scholarly journals Virginia Tech Science Festival on Mozilla Hubs

2021 ◽  
Author(s):  
Anvitha Anumolu ◽  
William Stadtlander
Keyword(s):  
College Students ◽  
Virtual Environment ◽  
Virginia Tech ◽  
Classroom Experiences ◽  
Initial Development

This paper discusses the development of a virtual environment for pre-college students to have more interactive, and educational out of classroom experiences.  This can be achieved by initial development of a virtual environment, testing with local educators, revising, and implementing changes.

Sleep-Related Cannabis Expectancy Questionnaire (SR-CEQ): Initial Development among College Students

2020 ◽  
Vol 52 (5) ◽  
pp. 401-411
Author(s):  
Patricia A. Goodhines ◽  
Lisa R. LaRowe ◽  
Les A. Gellis ◽  
Joseph W. Ditre ◽  
Aesoon Park
Keyword(s):  
College Students ◽  
Initial Development

scholarly journals Research and Analysis on Reading by College Students in the Era of Mobile Reading

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Weiguo Xie
Keyword(s):  
College Students ◽  
Virtual Environment ◽  
General Public ◽  
Daily Life ◽  
External Environment ◽  
Electronic Media ◽  
The Internet ◽  
Student Group ◽  
Web Based ◽  
Complementary Role

With the increasing advancement and popularity of electronic media, traditional reading mode and book purchase means have been updated and upgraded. As a big consumer of books, the college student group plays a double- complementary role in the marching force that drives this “revolution”. When the habit of holding a book and reading it at night is replaced by web-based virtual environment, readers have sharply recognize such trend, the internet has changed the perception of people on the time-space relationship. It causes changes in the “relationship among  human  beings”.  The  characteristics  of untouchable mode for the internet will really impact the daily life of the general public and event invoke our multi-dimension thinking of individuals themselves and external environment. The internet is promoting “him” and “them” to get close to each other with an invisible force and the reading trend of internet literature is emerging gradually.

scholarly journals Association Between Socio-Affective Symptoms and Glutathione and CD4 and CD8 Lymphocytes in College Students

2022 ◽  
Vol 12 ◽  
Author(s):  
Cecilia Luz Balderas-Vazquez ◽  
Blandina Bernal-Morales ◽  
Eliud Alfredo Garcia-Montalvo ◽  
Libia Vega ◽  
Emma Virginia Herrera-Huerta ◽  
...  
Keyword(s):  
College Students ◽  
Perceived Stress ◽  
Affective Disorders ◽  
Physiological State ◽  
Anxiety And Depression ◽  
Depression Symptoms ◽  
Reference Ranges ◽  
Initial Development ◽  
Affective Symptoms ◽  
The Relationship

Background: The prevalence of anxiety and depression in young students is associated with biosocial factors and scholastic stress. However, few studies have evaluated emotional-affective symptoms that are related to the immune system and antioxidant parameters in young individuals without diagnoses of affective disorders.Aim: This study aims to assess the relationship between emotional-affective symptoms and glutathione concentrations and CD4 and CD8 lymphocyte counts in college students.Methods: College students (n = 177) completed standardized psychometric instruments, including the Perceived Stress Scale, Hamilton Anxiety Scale, Beck Depression Inventory, Familiar Social and Friends Support Scale, and Rosenberg Scale. Blood samples were biochemically analyzed. Analyses of variance were conducted between four groups according to symptom severity.Results: A considerable prevalence of stress, anxiety, and depression symptoms was observed and negatively correlated with self-esteem and socio-familiar support. Perceived stress was sexually dimorphic. Although biochemical parameters were within reference ranges, glutathione, CD4, and CD8 tended to be lower in participants with anxiety and depression symptoms, which may be of predictive value.Conclusion: The relationship between antioxidant/immune parameters and socio-affective scores is latent in undiagnosed college students who might develop affective disorders. The findings suggest that during the initial development of affective disorders, stress management strategies should be implemented to help college students cope with the academic load and monitor negative changes in their physiological state.

Effectiveness of Virtual Environment Desensitization in the Treatment of Agoraphobia

1996 ◽  
Vol 5 (3) ◽  
pp. 346-352 ◽  
Author(s):  
Max M. North ◽  
Sarah M. North ◽  
Joseph R. Coble
Keyword(s):  
College Students ◽  
Virtual Environment ◽  
Psychological Disorders ◽  
The Other ◽  
Control Group ◽  
Steady Improvement ◽  
Undergraduate College Students ◽  
Experimental Group

The primary purpose of this study was to investigate the effectiveness of virtual environment technology in the area of psychotherapy. In particular, this study investigated the effectiveness of virtual environment desensitization (VED) in the treatment of agoraphobia (fear of being in places or situations from which escape might be difficult or embarrassing). Sixty undergraduate college students served as subjects. Thirty subjects served in the experimental group and the other 30 served as a control group. Subjects' degree of fear/anxiety was measured using two instruments, the Attitude Towards Agoraphobia Questionnaire (ATAQ) and the Subjective Units of Discomfort Scale (SUDS). Only subjects in the experimental group were exposed to the VED treatment. The scores of the control group did not change significantly, while both ATAQ and SUDS scores decreased significantly for the experimental group. The average SUDS scores of the experimental group decreased steadily across sessions, indicating steady improvement with treatment. It is hoped that this research will be a first step toward the utilization of virtual environment technology in providing more effective, economical, and confidential treatment of psychological disorders.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

The Effects of a Neutral Stimulus (Buzzer) on Motor Responses and Disfluencies in Normal Speakers

1969 ◽  
Vol 12 (1) ◽  
pp. 179-184 ◽  
Author(s):  
Richard R. Martin ◽  
Gerald M. Siegel
Keyword(s):  
College Students ◽  
Neutral Stimulus ◽  
Motor Responses ◽  
Control Subjects ◽  
And Control ◽  
Speaking Task

Seventy-two college students were divided into three groups: Button Push-Speech (BP-S), Speech-Button Push (S-BP), and Control. BP-S subjects pushed one of two buttons on signal for 8 min. During the last 4 min, depression of the criterion button caused a buzzer to sound. After the button-push task, subjects spoke spontaneously for 30 min. During the last 20 min, the buzzer was presented contingent upon each disfluency. S-BP subjects were run under the same procedures, but the order of button-push and speech tasks was reversed. Control subjects followed the same procedures as S-BP subjects, but no buzzer signal was presented at any time. Both S-BP and BP-S subjects emitted significantly fewer disfluencies during the last 20 min (Conditioning) than during the first 10 min (Baserate) of the speaking task. The frequency of disfluencies for Control subjects did not change significantly from Baserate to Conditioning. In none of the three groups did the frequency of pushes on the criterion button change significantly from minute to minute throughout the 8-min button-push session.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

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