The purposes of this study were to provide a profile of the veteran student in higher education and examine the theory that veteran students perform academically as well as nonveteran students. Research questions were categorized into two main areas of study, personal and academic characteristics, for three groups of college students: veteran GI Bill recipients, nonveteran non-aid recipients, and nonveteran aid recipients. The data for this study were drawn from the National Longitudinal Study of the High School Class of 1972 (NLS). It was found that veterans were older, predominantly white, single males from a lower socioeconomic status than nonveteran non-aid recipients. Veterans emerged from high school with lower aptitude composite, percentile rank, and grades than nonveterans. It was found that veterans enrolled more often in business programs in public, two-year colleges; completed more certificate programs than two-year or four-year degrees; and received grades comparable to nonveterans. Veterans were employed while students, did not change majors any more often than nonveterans, but did change schools more often. Veterans' reasons for changing majors and schools centered upon their jobs and careers. Fewer veterans continued their education after completion of a four-year degree. Fewer veterans changed their credit load status from full-time to part-time than nonveteran non-aid recipients. More often veterans moved from part-time to full-time status. It was concluded that veterans did perform as well academically as nonveterans in college, even though they did not do as well in high school. Further, there were numerous similarities between veterans who received the GI Bill and nonveterans who received federal financial aid. These results have implications for Congressional and educational leaders. Specific suggestions on ways to utilize the veterans' profile were provided.

This thesis is an investigation into ways of seeing 12 Step fellowships. The latter provide a popular but controversial means of recovery from various addictive behaviours. The conceptual basis of 12 Step fellowships is the idea that addictions are an illness or disease, and this idea has become the focus of the negative critiques of 12 Step fellowships. Concepts of illness and disease are closely related to concepts of personhood. What 12 Step discourses construct as 'illness' can also be understood as a condition characterised by failure of human capacities for agency, choice, and responsibility. How we understand 12 Step discourses of addiction, illness, and recovery will depend greatly upon the concepts of personhood, illness, and knowledge that inform our view. In order to investigate the concepts that make diverging views of 12 Step fellowships possible, this study develops post-Enlightenment concepts of personhood, illness and knowledge. I use these concepts as a lens with which to examine the negative critiques, and to provide a more positive reading of 12 Step fellowships and illness concepts. In doing so, this thesis aims to show, first, that a positive view that can articulate the value of 12 Step fellowships to 12 Step members is possible, and second, that 12 Step fellowship discourses are philosophically interesting and challenge modern western notions of the self and its capacities. The thesis has six chapters. Chapter One presents an overview of the study, and introduces the basic concepts and practices of 12 Step fellowships. Chapter Two presents an epistemology called perspectivism which provides my research methodology as well as a means of analysing the epistemological assumptions at work in the negative critiques of 12 Step discourses. In order to understand how the capacities of the self may fail, and how such failures might be remedied, Chapter Three presents a post-Enlightenment theorisation of personhood as constituted, embodied, and socially embedded subjectivity. This theorisation enables us to examine how embodied selves may be constituted with diminished capacities for agency, responsibility, and choice, and permits the construction of an account of addiction that explains why addictive disorders are a significant social problem in contemporary western societies. Finally, this theorisation enables us to investigate the concepts of personhood that inform the negative critiques. Chapter Four investigates how concepts of illness inform the negative critiques, and shows that it is possible to understand terms such as 'illness' and 'disease' in a non-medical sense. Arguably, such understandings are better able to illuminate the connection between the notion of illness and recovery practices in 12 Step discourses of addiction. Chapter Five uses the conceptual framework provided by Chapters Two, Three, and Four to present a positive view of 12 Step fellowships and discourses. The three key features of this view are, first, that 12 Step fellowship discourses describe addictions as an illness of the self; second, they provide a phenomenology of the sick self; and third, 12 Step recovery discourses and practices are consistent with the notion that the constituted self is limited, and can be reconstituted or changed through practice of the 12 Step recovery program. Together, these three key features show us that 12 Step fellowships provide a valuable social resource for people with limited capacities for self-regulation to help themselves and each other. Chapter Six considers the implications of this more positive view of 12 Step fellowships in terms of the primary and secondary aims of this thesis.

