Perceptions of Cluttering Among Communication Sciences and Disorders and Non Communication Sciences and Disorders Students

2017 ◽  
Vol 2 (4) ◽  
pp. 43-53
Author(s):  
Paul G. Blanchet ◽  
Greg Snyder
Keyword(s):  
Undergraduate Students ◽  
Clinical Training ◽  
Speech Rate ◽  
Family And Consumer Sciences ◽  
Significant Group ◽  
Fluency Disorders ◽  
The Family ◽  
Before And After ◽  
Consumer Sciences ◽  
Definition Of

Purpose The aim of this study was to compare perceptions of cluttering of undergraduate Communication Sciences and Disorders majors with perceptions of non-majors. Method A total of 79 undergraduate students served as participants; 37 students were Communications Sciences and Disorders majors enrolled in an introductory-level course. The other 42 students were recruited from nutrition courses in the Department of Family and Consumer Sciences. All students were provided with a written definition of cluttering and also viewed a short segment of an educational video. Students then rated a person who clutters on a variety of speech skills and personality scales. Results Results revealed that the Communication Sciences and Disorders students rated a person who clutters as exhibiting a significantly more inappropriate speech rate than did the Family and Consumer Sciences majors. However, results revealed no significant group differences in ratings of any personality traits. Conclusions Findings do not support the presence of relatively positive perceptions of cluttering among Communication Sciences and Disorders majors, at least not prior to coursework or clinical training. Further research is needed to replicate these findings with larger sample sizes, and to assess attitudes of these students before and after coursework and/or clinical training in fluency disorders.

University Students' Perceptions of a Person Who Clutters With or Without Video Education

2017 ◽  
Vol 2 (4) ◽  
pp. 28-40
Author(s):  
Paul G. Blanchet ◽  
Lindsey M. Farrell ◽  
Greg Snyder
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Speech Rate ◽  
Prior Exposure ◽  
Group Differences ◽  
Educational Video ◽  
Significant Group ◽  
Definition Of ◽  
The Impact ◽  
Video Education

Purpose The purpose of this study was to examine the effects of video education about cluttering on students' perceptions of a person who clutters. Method A total of 193 undergraduate students served as participants. Ninety-five students were provided with a written definition of cluttering, while 98 were also provided with video education about cluttering. Students then rated a person who clutters on speech and personality scales. Results Results yielded significant group differences in ratings of intelligibility, speech rate, ease of listening, and competence. Respondents who viewed the educational video rated a person who clutters significantly more negatively along these dimensions than respondents who read a definition only. However, participants who did not view the video reported knowing significantly more people who clutter. Conclusion Findings suggest that this particular form of video education might provide students with “realistic” exposure to cluttering. Further research is needed to assess effects of exposure to and interaction with a person who clutters on perceptions of cluttering. Implications include the impact of prior exposure to those who clutter, as well as potential confusion between cluttering and “fast speech.” These factors might have influenced identification rates of individuals who clutter, which could have affected the results.

Integrating the Family and Consumer Sciences Body of Knowledge Into Higher Education

2018 ◽  
Vol 110 (4) ◽  
pp. 49-63
Author(s):  
Wendy Reiboldt ◽  
Sue Stanley ◽  
Kitty R. Coffey ◽  
Heather M. Whaley ◽  
Ani Yazedjian ◽  
...  
Keyword(s):  
Higher Education ◽  
Family And Consumer Sciences ◽  
Body Of Knowledge ◽  
The Family ◽  
Consumer Sciences

The Family and Consumer Sciences Body of Knowledge and the Cultural Kaleidoscope: Research Opportunities and Challenges

2009 ◽  
Vol 37 (3) ◽  
pp. 266-283 ◽  
Author(s):  
S. Y. Nickols ◽  
P. A. Ralston ◽  
C. Anderson ◽  
L. Browne ◽  
G. Schroeder ◽  
...  
Keyword(s):  
Family And Consumer Sciences ◽  
Research Opportunities ◽  
Body Of Knowledge ◽  
The Family ◽  
Consumer Sciences

“Guidebook on Doctors’ Behaviors for Death Diagnosis Created by Community Healthcare Providers” Changed Residents’ Mind for Death Diagnosis

2020 ◽  
pp. 082585972095169
Author(s):  
Akihiko Kusakabe ◽  
Jyunko Nozato ◽  
Kazue Hirano ◽  
Naohiro Saitou ◽  
Keiko Ikenaga ◽  
...  
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Healthcare Providers ◽  
Time Of Death ◽  
Initial Training ◽  
Open Label ◽  
Community Healthcare ◽  
Self Evaluation ◽  
The Family ◽  
Before And After

