scholarly journals An Interview with David Jolliffe, University of Arkansas

2019 ◽  
Vol 13 (2) ◽  
pp. 125-134
Author(s):  
Veronica House
Keyword(s):  
University Of Arkansas

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

scholarly journals PSIII-34 Maternal disposition as related to calf weaning performance using chute scores

2019 ◽  
Vol 97 (Supplement_3) ◽  
pp. 259-259
Author(s):  
Michael Sims ◽  
Paul A Beck ◽  
Cyril B Stewart ◽  
Reagan Cauble
Keyword(s):  
Performance Data ◽  
University Of Arkansas ◽  
Point Scale ◽  
Weaning Weight ◽  
Calf Performance ◽  
The Relationship ◽  
Fall Calving

Abstract Cow disposition has been reported to impact calf performance. The purpose of this study was to investigate the relationship between cow disposition at calving to calf weaning performance. Data were collected from four University of Arkansas research locations on both spring and fall calving herds between August 2017 and May 2018.Cow behavior was observed at calving and received a disposition score (CDS) taken on a 5-point scale where a score of 1 was highly aggressive, and a 5 was apathetic. Calf birthweight (BW), birthdate, and sex were also noted. At weaning, calf weight (WW) was recorded and used to calculate a 205-day adjusted weaning weight (AWW). Calf chute behavior (CS) was taken on a 5-point scale; a score of 1 was indicative of a calm exit, and a 5 was aggressive when exiting the chute. Data were analyzed using the GLIMMIX procedure of SAS. Significance was declared at P ≤ 0.05. Cow Disposition Score had an effect on calf BW (P = 0.0037). Cows that received a disposition score of 2 or 3 had greater calf BW than those who had a disposition score of 4 (P = 0.0021) and (P = 0.0017), respectively. Cow Disposition Score had no effect on calf WW or AWW. Chute Score had an effect on WW (P ≤ 0.05). Calves with a CS of 1 had higher WW than those who had a CS of 2 or 3 (P = 0.028) and (P = 0.005), respectively. Chute Score had an effect on AWW (P = 0.003). Calves that received a CS of 1 had higher AWW than those who had a CS of 2 or 3 (P = 0.0023) and (P = 0.0002), respectively. This study indicates that cows with more aggressive dispositions at calving and calves who had calmer dispositions at weaning had higher performance.

Interconnect Process at the University of Arkansas

2008 ◽  
pp. 319-337
Author(s):  
Susan Burkett ◽  
Leonard Schaper
Keyword(s):  
University Of Arkansas ◽  
The University

scholarly journals Book Review: Literature and Politics Today: The Political Nature of Modern Fiction and Drama

2015 ◽  
Vol 55 (1) ◽  
pp. 74
Author(s):  
Shannon Pritting
Keyword(s):  
Literary Criticism ◽  
Review Literature ◽  
Recent Book ◽  
The Political ◽  
University Of Arkansas ◽  
Politics And Literature ◽  
Literature And Politics ◽  
Modern Fiction ◽  
The University

The editor, M. Keith Booker, Professor of English at the University of Arkansas, has served as editor on many reference works in literature as well as many books on genres and literary movements, specific authors, and other critical works. Booker also edited the last reference work dedicated to literature and politics, Encyclopedia of Literature and Politics: Censorship, Evolution, and Writing, a three-volume set published in 2005 by Greenwood, which is surprisingly the only current reference work dedicated solely to examining the connection between literature and politics. There are many recent book-length critical works on literature and politics, but these monographs typically focus on a genre or other refined topic such as a literary movement or single author. The compact single-volume Literature and Politics Today is a welcome addition to reference work in literature and politics. Certainly, other reference works in literary criticism cover some of the topics related to the intersection of politics and literature, but do not have the political focus of Literature and Politics Today.

scholarly journals An Analysis of College Students’ Perceptions on Domestic Minor Sex Trafficking in Pine Bluff, Arkansas

2020 ◽  
Vol 8 (12) ◽  
pp. 359-369
Author(s):  
Janette Wheat ◽  
Patricia Shavers ◽  
Marilyn Bailey
Keyword(s):  
College Students ◽  
Sex Trafficking ◽  
The United States ◽  
Female Students ◽  
University Of Arkansas ◽  
Domestic Minor Sex Trafficking ◽  
Child Sex Trafficking ◽  
Modern Day Slavery ◽  
The University ◽  
Study Participants

Domestic minor sex trafficking (DMST) is modern-day slavery of children and the commercial sexual abuse of children through buying, selling, or trading their sexual services.  DMST is a form of child abuse.  The victim can be any person of nationality, age, socioeconomic status, or gender. In America, throughout college campuses, a lot of students are not informed of domestic minor sex trafficking. When thinking about domestic minor sex trafficking, most people do not think that this crime happens in our country, better yet our state of Arkansas. The purpose of this study was to investigate the perceptions of college students attending the University of Arkansas at Pine Bluff on domestic minor sex trafficking in our country and in our state of Arkansas (a crime that is growing aggressively in the United States). Fifty participants who were students attending the University of Arkansas at Pine Bluff participated in the study. Participants consisted of male and female students between the ages of 18 to 25 (N = 30 Females; N = 20 Males). Survey data were analyzed using Microsoft Excel software. Participants responded to ten yes or no descriptive questions about domestic minor sex trafficking (e.g., Questions like: have you heard about domestic minor sex trafficking; and do you think child sex trafficking is an organized crime). The data yielded both quantitative and qualitative results. Results showed that female students were more knowledgeable and were more aware of DMST than males. Implications for interventions will be discussed. Further research also is suggested.

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