Centrum för Teknik i Medicin och Hälsa (CTMH) har, i samarbete med Stanford University, utvecklat programmet Clinical Innovation Fellowships (CIF) för att identifiera förändringsbehov inom vården. Syftet med den här uppsatsen är att undersöka huruvida arbetssättet med Clinical Innovation Fellowships har åstadkommit förändringar för patienter, medarbetare och ekonomi på värdklinikerna. Undersökningen har visat att arbetssättet med CIF framförallt har åstadkommit förändringar för medarbetare. Även förändringar för patienter har genomförts, dock har den ekonomiska aspekten av programmet varit svårare att mäta och se några konkreta förändringar inom. Det har gått att tyda en generell trend som visar att de undersökta värdklinikerna valt att börja med de förändringar som är av mer praktisk natur och enklare att genomföra lokalt på kliniken. Värdklinikerna har haft svårare att genomföra större, organisatoriska förändringar, vilka styrs mer centralt på sjukhusen. Undersökningen på de utvalda värdklinikerna visade att något som skulle gynna CTMHs arbetssätt med CIF skulle vara att etablera en uppföljning på klinikerna. Då undersökningen har visat på att inga större förändringar, vilka beslutas om på en central nivå, har genomförts skulle ett nätverk för tidigare värdkliniker underlätta genomförandet av dessa förändringar genom att klinikerna skulle kunna gå samman och med större genomslagskraft utarbeta förändringsförslag för gemensamma behov.

This dissertation explores how the Mexican state came to embrace study abroad as a key piece of national education policy. The study begins with the Mexican Revolution (1910-1917) and traces the changing politics and institutional pathways of student migration through 1982. During this period, hundreds and then thousands of Mexican students hailing from the country’s middle- and upper classes chose to finish their education in the United States. The dissertation’s central argument is that this student migration shaped the process of Mexican state formation in the wake of the Revolution. Even as scholarship programs responded to the impetus to modernize, achieve development, or foment science by importing foreign knowledge, youth demand for the chance to study abroad was a key yet unrecognized factor that explains why the state supports students’ transnational ambitions. By harnessing narratives of nationalism and modernization, Mexican youth pushed the state to develop institutions that granted international scholarships. Students aspiring to go abroad pioneered the political rationales that undergirded international education policy, which was then designed and implemented by foreign-trained Mexicans. As privileged youth, students shaped the state not by organizing but by leveraging their social and cultural capital as individuals. This dissertation points out that migration was a strategy that appealed not only to Mexico’s working-classes, but also to its “best and brightest” who sought to improve their prospects with a sojourn abroad. The dissertation’s first chapter examines how study abroad, a long-standing practice of the Mexican elite, became politicized after the Revolution. It traces debates in the press to show how a lack of state discourse about student migration gave other voices the opportunity to define the stakes of study abroad. Chapter two analyzes revolutionary-era scholarship granting practices, showing that paternalism persisted from the Porfiriato to the post-Revolution. However, the chapter reveals that Mexican students introduced revolutionary ideas into their petitions for scholarships, reframing their studies as an act of patriotism. The third chapter examines three major scholarship programs in the mid-twentieth century. It looks at both selection practices and the demographic profile of those who were chosen. These programs favored an already-privileged sector of young Mexicans, its university graduates. Chapter four, also set in the mid-twentieth century, explores the lived experiences and understandings of identity of Mexican students in the United States. This chapter argues that they pursued an ideal of middle-class mexicanidad during their sojourn abroad but found that this status was one of fragile prestige. The last chapter, covering 1960 to 1982, considers the genesis and early years of Mexico’s most important, and still extant, international scholarship granting institution, the Consejo Nacional de Ciencia y Tecnología. This scholarship program served as a kind of social policy for young, upwardly-mobile Mexicans even as it obeyed the logic of development and science policy. The dissertation includes tables with statistical information on the Mexican students in the United States, with more detailed data for students in scholarship programs run by the Rockefeller Foundation and the Banco de México.

