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Changes in phenological events have been vastly documented in face of recent global climate change. These studies are concentrated on temperate plants, and the responses of tropical species are still little understood, likely due to the lack of long-term phenological records in the tropics. In this case, the use of herbarium specimens to gather phenological data over long periods and wide geographic areas has emerged as a powerful tool. Here, we used four Melastomataceae species endemic to the Brazilian Atlantic Forest to evaluate phenological patterns and alterations as responses to recent climate changes. Phenological data were gathered from Reflora Virtual Herbarium specimens collected between 1920 and 2018, and analyzed with circular statistics applied to the intervals 1920-1979, 1980-1999, and 2000-2018. The effects of temperature range, average temperature, precipitation, and photoperiod on flowering and fruiting of each species were tested using multiple linear regressions. Through circular statistics, we detected changes, mostly delays, in the flowering of Miconia quinquedentata, Pleroma clavatum and P. trichopodum, and in the fruiting of M. acutiflora, P. clavatum and P. trichopodum. We also found that flowering and fruiting occurrence were related to local climatic conditions from months prior to the collections. We found marked phenological variations over the decades and also that these variations are associated to global climate change, adding up to the large body of evidence from higher latitudes. Our results also support herbarium collections as an important source for long-term tropical phenological studies. The lack of consistent patterns of responses among the four species (e.g. fruiting delayed two months in P. clavatum and advanced one month in M. acutiflora) suggests that climate change has unequal effects across tropical forests. This highlights the urgent need for further research to understand and forecast the ecological implications of these changes in global ecosystems processes.

Objectives This pilot study tested the effectiveness of a brief alcohol-related intervention delivered by the social media app WeChat to teach about ethanol-induced facial flushing and increase the willingness of students who see another student flushing to suggest that he or she should reduce or stop drinking. In the context of Chinese drinking culture, it is sometimes socially difficult to refuse a drink, even when experiencing physical discomfort, such as flushing. Methods Classrooms of students in a medical university in China were randomly assigned to the intervention or control group. Students in the intervention group were invited to view 3 alcohol education lessons on WeChat during a 2-week period. A pretest and posttest before and after the 2-week period assessed changes in students’ willingness to intervene if they saw someone flush while drinking. Data were collected about students’ alcohol use and their ratings of the lessons. Results Mixed-design analysis of variance yielded a significant time-by-treatment interaction effect on the variable of willingness to suggest that a flushing person stop or slow down their drinking, and the change was significant between the intervention and control groups. One-way analysis of covariance yielded a significant treatment effect at the posttest, after controlling for the pretest score. Students rated the lessons above the midpoint of the scale for being informative, interesting, and useful. Conclusions The pilot study showed that a brief alcohol-related intervention delivered by WeChat could produce a measurable positive change in the willingness of university students to suggest that a student who flushes should stop drinking. This pilot study also suggested improvements for future lessons and evaluation design.

Abstract Background National and international child health surveys have indicated an increase in childhood obesity in China. The increase has been attributed to a rising standard of living, increasing availability of unhealthy foods, and a lack of knowledge about healthy diet. The objective of this study was to assess the effect of selected socio-demographic characteristics on the BMI, nutrition knowledge, and eating behavior of elementary school children. Methods Multistage stratified cluster sampling was used. Information on demographics, nutrition knowledge, and eating behavior was gathered by means of questionnaires. The schools’ doctors provided the height and weight data. The study was set in one economically advantaged and one economically disadvantaged province in China. The participants were Grade 3 students, ages 8–10 years (N = 3922). Results A cluster analysis identified four socio-demographic variables distinguished by parental education and family living arrangement. A one-way ANOVA compared differences among the clusters in BMI, child nutrition knowledge, and child eating behavior. Students in the cluster with lowest parent education level had the lowest nutrition knowledge scores and eating behavior scores. There was no significant benefit from college education versus high school education of parents in the other three clusters. BMI was not affected by parent education level. Conclusion The nutrition status of elementary school age children will benefit most by increasing the general level of education for those adults who are presently least educated.

