AM, et al. Dis-
positional factors in Internet use: personality versus cogni-
tive style. MIS Quarterly 2007; 31:809–20.
176 WILSON ET AL.
D
ow
nl
oa
de
70. on
ly
.
11. Hamburger YA, Ben-Artzi E. The relationship between ex-
troversion and neuroticism and the different uses of the
Internet. Computers in Human Behavior 2000; 16:441–49.
12. Tuten TL, Bosnjak M. Understanding differences in Web
usage: the role of need for cognition and the five factor
model of personality. Social Behavior & Personality 2001;
29:391–98.
13. Amiel T, Sargent SL. Individual difference in Internet
usage motives. Computers in Human Behavior 2004; 20:711–
26.
14. Goby VP. Personality and online=offline choices: MBTI
profiles and favored communication modes in a Singapore
study. CyberPsychology & Behavior 2006; 9:5–13.
15. Amichai-Hamburger Y, Wainapel G, Fox S. ‘‘On the
Internet
no one knows I’m an introvert’’: extroversion, neuroticism,
and Internet interaction. CyberPsychology & Behavior 2002;
5:125–8.
16. Joinson AN. Self-esteem, interpersonal risk, and preference
for e-mail to face-to-face communication. CyberPsychology
& Behavior 2004; 7:472–8.
17. Harman JP, Hansen CE, Cochran ME, et al. Liar, liar: In-
ternet faking but not frequency of use affects social skills,
71. self-esteem, social anxiety, and aggression. CyberPsychology
& Behavior 2005; 8:1–6.
18. Blaszczynski A. Internet use: in search of an addiction.
International Journal of Mental Health & Addiction 2006;
4:7–9.
19. Griffiths MD. (1998) Internet addiction: does it really exist?
In Gackenbach J, eds. Psychology and the Internet: intraper-
sonal, interpersonal, and transpersonal applications. New York:
Academic Press, pp. 61–75.
20. Griffiths MD. Internet addiction. Psychologist 1999; 12:
246–50.
21. Hardie E, Tee M. Excessive Internet use: the role of per-
sonality, loneliness and social support networks in Internet
addiction. Australian Journal of Emerging Technologies &
Society 2007; 5:34–47.
22. Yang SC, Tung C. Comparison of Internet addicts and non-
addicts in Taiwanese high school. Computers in Human
Behavior 2004; 23:79–96.
23. Niemz K, Griffiths M, Banyard P. Prevalence of
pathological
Internet use among university students and correlations with
self-esteem, the general health questionnaire (GHQ), and
disinhibition. CyberPsychology & Behavior 2005; 8:562–70.
24. Armstrong L, Phillips JG, Saling LL. Potential determinants
of heavier Internet usage. International Journal of Human-
Computer Studies 2000; 53:537–50.
25. Valkenburg PM, Peter J, Schouten MA. Friend network-
ing sites and their relationship to adolescents’ well-being
72. and social self-esteem. CyberPsychology & Behavior 2006;
9:584–90.
26. Hergenhahn B, Olson M. (2003) An introduction to theories
of
personality. 6th ed. Upper Saddle River, NJ: Prentice Hall.
27. Ross C, Orr ES, Sisic M, et al. Personality and motivations
associated with Facebook use. Computers in Human Beha-
vior 2009; 25:578–86.
28. Aviram I, Amichai-Hamburger Y. Online infidelity: aspects
of dyadic satisfaction, self disclosure and narcissism. Journal
of Computer-Mediated Communication 2005; 10. http:==
jcmc.indiana.edu=vol10=issue3=aviram.html (accessed May
11, 2008).
29. Lin JS, Tsai C. Sensation seeking and Internet dependence
of
Taiwanese high school adolescents. Computers in Human
Behavior 2002; 18:411–26.
Address correspondence to:
Dr. Katherine M. White
School of Psychology and Counselling
Queensland University of Technology
Victoria Park Rd, Kelvin Grove 4059
Brisbane Queensland
Australia
E-mail: [email protected]
SOCIAL NETWORKING SITE USE 177
D
77. 06
/0
2/
20
. F
or
p
er
so
na
l
us
e
on
ly
.
Addictive Behaviors 33 (2008) 987–993
Contents lists available at ScienceDirect
Addictive Behaviors
Heavy episodic drinking and its consequences: The protective
effects of same-sex, residential living-learning communities
for undergraduate women
80. fraternities, engage in heavy episodic drinking with greater
frequency than their female counterparts; although recent
research
reveals that the sex, gender and/or living arrangement gaps may
be narrowing, especially among high school age students
(Johnston, O'Malley, Bachman, & Schulenberg, 2006; Wechsler,
Lee, Kuo & Lee, 2000; for an international review see Holmila
&
Raitasalo, 2005).
Despite lower rates of heavy drinking, women are particularly
vulnerable to the negative consequences in a college co-
educational setting. It is estimated that alcohol is involved in at
least half of all cases of heterosexual assault among college
students
omen and Gender, School of Nursing and Women's Studies, 204
S. State Street, Ann Arbor, MI 48109-1290
533.
All rights reserved.
,
mailto:[email protected]
http://dx.doi.org/10.1016/j.addbeh.2008.03.005
http://www.sciencedirect.com/science/journal/03064603
988 C.J. Boyd et al. / Addictive Behaviors 33 (2008) 987–993
(for reviews see Abbey, 2002; Mohler-Kuo, Dowdall, Koss &
Wechsler, 2004) and the likelihood of sexual assault increases
nine fold
on days in which college women engage in heavy alcohol
consumption (Parks & Fals-Stewart, 2004). Among college
students, the
majority of sexual assaults occur within heterosexual
relationships in which both people are acquainted and a male