Objective. To determine the perceptions of junior pharmacy faculty members with US doctor of pharmacy (PharmD) degrees regarding their exposure to residency, fellowship, and graduate school training options in pharmacy school. Perceptions of exposure to career options and research were also sought. Methods. A mixed-mode survey instrument was developed and sent to assistant professors at US colleges and schools of pharmacy. Results. Usable responses were received from 735 pharmacy faculty members. Faculty members perceived decreased exposure to and awareness of fellowship and graduate education training as compared to residency training. Awareness of and exposure to academic careers and research-related fields was low from a faculty recruitment perspective. Conclusions. Ensuring adequate exposure of pharmacy students to career paths and postgraduate training opportunities could increase the number of PharmD graduates who choose academic careers or other pharmacy careers resulting from postgraduate training.

Not available / text

This project seeks to develop a marketing and advertising campaign for the United Negro College Fund (UNCF). The proposed California campaign is designed to reach an underserved target market in the state of California and to increase donations to the UNCF by one million dollars a year.

INTRODUÇÃO: A prevalência de depressão e ansiedade em estudantes de medicina tem proporção mundial significativa. Estudos sobre os fatores associados à esta prevalência são necessários para guiar as políticas institucionais de prevenção de doenças e promoção. O objetivo deste estudo foi avaliar a prevalência de sintomas de depressão e ansiedade em estudantes de medicina brasileiros e sua associação com fatores pessoais e institucionais. MÉTODOS: O desenho do estudo foi transversal e multicêntrico. Os dados foram coletados entre Agosto de 2011 e Agosto de 2012, por meio de questionário sociodemográfico, o Inventário de Depressão de Beck (IDB) e o Inventário de Ansiedade Traço-Estado (IDATE) em uma plataforma eletrônica (plataforma VERAS). Os fatores analisados em associação à prevalência de depressão e ansiedade foram: fatores pessoais (idade, sexo, condições de moradia e financeira) e fatores institucionais (anos do curso, natureza jurídica, localização e serviço de suporte). RESULTADOS: De 1.650 estudantes selecionados aleatoriamente, 1.350 (81,8%) responderam todos os questionários e foram incluídos no estudo. A prevalência de sintomas de depressão encontrada foi 41% (IDB > 9), ansiedade estado 81,7% e ansiedade traço 85,6% (IDATE > 33). Ocorreu uma correlação positiva entre os níveis de ansiedade estado (r=0,591, p < 0.001) e traço (r=0,718, p < 0.001) com os escores de depressão. Os sintomas de depressão e ansiedade foram associados positivamente com os fatores sexo feminino e localização da escola médica em capitais. Os estudantes com vulnerabilidade financeira tiveram maiores escores de ansiedade-estado, mas não ansiedade-traço e depressão. Em relação às condições de moradia, anos do curso e a natureza jurídica da escola, não foram encontras diferenças estatisticamente significantes. Os estudantes de medicina com níveis de sintomas de ansiedade e depressão mais elevados discordaram mais que seus pares com as afirmações \"Tenho acesso adequado a atendimento psicológico\" e \"Existe um bom programa de apoio para estudantes estressados\". CONCLUSÕES: A prevalência dos sintomas de depressão e ansiedade em estudantes de medicina brasileiros foi alta, principalmente em estudantes do sexo feminino e de escolas médicas localizadas em capitais. A vulnerabilidade financeira dos estudantes foi associada aos escores de ansiedade-estado e não ansiedade-traço nem depressão. A percepção do acesso ao apoio psicológico e programa de suporte foi mais negativa entre os estudantes com sintomas de depressão e ansiedade / BACKGROUND: The prevalence of depression and anxiety among medical students has significant proportions worldwide. Understanding of the factors associated with this prevalence is needed to guide institutional policies for disease prevention and health promotion. The aim of this study was to evaluate personal and training factors related to depression and anxiety prevalence of students from 22 Brazilian medical schools. METHODS: The study design is cross-sectional and multicenter with random sample of medical students from the six years of medical training. The data were collected between August 2011 to August 2012 by a electronic platform. The factors analyzed were students\' characteristics (sex, age, housing, financial inclusion programs) and Medical School\' characteristics (year of the medical program, school legal status, location and support service) in association with scores of Beck Depression Inventory (BDI) and State Trait Anxiety Inventory (STAI). RESULTS: Of 1,650 randomly selected students, 1,350 (81.8%) completed the study. The depressive symptoms prevalence was 41% (BDI > 9), state-anxiety 81.7% and trait-anxiety in 85.6% (STAI > 33). There was a positive relationship between levels of state (r=0,591, p < 0.001) and trait (r=0,718, p < 0.001) anxiety and depression scores. The depression and anxiety symptoms were positively associated with female sex and students from capital cities of both sexes. Scholarship students had higher state-anxiety but not trait-anxiety or depression. Medical students with higher levels of depression and anxiety symptoms disagreed more than their peers with the statements \"I have adequate access to psychological support\" and \"There is a good support system for students who get stressed\". CONCLUSIONS: The prevalence of depression and anxiety symptoms among Brazilian medical students were high and the main factors associated were female sex, school location and financial inclusion programs. Regarding to housing, legal status and years of the medical schools no significant difference was found. It is interesting that students with financial aid needs showed state-anxiety, but not depression and trait-anxiety symptoms. The perception of adequate support was more negative among students with depression and anxiety symptoms