Vocabulary test score trends from the General Social Survey contradict the widespread conclusion that scores on standardized intelligence tests have systematically increased over the past century. We use a vocabulary test included in 20 nationally representative surveys administered since 1974 to test three hypotheses proposed to account for these trends, including changes in the formal measurement properties of the test, over-time changes in the meaning of education, and intercohort differences in exposure to words on the test. We find no support for the idea that test scores have declined because of changes in the structure of the test. Instead, our results show that education selectivity accounts for some cohort differences among prewar cohorts and that cohort-specific differences in exposure to words on the test account for nearly all variation in vocabulary scores of respondents born after 1945, suggesting different causal processes have influenced cohort verbal ability during distinct historical eras.

Cultural orientation is defined as an individual's cultural preferences when encountering imported culture while still living in the native culture. Data was analyzed from 1305 Chinese university students attending universities in Beijing, Kunming, and Wuhan. Cultural orientation was assessed with the Chinese Cultural Orientation Questionnaire, which assesses both Western and Traditional Chinese cultural orientations. The analysis used hierarchical logistic regression with nondrinkers as the reference group and controlling for demographic factors (age, gender, and urban/rural background). Western cultural orientation was found to significantly increase the odds of recent drinking. The results indicated that higher Western cultural orientation was, after gender, the second most important factor associated with Chinese college student drinking frequency. Traditional Chinese cultural orientation was not associated with drinking frequency. This study highlights an unexpected outcome of globalization on students who have not left their home cultures.

We replicated and extended Buri and Mueller’s study, which tested whether one’s God concept is primarily self- or parent-referenced. Following their findings, we predicted that God concepts would primarily be self-referenced. However, we also predicted, in line with attachment theory, that God concepts would be influenced to some degree by attachment to mother. We found our predicted result in a sample of university students ( N = 223). However, when we examined the question by gender, we found significantly different patterns. Concepts of God as Loving, Controlling, and Distant were self-referenced in women but were not so in men. In men, Loving God was predicted primarily by attachment to mother, Controlling God was referenced to attachment to both parents, and Distant God was related to a combination of viewing self as distant and experiencing parental attachment difficulties, primarily with father.

OBJECTIVES: This study examines the association between cultural orientation and drinking behaviors among university students. Cultural orientation is the measure of how the cultural values of individuals living in their own society are influenced by cultural values introduced from the outside. METHODS: In 2011, a cross-sectional survey collected data from 1279 university students from six universities in central China. Participants used a likert scale to rank a series of statements reflecting cultural values from the previously validated Chinese Cultural Orientation Scale and answered questions about their drinking behaviors and socio-demographic characteristics. RESULTS: Statistically significant differences in cultural orientation were observed for gender, hometown and type of university attendance. Traditional-oriented students were more likely to be occasional drinkers or nondrinkers, while marginal-oriented students, bicultural-oriented students and western-oriented students were more likely to be regular drinkers. Bicultural orientation (OR = 1.80, P

Bandura proposed 2 constructs as central to agency and motivation: self-efficacy and outcome expectancy. Considerable research has documented the central role that self-efficacy plays in motivation, self-regulation, and learning in educational settings. Outcome expectancy, however, has received less study. This article focuses on clarifying the role of outcome expectancy in contemporary theories of motivation and achievement in education and examining how outcome expectancy and related contingency beliefs like perceived instrumentality affect student motivation. Practical contingency-based approaches that educators at all levels can use to develop student outcome expectancies and ways to use outcome expectancies to motivate students are discussed.

