Trait Procrastination in Academic Settings: An Overview of Students Who Engage in Task Delays.

AbstractWe describe a novel approach for quantification and colocalization of immunofluorescence (IF) signals of multiple markers on high-resolution panoramic images of serial histological sections utilizing standard staining techniques and readily available software for image processing and analysis. Human gingiva samples stained with primary antibodies against the common leukocyte antigen CD45 and factors related to heparan sulfate glycosaminoglycans (HS GAG) were used. Expression domains and spatial gradients of IF signals were quantified by histograms and 2D plot profiles, respectively. The importance of histomorphometric profiling of tissue samples and IF signal thresholding is elaborated. This approach to quantification of IF staining utilizes pixel (px) counts and comparison of px grey value (GV) or luminance. No cell counting is applied either to determine the cellular content of a given histological section nor the number of cells positive to the primary antibody of interest. There is no selection of multiple Regions-Of-Interest (ROIs) since the entire histological section is quantified. Although the standard IF staining protocol is applied, the data output enables colocalization of multiple markers (up to 30) from a given histological sample. This can serve as an alternative for colocalization of IF staining of multiple primary antibodies based on repeating cycles of staining of the same histological section since those techniques require non standard staining protocols and sophisticated equipment that can be out of reach for small laboratories in academic settings. Combined with the data from ontological bases, this approach to quantification of IF enables creation of in silico virtual disease models.

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The Emerging Global Tobacco Treatment Workforce: Characteristics of Tobacco Treatment Specialists Trained in Council-Accredited Training Programs from 2017 to 2019

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18052416 ◽

2021 ◽

Vol 18 (5) ◽

pp. 2416

Author(s):

Christine E. Sheffer ◽

Abdulmohsen Al-Zalabani ◽

Andrée Aubrey ◽

Rasha Bader ◽

Claribel Beltrez ◽

...

Keyword(s):

North America ◽

Tobacco Use ◽

Training Programs ◽

Systems Of Care ◽

Eastern Mediterranean ◽

Annual Number ◽

Treatment Services ◽

Tobacco Treatment ◽

The World ◽

Academic Settings

Tobacco use is projected to kill 1 billion people in the 21st century. Tobacco Use Disorder (TUD) is one of the most common substance use disorders in the world. Evidence-based treatment of TUD is effective, but treatment accessibility remains very low. A dearth of specially trained clinicians is a significant barrier to treatment accessibility, even within systems of care that implement brief intervention models. The treatment of TUD is becoming more complex and tailoring treatment to address new and traditional tobacco products is needed. The Council for Tobacco Treatment Training Programs (Council) is the accrediting body for Tobacco Treatment Specialist (TTS) training programs. Between 2016 and 2019, n = 7761 trainees completed Council-accredited TTS training programs. Trainees were primarily from North America (92.6%) and the Eastern Mediterranean (6.1%) and were trained via in-person group workshops in medical and academic settings. From 2016 to 2019, the number of Council-accredited training programs increased from 14 to 22 and annual number of trainees increased by 28.5%. Trainees have diverse professional backgrounds and work in diverse settings but were primarily White (69.1%) and female (78.7%) located in North America. Nearly two-thirds intended to implement tobacco treatment services in their setting; two-thirds had been providing tobacco treatment for 1 year or less; and 20% were sent to training by their employers. These findings suggest that the training programs are contributing to the development of a new workforce of TTSs as well as the development of new programmatic tobacco treatment services in diverse settings. Developing strategies to support attendance from demographically and geographically diverse professionals might increase the proportion of trainees from marginalized groups and regions of the world with significant tobacco-related inequities.

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Group Counseling for English Language Learners to Promote Academic Navigational Capital

Professional School Counseling ◽

10.1177/2156759x20979566 ◽

2020 ◽

Vol 24 (1) ◽

pp. 2156759X2097956

Author(s):

Adonay A. Montes ◽

Erika Ramos

Keyword(s):

English Language Learners ◽

Language Learners ◽

Group Counseling ◽

English Language Learner ◽

English Language ◽

Language Learner ◽

Ell Students ◽

Academic Settings ◽

The Impact ◽

Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

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Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

Language Learning in Higher Education ◽

10.1515/cercles-2020-2026 ◽

2020 ◽

Vol 10 (2) ◽

pp. 381-402

Author(s):

Åsa Mickwitz ◽

Marja Suojala

Keyword(s):

Academic Writing ◽

Learning Process ◽

Self Efficacy ◽

Self Regulation ◽

Writing Skills ◽

Efficacy Beliefs ◽

Traditional Learning ◽

Multiple Choice Questions ◽

Regulatory Strategies ◽

Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

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