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The Expression of Depressive Symptomatology in Korean American Undergraduates: Sex and Generational Differences 
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下载免费PDF全文 Jeanett Castellanos Alberta M. Gloria Sara Cho Kim Yong S. Park 《Journal of College Counseling》2014,17(3):208-221
This study examined the influence of acculturation and perception of the university environment on the depressive symptomatology of 228 Korean American undergraduates, with a focus on sex and generational differences. Perceptions of the university environment and perceived barriers were positive predictors of depressive symptomatology in respective regression equations by sex and generation. Study limitations and counseling practice implications are discussed. 相似文献
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Alberta Silvestri Serena Tonietto Francesco D’Acapito Gianmario Molin 《Journal of Cultural Heritage》2012,13(2):137-144
This work reports mainly the results of an X-ray Absorption Spectroscopy (XAS) study carried out on coloured glass tesserae from the palaeo-Christian mosaic which decorated the votive chapel of St. Prosdocimus (Padova) until its replacement with the current frescoes of Renaissance age, and which is one of the only two known mosaics in the Veneto region (Italy). The study aims at clarifying how the different local structure, oxidation state and quantity of copper influenced colour. Analysis of high-resolution Cu-K edge X-ray Absorption Near Edge Structure (XANES) and Extended X-ray Absorption Fine Structure (EXAFS) spectra showed that copper is present as cuprite (Cu2O) in orange samples and as metallic copper in red and brown ones. These phases are responsible for both the colour and opacity of the samples. In addition, Cu1+ ions linked to the oxygen atoms of the glass framework were identified in ratios of about 60% and 30% of total copper in orange and red/brown samples, respectively. In blue and green samples, copper is dispersed in the glass matrix as a mixture of Cu1+ and Cu2+ ions, and no crystalline phases are visible. In this context, the Cu1+ and Cu2+ contents in glass were also quantified thanks to suitable standards, demonstrating that, when Cu2+ is the main chromophorous ion, colour intensity is directly correlated to its content in the glass. In particular, in green and blue samples, coloured by copper, Cu2+ content varies from 26% to 56% of total copper, and the higher contents of Cu2+ are shown by more intensely coloured samples. It should be stressed here that the green colour of the analysed tesserae is given by the physical interaction of blue colour, due to Cu2+ ions, and yellow colour, due to Pb antimonates used as opacifiers. 相似文献
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Sarah Ketchen Lipson Sasha Zhou Blake Wagner III Katie Beck Daniel Eisenberg 《Journal of College Student Psychotherapy》2016,30(1):23-41
This article explores variations in mental health and service utilization across academic disciplines using a random sample of undergraduate and graduate students (N = 64,519) at 81 colleges and universities. We report prevalence of depression, anxiety, suicidality, and self-injury, and rates of help-seeking across disciplines, including results from multivariate logistic regressions. We find significant variations: Students in humanities and art and design are significantly more likely to have mental health problems; and for students with apparent mental health problems, treatment rates are lowest among those in business and engineering. Noting these variations could enhance efforts to promote student mental health, particularly within academic departments. 相似文献
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Scott G. Paris Marjorie Y. Lipson Karen K. Wixson 《Contemporary educational psychology》1983,8(3):293-316
An important aspect of learning to read is understanding how to use strategies to aid comprehension. Many actions such as skimming, using context to discern unfamiliar words, and taking notes to aid remembering can promote reading comprehension and learning. In this paper we examine aspects of knowledge and motivation that are critical to becoming a strategic reader. We emphasize that agents are strategic, not actions removed from contexts, and that self-guided learning depends on the intentions, perceptions, and attributions of learners. Learning to read strategically is related to children's cognitive development as well as to the social contexts of instruction. Some suggestions are offered for classroom instruction that can promote children's awareness and use of strategic reading. 相似文献
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