Waterpipe Tobacco Warnings Need to Inform Users of Harm

Objectives: Health warning messages could be an effective means of communicating the health risks associated with waterpipe (WP) smoking. The objective of this study was to select a message that conveyed the risks associated with WP smoking. Methods: A mixed-methods approach was used to explore the effectiveness of the Food and Drug Administration's (FDA's) mandated message, and others, among young adults using focus groups and surveys. Two focus group studies and one convenience survey were conducted to examine the FDA's mandated message and 11 other WP warning messages. The final study, conducted with a random sample of first-year university students, examined the effectiveness and reactance of the chosen message using previously validated items (scored on a 1-5 scale). Results: The FDA's mandated message did not resonate well with focus group participants. In the random sample of students, the top message (WARNING: Hookah smoke contains poisons that cause lung and oral) had high effectiveness (M = 4.49) and a low reactance (M = 2.12). Conclusions: Our studies suggest that other messages are more effective for communicating the risks associated with WP smoking than the FDA's message for WP tobacco.

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Socrative in Higher Education: Game vs. Other Uses

Multimodal Technologies and Interaction ◽

10.3390/mti3030049 ◽

2019 ◽

Vol 3 (3) ◽

pp. 49 ◽

Cited By ~ 1

Author(s):

Fátima Faya Cerqueiro ◽

Ana Martín-Macho Harrison

Keyword(s):

Higher Education ◽

Mobile Application ◽

Ad Hoc ◽

Effective Means ◽

First Year ◽

Perceived Satisfaction ◽

And Performance ◽

Faculty Of Education ◽

Reading Activity ◽

First Year University

The integration of clickers in Higher Education settings has proved to be particularly useful for enhancing motivation, engagement and performance; for developing cooperative or collaborative tasks; for checking understanding during the lesson; or even for assessment purposes. This paper explores and exemplifies three uses of Socrative, a mobile application specifically designed as a clicker for the classroom. Socrative was used during three sessions with the same group of first-year University students at a Faculty of Education. One of these sessions—a review lesson—was gamified, whereas the other two—a collaborative reading activity seminar, and a lecture—were not. Ad-hoc questionnaires were distributed after each of them. Results suggest that students welcome the use of clickers and that combining them with gamification strategies may increase students’ perceived satisfaction. The experiences described in this paper show how Socrative is an effective means of providing formative feedback and may actually save time during lessons.

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Exploring Cyber-Bullying: a Retrospective Study of First Year University Students

10.26686/wgtn.16969753.v1 ◽

2021 ◽

Author(s):

◽

Katrina Parsonson

Keyword(s):

Retrospective Study ◽

Social Networking ◽

Social Networking Sites ◽

Cell Phones ◽

Cyber Bullying ◽

First Year ◽

Traditional Bullying ◽

Mixed Methods Approach ◽

Raising Awareness ◽

First Year University

<p>This was a retrospective study of cyber-bullying. Students enrolled in a first year course were selected to provide opinions on the issue of cyber-bullying as it pertained to social networking sites and young people. A mixed methods approach was applied to this study. Questionnaires provided quantitative data, and a focus group provided data for qualitative analysis. It was evident that students felt that cyber-bullying was not as prevalent as traditional bullying; however, it was identified as a serious issue. In relation to gender, traditional bullying was considered to be a problem for boys, more than cyber-bullying, whereas for girls cyber-bullying was considered to be a problem, more than traditional bullying. Social networking sites, solely, were not common tools used in cyber-bullying. Generally cell phones or a combination of cell phones and social networking sites were used. It was determined the age group at most risk from cyber-bullying to be early high school. Raising awareness of cyber-bullying was considered essential for prevention.</p>

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The Role of Digital Technologies in Learning: Expectations of First Year University Students / Le rôle des technologies numériques dans l’apprentissage : les attentes des étudiants de première année universitaire

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/t2zw2d ◽

2012 ◽

Vol 38 (1) ◽

Cited By ~ 3

Author(s):

Martha Gabriel ◽

Barbara Campbell ◽

Sean Wiebe ◽

Ronald J MacDonald ◽

Alexander McAuley

Keyword(s):