INTRODUÇÃO: A prevalência de depressão e ansiedade em estudantes de medicina tem proporção mundial significativa. Estudos sobre os fatores associados à esta prevalência são necessários para guiar as políticas institucionais de prevenção de doenças e promoção. O objetivo deste estudo foi avaliar a prevalência de sintomas de depressão e ansiedade em estudantes de medicina brasileiros e sua associação com fatores pessoais e institucionais. MÉTODOS: O desenho do estudo foi transversal e multicêntrico. Os dados foram coletados entre Agosto de 2011 e Agosto de 2012, por meio de questionário sociodemográfico, o Inventário de Depressão de Beck (IDB) e o Inventário de Ansiedade Traço-Estado (IDATE) em uma plataforma eletrônica (plataforma VERAS). Os fatores analisados em associação à prevalência de depressão e ansiedade foram: fatores pessoais (idade, sexo, condições de moradia e financeira) e fatores institucionais (anos do curso, natureza jurídica, localização e serviço de suporte). RESULTADOS: De 1.650 estudantes selecionados aleatoriamente, 1.350 (81,8%) responderam todos os questionários e foram incluídos no estudo. A prevalência de sintomas de depressão encontrada foi 41% (IDB > 9), ansiedade estado 81,7% e ansiedade traço 85,6% (IDATE > 33). Ocorreu uma correlação positiva entre os níveis de ansiedade estado (r=0,591, p < 0.001) e traço (r=0,718, p < 0.001) com os escores de depressão. Os sintomas de depressão e ansiedade foram associados positivamente com os fatores sexo feminino e localização da escola médica em capitais. Os estudantes com vulnerabilidade financeira tiveram maiores escores de ansiedade-estado, mas não ansiedade-traço e depressão. Em relação às condições de moradia, anos do curso e a natureza jurídica da escola, não foram encontras diferenças estatisticamente significantes. Os estudantes de medicina com níveis de sintomas de ansiedade e depressão mais elevados discordaram mais que seus pares com as afirmações \"Tenho acesso adequado a atendimento psicológico\" e \"Existe um bom programa de apoio para estudantes estressados\". CONCLUSÕES: A prevalência dos sintomas de depressão e ansiedade em estudantes de medicina brasileiros foi alta, principalmente em estudantes do sexo feminino e de escolas médicas localizadas em capitais. A vulnerabilidade financeira dos estudantes foi associada aos escores de ansiedade-estado e não ansiedade-traço nem depressão. A percepção do acesso ao apoio psicológico e programa de suporte foi mais negativa entre os estudantes com sintomas de depressão e ansiedade / BACKGROUND: The prevalence of depression and anxiety among medical students has significant proportions worldwide. Understanding of the factors associated with this prevalence is needed to guide institutional policies for disease prevention and health promotion. The aim of this study was to evaluate personal and training factors related to depression and anxiety prevalence of students from 22 Brazilian medical schools. METHODS: The study design is cross-sectional and multicenter with random sample of medical students from the six years of medical training. The data were collected between August 2011 to August 2012 by a electronic platform. The factors analyzed were students\' characteristics (sex, age, housing, financial inclusion programs) and Medical School\' characteristics (year of the medical program, school legal status, location and support service) in association with scores of Beck Depression Inventory (BDI) and State Trait Anxiety Inventory (STAI). RESULTS: Of 1,650 randomly selected students, 1,350 (81.8%) completed the study. The depressive symptoms prevalence was 41% (BDI > 9), state-anxiety 81.7% and trait-anxiety in 85.6% (STAI > 33). There was a positive relationship between levels of state (r=0,591, p < 0.001) and trait (r=0,718, p < 0.001) anxiety and depression scores. The depression and anxiety symptoms were positively associated with female sex and students from capital cities of both sexes. Scholarship students had higher state-anxiety but not trait-anxiety or depression. Medical students with higher levels of depression and anxiety symptoms disagreed more than their peers with the statements \"I have adequate access to psychological support\" and \"There is a good support system for students who get stressed\". CONCLUSIONS: The prevalence of depression and anxiety symptoms among Brazilian medical students were high and the main factors associated were female sex, school location and financial inclusion programs. Regarding to housing, legal status and years of the medical schools no significant difference was found. It is interesting that students with financial aid needs showed state-anxiety, but not depression and trait-anxiety symptoms. The perception of adequate support was more negative among students with depression and anxiety symptoms

