scholarly journals Research and Practice on Basic Composition and Cultivation Pattern of College Students’ Innovative Ability

2010 ◽  
Vol 3 (2) ◽  
Author(s):  
Zhenhui Xu ◽  
Hanlin Chen
Keyword(s):  
College Students ◽  
Research And Practice ◽  
Basic Composition

Values Activation and Present Bias

2020 ◽  
Vol 9 (2) ◽  
pp. 57-69
Author(s):  
Onna Brewer ◽  
Orhan Erdem
Keyword(s):  
College Students ◽  
Decision Making ◽  
Experimental Study ◽  
Health Outcomes ◽  
Self Control ◽  
Future Research ◽  
Values Clarification ◽  
Research And Practice ◽  
Present Bias ◽  
Writing Activity

Present bias—difficulty resisting instant gratification over a future and larger reward (also called delay discounting)—has been associated with various suboptimal behaviors and health outcomes. Several methods have been proposed to produce reductions in this bias and promote self-control. In this randomized experimental study of 137 undergraduate college students, the authors examined the effect of a 10-minute values clarification writing exercise on present bias in a monetary decision-making task compared with a neutral writing activity. While participants in the values clarification condition showed less present-biased behavior, this finding was not statistically significant at the .05 level. Thus, they place emphasis on implications for future research and practice with the aims of reducing present bias and building better communities.

Expanding of College Students’ Scientific Quality and Innovation with the Carrier of Research Program

2010 ◽  
Vol 171-172 ◽  
pp. 90-93
Author(s):  
Chang He Li ◽  
Ya Li Hou ◽  
Guo Yu Liu
Keyword(s):  
College Students ◽  
Research Program ◽  
Scientific Research ◽  
Scientific Quality ◽  
Scientific Program ◽  
Innovation Capability ◽  
High Quality ◽  
Research And Practice ◽  
Innovation Activities ◽  
Scientific Innovation

In order to meet the demands of high-quality talents raised by the nation, guide and inspire the college students’ hard thinking so as to get more fruits and improve their personal refinement, continuously promote the standard, systematic, and scientific construction of scientific innovation of our students, create a good atmosphere for the students’ participation into the scientific research and practice, and to cultivate high-quality comprehensive talents with innovation capability, in accordance with the reality of our college, we propose that taking the research program as the carrier, the students take part in the instructors’ scientific program. Meanwhile, the instructors are responsible for the scientific innovation activities of the students, and give evaluations in terms of working attitude, scientific quality, innovation capability, working effect. After several years’ exploration, a satisfied result is achieved.

Interaction Between College Students with Physical Disabilities & Their Professors

1988 ◽  
Vol 19 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Catherine S. Fichten ◽  
Rhonda Amsel ◽  
Claudia V. Bourdon ◽  
Laura Creti
Keyword(s):  
College Students ◽  
Physical Disabilities ◽  
Colleges And Universities ◽  
University Professors ◽  
Disabled Students ◽  
Research And Practice ◽  
Inappropriate Behaviors ◽  
College And University ◽  
The Future ◽  
Interaction Behaviors

This study investigated the nature of appropriate and inappropriate interaction behaviors between professors and college students who have physical disabilities. Thirty-eight students with physical disabilities, 74 college and university professors who had taught disabled students, and 17 professors who had not done so rated the frequency and appropriateness of a variety of interaction behaviors by both professors and students. Professors also rated their level of comfort with disabled and with non-disabled students and indicated how interested they were in teaching students with specific disabilities in the future. Results show that a) approximately 75% of professors in Montreal colleges and universities had taught disabled students, b) professors are more comfortable with able-bodied than with disabled students, and c) that professors who had taught disabled students are more comfortable with such students and more interested in teaching them in the future. Appropriate behaviors were found to be more common than inappropriate behaviors and student initiated behaviors were seen as more desirable than professor initiated ones. Nevertheless, disabled students rated most student initiated behaviors, but not professor initiated behaviors, as less appropriate than tile professors believed them to be. The implications of the findings for research and practice are discussed and concrete examples of appropriate behaviors by each group in frequently occurring interaction situations are provided.

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