Focus Group ◽

Digital Technologies ◽

First Year ◽

Focus Group Interviews ◽

Student Body ◽

First Year Students ◽

Construction Of Knowledge ◽

Premier Cycle ◽

Group Interviews ◽

First Year University

A growing literature suggests that there is a disjuncture between the instructional practices of the education system and the student body it is expected to serve, particularly with respect to the roles of digital technologies. Based on surveys and focus group interviews of first-year students at a primarily undergraduate Canadian university and focus group interviews of professors at the same institution, this study explores the gaps and intersections between students’ uses and expectations for digital technologies while learning inside the classroom and socializing outside the classroom, and the instructional uses, expectations and concerns of their professors. It concludes with recommendations for uses of digital technologies that go beyond information transmission, the need for extended pedagogical discussions to harness the learning potentials of digital technologies, and for pedagogies that embrace the social construction of knowledge as well as individual acquisition. Des études de plus en plus nombreuses suggèrent qu’il existe un écart entre les pratiques d’enseignement dans le système de l’éducation et la population étudiante desservie, notamment en ce qui concerne le rôle des technologies numériques. La présente étude, fondée sur les résultats de sondages et d’entrevues de groupe auprès des étudiants de première année inscrits à une université canadienne principalement axée sur les études de premier cycle, ainsi que sur des entrevues de groupe auprès de professeurs du même établissement, explore les écarts et les concordances entre, d’une part, l’utilisation et les attentes des étudiants relativement aux technologies numériques dans l’apprentissage en classe et dans les relations sociales en dehors des classes, et, d’autre part, l’utilisation de ces technologies dans les pratiques d’enseignement, les préoccupation et les attentes des professeurs. L’étude se conclut par des recommandations concernant une utilisation des technologies numériques dépassant la transmission de l’information, et la nécessité de discussions pédagogiques poussées permettant d’exploiter le potentiel des technologies numériques dans le cadre de l’apprentissage ainsi que de méthodes pédagogiques adaptées à la construction sociale des connaissances et au mode individuel d’acquisition des connaissances.

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Experiences and attitudes towards mental health problems in first year German university students

International Journal of Adolescent Medicine and Health ◽

10.1515/ijamh-2021-0026 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Maria Koschig ◽

Ines Conrad ◽

Steffi G. Riedel-Heller

Keyword(s):

Mental Health ◽

Focus Group ◽

University Students ◽

Mental Health Problems ◽

Health Problems ◽

First Year ◽

Health Issues ◽

University System ◽

Category System ◽

First Year University

Abstract Objectives The study should show how familiar German first year university students are with mental health issues and what their attitudes are regarding mental illness. Methods The study sample consisted of 293 first year German university students (20.37 years ± 1.88), most of them women (82.9%). The majority (77.6%) was studying a social type subject. An additive focus group consisted of four experts. The participants of the quantitative part were recruited at prevention workshops that were offered during the induction week at the beginning of the semester at 15 German universities. Experts of the focus group were recruited by telephone call. In addition to quantitative analysis, we realized a focus group with experts of our target group concerns and university system. For statistical analysis, we used statistic software programme “SPSS” 24 to conduct t-tests. We used content-analytical evaluation to build a category system. Results Every fourth participant reported having had a mental health problem. Male participants had a slightly greater desire for social distance (p=0.008; df=288) and slightly stronger stereotypes (p<0.001; df=289). Conclusions The present study shows that first year university students in Germany have substantial experience with mental health problems.

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Exploring Cyber-Bullying: a Retrospective Study of First Year University Students

10.26686/wgtn.16969753 ◽

2021 ◽

Author(s):

◽

Katrina Parsonson

Keyword(s):

Retrospective Study ◽

Social Networking ◽

Social Networking Sites ◽

Cell Phones ◽

Cyber Bullying ◽

First Year ◽

Traditional Bullying ◽

Mixed Methods Approach ◽

Raising Awareness ◽

First Year University

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The Need to Belong and the Relationship Between Loneliness and Health

Zeitschrift für Gesundheitspsychologie ◽

10.1026/0943-8149/a000129 ◽

2014 ◽

Vol 22 (4) ◽

pp. 194-201 ◽

Cited By ~ 7

Author(s):

Freda-Marie Hartung ◽

Britta Renner

Keyword(s):

Individual Differences ◽

Social Isolation ◽

Social Situation ◽

First Year ◽

Health State ◽

Need To Belong ◽

First Year University ◽

Perceived Social Isolation ◽

The Impact ◽

The Relationship

Humans are social animals; consequently, a lack of social ties affects individuals’ health negatively. However, the desire to belong differs between individuals, raising the question of whether individual differences in the need to belong moderate the impact of perceived social isolation on health. In the present study, 77 first-year university students rated their loneliness and health every 6 weeks for 18 weeks. Individual differences in the need to belong were found to moderate the relationship between loneliness and current health state. Specifically, lonely students with a high need to belong reported more days of illness than those with a low need to belong. In contrast, the strength of the need to belong had no effect on students who did not feel lonely. Thus, people who have a strong need to belong appear to suffer from loneliness and become ill more often, whereas people with a weak need to belong appear to stand loneliness better and are comparatively healthy. The study implies that social isolation does not impact all individuals identically; instead, the fit between the social situation and an individual’s need appears to be crucial for an individual’s functioning.