Objectives: Although prior research has uncovered shifts in computer science (CS) students' implicit beliefs about the nature of their intelligence across time, little research has investigated the factors contributing to these changes. To address this gap, two studies were conducted in which the relationship between ineffective self-regulation of learning experiences and CS students' implicit intelligence beliefs at different times during the semester was assessed. Participants: Participants for Studies 1 (n = 536) and 2 (n = 222) were undergraduate students enrolled in introductory- and upper-level CS courses at a large, public, Midwestern university. Race-ethnicity information was not collected due to IRB concerns about possible secondary identification of participants from underrepresented groups. Study Method: Participants completed a condensed version of the Implicit Theories of Intelligence Scale [16, 54] and the Lack of Regulation Scale from the Student Perceptions of Classroom Knowledge Building scale [51, 53] at the beginning (Studies 1 and 2), middle (Study 2), and end (Studies 1 and 2) of semester-long undergraduate CS courses. Survey responses were analyzed using path analyses to investigate how students' lack of regulation experiences throughout the semester predicted their implicit intelligence beliefs at the beginning (Study 2) and end (Studies 1 and 2) of the semester. Findings: Results from Study 1 indicate that undergraduate CS students come to more strongly believe that their intelligence is a fixed, unchanging entity from the beginning until the end of the semester. Moreover, participants' responses to the lack of regulation scale were predictive of their implicit intelligence beliefs at the end of the semester. Results from Study 2 indicate that ineffective self-regulation experiences early in the semester enhance CS students' belief in the unchanging nature of intelligence (i.e., during the first half of the semester). Taken altogether, these findings provide evidence that self-regulation experiences influence students' beliefs about the malleability of intelligence. Conclusions: Findings align with Bandura's [4] contention that students' behaviors and experiences influence their values and beliefs. Students who experienced poor self-regulated learning came to view intelligence as more of a fixed, unalterable entity than their more successfully self-regulated peers. Findings suggest that CS instructors can positively affect student motivation and engagement by embedding self-regulated learning strategy instruction into their courses and helping CS students adopt an incremental-oriented (e.g., growth-oriented) belief system about their intellectual abilities.

Two studies investigated change in computer science (CS) students' implicit intelligence beliefs. Across both studies, we found that the strength of incremental and entity beliefs changed across time. In Study 1, we found that incremental beliefs decreased and entity beliefs increased across the semester. Change in implicit intelligence beliefs was similar for students taking introductory and upper-division courses. In Study 2, growth curve analysis revealed a small linear change in incremental beliefs across time but no change in entity beliefs--these trends were similar for students enrolled in introductory and upper-division CS courses. Across both studies, change in implicit intelligence beliefs was not associated with academic achievement in CS. Findings provide preliminary evidence that shifts in implicit intelligence beliefs occur as students progress through the CS curriculum. Finally, findings support that mindset interventions may be more effective if delivered at the beginning of the semester before shifts in beliefs occur.

Contribution: This article presents a synthesis of the findings and implications from the IC2Think program of research in undergraduate computer science (CS) courses examining student motivation and self-regulated learning (SRL). These studies illuminate both the difficulty and potential for motivating CS students, as well as the uniqueness of CS as a context for studying undergraduate motivation. Background: Computing disciplines are increasingly important in preparing the future workforce. It is imperative that CS educators understand how to motivate students and enhance student outcomes. Synthesizing findings across multiple studies allows for the emergence of new insights into student motivation and SRL. Research Questions: Which aspects of students' motivation and SRL are predictive of achievement and retention in CS and how can findings inform CS education? Methodology: The primary methodology is a comprehensive review of seven years of research on undergraduate CS education. Studies use a variety of analysis techniques, examine a range of constructs, and include multiple introductory and advanced CS courses. Studies of relationships between variables and change over time were conducted. Findings: The present synthesis of studies on motivation and SRL highlights the complex, counter-intuitive, and positive aspects of student motivation in CS.

Background: The Parque Estadual do Forno Grande is a fully protected area in the southern Espírito Santo State, Brazil. It belongs to the Atlantic Forest domain, with predominantly dense, ombrophilous, seasonal semi-deciduous forests and herbaceous/shrubby vegetation on rock outcrops. The area is recognised as highly important for conservation, designated as a priority biological area for protecting the Atlantic Forest's biodiversity. Although the importance of Protected Areas in conserving the Atlantic Forest biodiversity is unquestionable, it is crucial to understand the floristic patterns within these regions to develop effective conservation strategies. We utilised national online databases to compile species lists containing relevant information about their biodiversity. The updated list of vascular plants recorded in the Parque Estadual do Forno Grande is available in the "Catálogo de Plantas das Unidades de Conservação do Brasil" and it is presented here with further information on richness, endemism and conservation status. New information: The Parque Estadual do Forno Grande harbours 958 species of vascular plants, of which 79.2% are angiosperms, 18.4% are ferns and 2.4% are lycophytes. Amongst these species, 44% are endemic to the Atlantic Forest. There are 58 threatened species, of which six are Critically Endangered, 39 are Endangered and 13 are Vulnerable. Amongst the threatened species, 51 are endemic to the Atlantic Forest. The number of records and the species richness in this area are notably high for Atlantic Forest standards. Our findings suggest that floristic inventories of Brazilian Protected Areas are a key contribution to the general perception of how much we still do not know about our flora. It also highlights the necessity of supporting floristic surveys in poorly-known areas, especially those remaining as forest remnants. [ABSTRACT FROM AUTHOR]

