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Lire Journal ◽  
2021 ◽  
Vol 5 (2) ◽  
pp. 254-275
Milania Fitri Iwana ◽  
Emy Sudarwati

There are numerous studies of linguistics landscape or study of texts in public spaces. However, study on the culinary sign is still rare in Indonesia. Thus, this paper explores the linguistics landscape of culinary signs around campus in Malang, East Java, Indonesia, the melting pot of cultures and languages. The research aims to analyze the form of language use and its function. The data collection is photographing culinary signs around three advanced campuses in Malang, namely the University of Brawijaya, State University of Malang, and the University of Muhammadiyah Malang. Qualitative descriptive was used in analyzing the data. The results showed that Indonesian, English, and Javanese are the most frequent languages used in culinary banners or storefronts and other foreign languages (Japanese, Korean, Arabic, Malay) and vernaculars (Sundanese, Banjarese, Minangnese). It was found that the Malang culinary linguistics mirrored the taste and service of the store. Furthermore, foreign languages are becoming a way to go global and known by college students who most like modernization. The use of Javanese also acts as a symbol of maintaining the cultural heritage of Javanese people.

2021 ◽  
pp. 0192513X2110544
Jeffrey A. Miles ◽  
Stefanie E. Naumann

College students’ parenting intentions have received increased attention by scholars around the world in recent years, but little is known about potential demographic differences affecting the decision, such as gender and sexual orientation. The study proposed and empirically examined a model of the relationships between gender, sexual orientation, social self-concept, and parenting intentions in a large sample of university students on the west coast of the United States. The study found that social self-concept mediated the relationship between gender and parenting intentions for heterosexual students, but not for non-heterosexual students.

2021 ◽  
Natalia Van Doren ◽  
Sarah Gioia ◽  
Arezou Mortazavi ◽  
Jose Angel Soto

College students consume alcohol based on different motivations, and past research indicates that these drinking motives can differentially predict alcohol-related consequences. However, little is known about how drinking motives and consequences operate in Latinx individuals and other ethnic minority groups. The present study examined social drinking motives and their links to drinking consequences and problematic drinking in a college sample. Participants were 106 Latinx, Asian/Asian American, and European American undergraduates. Social motives were positively and significantly linked to drinking outcomes, but these main effects were qualified by an interaction between social motives and ethnicity on drinking outcomes, such that greater social motives was significantly linked to problematic drinking and drinking consequences for European Americans, but not for Latinx or Asian/Asian American participants. Implications for theory and intervention are discussed.

2021 ◽  
Xiaohang Wang ◽  
Quzhi Liu

Review question / Objective: The prevalence of anxiety disorders among Chinese college students during the COVID-19 epidemic. Eligibility criteria: The inclusion criteria for eligible studies are: (a) The prevalence of anxiety symptoms is reported in the article (b) The subjects of the study are Chinese college students, including overseas Chinese students (c) Anxiety symptoms are measured with standardized measurement tools (d) All studies It was carried out during the COVID-19 epidemic. We excluded the participants from non-Chinese college students, a mixed study that did not separately report the results of a group of college students, and a study that did not use standardized test tools for anxiety.

2021 ◽  
Vol 6 ◽  
Zhenxin Liao ◽  
Xueyan Zhang ◽  
Yingwen Wang ◽  
Tingwei Wang ◽  
Xinyu Li ◽  

Coronavirus disease 2019 (COVID-19) has become a pandemic, and many Chinese college students both in China and abroad were house-quarantined. This study aimed to investigate the prevalence and symptoms of delayed-onset post-traumatic stress disorder (PTSD) and coping strategies among Chinese overseas and domestic college students during this pandemic. A questionnaire was opportunistically distributed to Chinese college students studying both domestically and abroad six months after the COVID-19 outbreak. The questionnaire consisted of IES-R, SCSQ, and SSRS. The average score of delayed-onset PTSD in our population was 21.411 (full mark, 88 points), which reflected a total high level of delayed-onset PTSD symptoms. Statistical differences were shown between students who have been back to universities during the pandemic or not in the hyperarousal dimension (p = 0.016). Three coping strategies were recognized to influence the respondent’s delayed-onset PTSD symptoms, and there was a significant correlation between social support and the coping strategies students chose. A moderate to high level of delayed-onset PTSD was observed among both Chinese overseas and domestic college students 6 months after the COVID-19 outbreak. The useful coping strategies and powerful social supports are significantly important to help them stay mentally healthy and alleviate delayed-onset PTSD during the COVID-19 pandemic.

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0259431
David C. Rettew ◽  
Ellen W. McGinnis ◽  
William Copeland ◽  
Hilary Y. Nardone ◽  
Yang Bai ◽  

2021 ◽  
Teresa Ober ◽  
Alison Cheng ◽  
Maxwell Hong ◽  
Kathleen Morse

To better understand the impact of coronavirus disease 2019 (COVID-19) on today's college students and tomorrow's workforce, a survey was administered to 992 U.S. college students (Meanage=22.36 years, SDage=5.24; %female=53.3) between February and June 2021 on academic assessment practices they experienced before and after COVID-19. Females reported greater test anxiety and lower computer self-efficacy; neither varied based on race/ethnicity nor parental education. Most reported a transition to an online modality during the COVID-19 outbreak with a decrease in classroom assessments. Though classroom assessment formats appeared to change minimally, assessment administration changed markedly during the pandemic-affected period. Untimed and open-book assessments became more common. Assessments administered in-class and in-person proctored became less frequent. Interestingly, during spring 2021, as many colleges returned to in-person instruction, open-book, outside of class, and exams proctored online or unproctored remained common, suggesting a persistent shift in assessment administration practices. Students generally did not feel that exams covered any less content, however cheating was a concern. Most indicated it was difficult to concentrate and reported the idea of taking an exam was stressful during the pandemic, though many still believed that it is important to have assessments to demonstrate learning. Some noted they no longer planned to take certain standardized exams (e.g., GRE) given changes in admission requirements of post-baccalaureate academic programs. Some felt deterred from pursuing further education, yet others felt more inclined given perceptions of a highly competitive job market. Implications of these findings are discussed.

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