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SOCIODEMOGRAPHIC FACTORS, RELIGIOSITY, ACADEMIC PERFORMANCE, AND SUBSTANCE USE AMONG FIRST-YEAR UNIVERSITY STUDENTS IN SOUTH AFRICA

Psychological Reports ◽

10.2466/pr0.91.5.105-113 ◽

2002 ◽

Vol 91 (5) ◽

pp. 105 ◽

Cited By ~ 6

Author(s):

KARL PELTZER

Keyword(s):

South Africa ◽

Substance Use ◽

Academic Performance ◽

University Students ◽

Sociodemographic Factors ◽

First Year ◽

First Year University

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Health related physical activity behaviour of first year university students

International Sports Studies ◽

10.30819/iss.38-1.03 ◽

2016 ◽

Vol 38 ◽

pp. 25-35

Author(s):

Peter Le Rossignol ◽

Myrna Boertien ◽

Eng Hoe Wee

Keyword(s):

Physical Activity ◽

University Students ◽

Physical Activity Behaviour ◽

First Year ◽

Health Related ◽

First Year University ◽

Activity Behaviour

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757. Association between cumulative febrile, respiratory and diarrheal illness in the first year of life and neurodevelopmental and growth outcomes among a cohort of children in rural Guatemala

Open Forum Infectious Diseases ◽

10.1093/ofid/ofaa439.947 ◽

2020 ◽

Vol 7 (Supplement_1) ◽

pp. S425-S426

Author(s):

Daniel Olson ◽

Molly Lamb ◽

Amy Connery ◽

Desiree Bauer ◽

Alejandra Paniagua-Avila ◽

...

Keyword(s):

Maternal Education ◽

Febrile Illness ◽

Early Learning ◽

First Year ◽

Cumulative Number ◽

Linear Regression Models ◽

Surveillance Period ◽

Final Study ◽

First Year Of Life ◽

Height For Age

Abstract Background Recurrent infections are associated with neurodevelopmental (ND) delay in infants, but the primary drivers are poorly understood. Leveraging an infant cohort from rural Guatemala designed to evaluate the effects of post-natal Zika virus on ND (DMID 16-0057), we evaluated the association between cumulative illness and ND delay and stunting. Methods Infants enrolled at 0-3 months of age underwent weekly at-home surveillance for caregiver-reported syndromic illness, including cough, fever and vomiting/diarrhea for a 12-month period. Anthropometric assessments and ND testing by Guatemalan psychologists using the Mullen Scales of Early Learning (MSEL) were perforrmed at 12-15 months of age. Multivariable generalized linear regression models were used to test associations between syndromic illness in infancy, 12-15-month MSEL Early Learning Composite (ELC) Score, and stunting (height-for-age < -2 SD) at 12-15 months. Results The cohort (n=425) had a mean enrollment age of 1.3 months; 202 (48%) were female, 387 (91%) self-reported a literate mother, and 301 (71%) were breastfeeding at study completion. Infants had reported illness for a median of 16 weeks during the surveillance period; cough was reported most frequently (median=11 weeks, range=0-37 weeks). Lower maternal education (p=0.007) and literacy (p=0.002) as well as infant age (p=0.007) and male gender (p=0.004) were associated with MSEL ELC Score <85 (-1 SD). After adjusting for gender, breastfeeding, age, and maternal literacy, the cumulative number of weeks with reported cough (p=0.0009), fever (p=0.0001), or any syndromic illness (p=0.0007) were associated with decreased 12-month MSEL ECL Score; there was no association with diarrhea/vomiting (p=0.36). There was no association between caregiver-reported syndromic illnesses (any type) and stunting at final study visit. Conclusion In a cohort of Guatemalan infants, cumulative fever and cough episodes were significantly associated with lower MSEL ELC Score, whereas there was no association with diarrhea/vomiting. In this low-resource community, these findings highlight the potential negative ND consequences of febrile illness and persistent cough in the first year of life. NIAID Contract HHSN272201300015I Task Order HHSN27200013 (Co-PIs: FMM and EJA). Disclosures Molly Lamb, PhD, BioFire (Grant/Research Support) Evan J. Anderson, MD, Sanofi Pasteur (Scientific Research Study Investigator)

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Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

International Journal of Mechanical Engineering Education ◽

10.1177/03064190211015650 ◽

2021 ◽

pp. 030641902110156

Author(s):

TMGP Duarte ◽

AM Lopes ◽

LFM da Silva

Keyword(s):

Academic Performance ◽

Secondary School ◽

Undergraduate Students ◽

Mechanical Engineering ◽

Institutional Factors ◽

First Year ◽

Female Type ◽

The University ◽

First Year University ◽

Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

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