This paper presents a conceptual framework and critical considerations for the scholarship of teaching and learning (SoTL) in academic public health. Academic education for public health has undergone significant transformation over the last two decades as the demand for responsive and innovative public health pedagogy and training for preparing graduates to deploy an increasing array of skills has grown. The authors suggest that the role of schools, administrators, faculty, and educational staff in developing promising practices for teaching and learning in public health involves an articulated conceptual framework to guide the development and dissemination of scholarly, pedagogical innovations. Building on seminal philosophical foundations of SoTL, the authors conceptualize SoTL from the foundational belief that knowing and learning are communal tasks and that faculty are both scholars and learners in the practice of education. The paper advocates for SoTL as a form of engaged practice and scholarly inquiry that exists in contextually rich, diverse educational environments that abounds with uncertainty. SoTL is guided by an educational philosophy, values, and learning theories that envision educators critically examining themselves, their teaching practice, scholarly literature, and students' learning to improve their teaching, enhance learning, and promote further inquiry. The authors suggest that SoTL involves the search for multiple forms of evidence and fosters dialogues on multiple interpretations and perspectives of the most promising practices of teaching and learning. The authors advocate for the term promising practices as an outcome of SoTL that supports and nurtures ongoing scientific discovery and knowledge generation, instead of supporting the search for best-ness in teaching and learning endeavors. SoTL should occur across formal, informal, and nonformal education.