Background: Education regarding death diagnosis is not often included in the medical education. Objective: To investigate the change minds at the time of death diagnosis among residents after lectures based on our guidebook. Design: Uncontrolled, open-label, multi-center trial. Subjects: A total of 131 doctors undergoing their initial training were enrolled this study. Measurements: Questionnaires were administered to volunteers before and after the lecture by the clinical training instructor presented information regarding doctors’ behaviors at the death diagnosis based on our guidebook at each hospital. Results: The subjects had an average age of 27.1 years and comprised 76 men (58.0%) and 54 women (41.2%). A total of 83 subjects (63.4%) had learned how to diagnose death as medical students, and 52 subjects (39.7%) had experienced death diagnosis scenes as medical students. Among those who had difficulties related to death diagnoses, the highest number (88.4%) indicated that “I do not know what to say to the family after a death diagnosis”. Self-evaluation significantly increased after the lecture for many items concerning explanations to and considerations of the family: the effect size for “Give words of comfort and encouragement to family” increased significantly after the lecture to 0.9. Conclusions: Few of the residents felt that they had received education regarding death diagnoses; they reported difficulties with diagnosing death and responding to patients’ families. After the lecture using our guidebook, residents’ mind changed significantly for death diagnosis, suggesting that the guidebook at the time of death diagnosis may be useful.

scholarly journals Evolving students' conceptions about responsible entrepreneurship: a classroom experiment

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthias Pepin ◽  
Luc K. Audebrand ◽  
Maripier Tremblay ◽  
Ndèye Binta Keita
Keyword(s):  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Learning Activities ◽  
Post Intervention ◽  
Content Type ◽  
Education Literature ◽  
Classroom Experiment ◽  
Before And After ◽  
Innovative Learning ◽  
Definition Of

PurposeEntrepreneurship education scholarship has been recently challenged to look at what goes on inside the entrepreneurship classroom to assess what students are really learning. Relying on the construction and analysis of a 3-h long set of learning activities on responsible entrepreneurship, this paper focuses on the activities conducted and what students have learned, based on Bloom's revised taxonomy of educational objectives.Design/methodology/approachThis paper builds on a pre-/post-intervention assessment around a set of learning activities with 151 undergraduate students. Before and after the class, students were asked to produce a definition of responsible entrepreneurship. They were also asked to reflect on what had changed from the beginning.FindingsAnalysis of students' pre/post definitions shows a standardization of their conceptions of responsible entrepreneurship. This result confirms that the learning objective of this class was met. Nevertheless, applying Bloom's revised taxonomy to students' reflections allows for more nuanced interpretation. The analysis indeed revealed that some students manifest relatively superficial learning while other shows a deeper ability to reflect on the concept.Originality/valueFirst, this paper contributes to the entrepreneurship education literature by showing the relevance of using Bloom's revised taxonomy for both teaching and research purposes. Second, it presents a set of innovative learning activities on responsible entrepreneurship that could be easily reproduced in other educational contexts. Third, it shows the importance of asking students what they learned and what has changed for them through class activities.

scholarly journals Determining Undergraduate Students’ Environmental Awareness and Environmental Sensitivity

2017 ◽  
Vol 6 (2) ◽  
pp. 67
Author(s):  
Nihan Yılmaz ◽  
Erkal Sibel
Keyword(s):  
Undergraduate Students ◽  
Environmental Awareness ◽  
Educational Status ◽  
Family And Consumer Sciences ◽  
Study Group ◽  
Environmental Sensitivity ◽  
A Value ◽  
Sensitivity Level ◽  
Consumer Sciences ◽  
Awareness Level

This study aims to determine undergraduate students’ environmental awareness and sensitivity. This study used the environmental awareness and sensitivity scale to determine undergraduate students’ environmental awareness and sensitivity. The study group for this study includes 224 undergraduate students studying in Hacettepe University’s Family and Consumer Sciences Program. The results reveal that on a 5-point Likert scale, these undergraduate students’ environmental awareness level is higher than average (3 points) with a value of =3.50, and their environmental sensitivity level is much higher than their environmental awareness at =3.80. In conclusion, it was determined that undergraduate students’ environmental awareness and sensitivity levels vary significantly by gender, parental educational status and level of income (p<0.01). Keywords: Environment, Environmental Consciousness, Environmental Sensitivity

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