The use of smokeless tobacco products is increasing among teenagers and young adults in the United States. Community health professionals play a vital role in educating the public about these products, and in this regard the dental hygienist is of critical importance. This study evaluated the knowledge and attitudes towards smokeless tobacco among a representative sample of dental hygiene students in the United States. The dental hygiene schools were divided into six geographical regions and a total of 34 schools and 722 students participated. Seniors were found to score significantly higher than non-seniors both in knowledge and attitude. Furthermore, some significant differences in attitude were discovered between regions. In general, students scored poorly on both knowledge and attitude despite reporting having received classroom instruction on smokeless tobacco.

It is the purpose of this writer to determine if there is any significant difference between the teacher ratings of Latin-Americans and Anglo-Americans and if such differences are found to exist, an attempt will be made to determine the extent to which they prevail.

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This study examined the relationship between selected student and institutional characteristics and the retention rates of first-time, degree seeking, full-time and parttime, freshman student cohorts in public community colleges in Florida. Based on data obtained from the Integrated Post-Secondary Data System on selected student and institutional variables for three years beginning fall 2005, 2006 and 2007, retention rates were analyzed for the years beginning fall 2006, 2007 and 2008 respectively. This quantitative non-experimental descriptive study relied on multiple regression to analyze aggregated data on eight predictor variables to determine their impact student retention rates. A moderating variable (institutional size) was used to determine its influence on the relationship between the predictor variables and the criterion variable. The results suggest that gender and age were positively related to student retention rate at the parttime level, academic support expenses were negatively related to student retention rates at the part-time and full-time levels, and institutional size moderated the relationship between certain predictor variables and retention rates at small institutions. / by Ancil DeLuz. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

The purpose of this study was to identify and understand Hispanic students' perceptions of the influences on their success at a community college. Using a qualitative design, six students were interviewed in depth in order to gain insight and perspective of their educational experience at the community college. The investigation explored each student's decision to enroll at the community college and sought to describe factors that the participants identified as having impacted their experiences at the community college, including their perceptions of themselves and their families. The study also explored the programs and practices that are in place in the community college that may influence these students' academic success. Finally, the relationship between the Hispanic students' perceptions about their academic successes and the community college's employees' perceptions were examined. Tinto's (1975) model of student integration theory provided the theoretical framework for data collection and analysis. The major analytical categories that were developed during data analysis were as follows : other academic experiences ; motivation to succeed, both internal and external ; issues of ethnicity ; issues of age ; and issues of family. The students' perceptions of their community college experiences were both positive and critical. / by Karin Lynn St. Pierre. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

As U.S. higher education institutions strive to educate students to meet the needs of an increasingly complex world, there is great importance in studying the interplay between leadership and culture to enhance preparation of global-ready graduates. This inquiry examines the relationship between intercultural competence and leadership styles. The construct of intercultural competence focuses on effectiveness in engaging people across cultural differences, while the construct of leadership style or "connective leadership" focuses on the achieving styles employed to engage diverse followers. The Fulbright International Student Program offers an unparalleled opportunity to examine the dynamic interplay of intercultural and leadership development. More than 100 participants were surveyed using the Intercultural Effectiveness Scale and Achieving Styles Inventory psychometric instruments. Statistically significant correlations emerged between intercultural competence and connective leadership across four critical themes: individual development, the Fulbright Program, international education, and higher education. Overall, multiple leadership styles can be achieved through curiosity and continuous learning about cultural differences. Implications for individual learning and organizational development are discussed.

This study examined efficiency of the Safeer by gathering and analyzing the perception of 131 Saudi students from Bowling Green, KY. The purpose of the study was to ensure that the system is able to perform its function as the bridge between different institutions and Saudi students studying in the US who require assistance in processing their academic requirements. A self-administered survey using five scale points was employed. Results were summarized using descriptive statistics at 95% confidence level. The result confirmed the hypothesis that the use of the Safeer program provides quality service delivery within SACM, which in turn benefits Saudi’s students in the USA by making and facilitating their requests faster. Findings show that students found the Safeer software interface easy to use. The overall impact of Safeer to SACM in serving the student community from Saudi Arabia is generally positive. It made SACM more responsive, convenient, and accessible. However, some students demonstrated concerns about the loading speed, security of personal data, and other issues. Safeer not only made SACM’s services more accessible to students, it also provided a more current and technologically relevant option for the users and contributed to the organization’s goal of bridging culture, geography and technology while providing quality service to Saudi Students from all over the US.

Ethnic differences in etiological factors linked to body image dissatisfaction and eating disorders were examined. In addition, the interaction of acculturation and body image dissatisfaction in influencing minority women's relationships with their parents was investigated. Participants consisted of 302 undergraduates from three ethnic groups: Caucasian, Hispanic American, and African American women who were administered self-report measures. Differences were not found between the groups in body image dissatisfaction. Low self-esteem, internalization of the thin ideal, and family emphasis on weight and appearance were all related to more body image dissatisfaction for each of these groups; however, differences in degree of endorsement were also noted between the ethnic groups on these factors. Based on the interaction findings (body image x acculturation) separation from one's mother was found in the area of attitudes and emotions for the Hispanic sample but not for the African American sample on any of the parent scales. Areas for future research and implications for diagnosis and treatment of minority populations are also discussed.

This research study analyzed the results of the Jesuit Universities Consortium in comparison with the results of the Catholic Colleges and Universities and the Council for Christian Colleges Consortia as measured by the 2005 National Survey of Student Engagement (NSSE) in order to determine and identify any statistically significant differences between the consortia. One-way ANOVA analyses and Tukey HSD post hoc comparisons were conducted on the data from freshmen/first year students and seniors/fourth year students on each of the five clusters of the NSSE to determine any statistically significant difference and, subsequently, the effect size of any found differences. The study found that there were statistically significant differences on the following: 1) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Council for Christian Colleges and Universities Consortium on the NSSE cluster of Academic Challenge, 2) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Catholic Colleges and Universities Consortium on the NSSE cluster of Enriching Educational Experiences, 3) freshmen/first year students in the Jesuit Universities Consortium and the freshmen/first year students in the Council for Christian Colleges and Universities Consortium on the NSSE cluster of Supportive Campus Environment, 4) seniors/fourth year students in the Jesuit Universities Consortium and the seniors/fourth year students in the Catholic Colleges and Universities Consortium on the NSSE cluster of Active and Collaborative Learning, and 5) seniors/fourth year students in the Jesuit Universities Consortium and the seniors/fourth year students in both of the Catholic Colleges and Universities and the Council for Christian Colleges and Universities Consortia on the NSSE cluster of Supportive Campus Environment. While statistically significant differences were found in the aforementioned analyses, effect sizes were small for all. Future research studies, including longitudinal studies, are needed to fully investigate levels of student engagement within the three consortia.

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