This article addresses the problems with the traditional reinterview approach to estimating the reliability of survey measures. Using data from three reinterview (or panel) studies conducted by the General Social Survey, we investigate the differences between the two-wave correlational approach embodied by the traditional reinterview strategy, compared to estimates of reliability that take the stability of traits into account based on a three-wave model. Our results indicate that the problems identified with the two-wave correlational approach reflect a kind of "Catch-22" in the sense that the only solution to the problem is denied by the approach itself. Specifically, we show that the correctly specified two-wave model, which includes the potential for true change in the latent variable, is underidentified, and thus, unless one is willing to make some potentially risky assumptions, reliability parameters are not estimable. This article compares the two-wave correlational approach to an alternative model for estimating reliability, Heise's estimates based on the three-wave simplex model. Using three waves of data from the GSS panels, which were separated by 2-year intervals between waves, this article examines the conditions under which the wave-1, wave-2 correlations which do not take stability into account approximate the reliability estimate obtained from three-wave simplex models that do take stability into account. The results lead to the conclusion that the differences between estimates depend on the stability and/or fixed nature of the underlying processes involved. Few if any differences are identified when traits are fixed or highly stable, but for traits involving changes in the underlying traits the differences can be quite large, and thus, we argue for the superiority of reinterview designs that involve more than 2 waves in the estimation of reliability parameters. [ABSTRACT FROM AUTHOR]

Objective: To test if precollege drinking data gathered during an online brief intervention are associated with problems and could inform screening for campus alcohol prevention efforts. Participants: Two cohorts of incoming students (N=5300). Method: Precollege alcohol drinking was gathered through an online preenrollment alcohol brief intervention. Drop out was obtained from university records. On-campus alcohol violations were obtained from university judicial affairs, and off-campus alcohol citations were obtained from the city police. The 2011 cohort was tracked for 4 years, the 2012 cohort for 3 years. Results: Precollege abstaining and heavy drinking were significantly associated with retention and alcohol violations, even with ethnicity, residency, and gender controlled. Association of precollege drinking with later college problems extended beyond the first year and affected retention up to four years of enrollment. Conclusions: The findings support using data from preenrollment alcohol brief interventions as screening tools to customize further campus alcohol interventions.

Objective: To determine whether completing a pre-enrollment Web-based alcohol brief motivational intervention (BMI) increased student retention and reduced student alcohol-related violations. Participants: Fall 2011 (3,364) and Fall 2012 (3,111) entering cohorts of all first-year students at a midwestern state university. Method: Students completing the brief intervention (BI) were compared to students not completing the BI. Retention was tracked for four years for the 2011 cohort and three years for the 2012 cohort. Campus and community alcohol violations were tracked for two academic years following enrollment. Kaplan-Meier survival analysis and Cox regression were used to test retention survival. Logistic regression was used to test campus and community violations. Results: Students in both cohorts who completed the BI had significantly higher retention and significantly fewer alcohol-related violations than noncompleters. Conclusions: Population-level Web-based BIs help prevent student dropout and decrease alcohol-related violations, with impacts extending multiple years. Web-based BI is an efficacious population-level prevention tool.

Contribution: This paper provides evidence that computational creativity exercises (CCEs) can increase engineering students' learning in introductory computer science (CS1) courses. Its main contribution is its more rigorous treatment/control group research design that allows testing for causal influences of CCEs on student learning and performance. Background: Computer science (CS) courses are critical foundational courses for engineering students. CCEs that merge computational and creative thinking have been shown to increase achievement and learning of engineering and nonengineering students in CS1 courses, but previous research has used quasi- and non-experimental designs. Intended Outcomes: CCEs are intended to improve students' learning of CS1 content and problem-solving ability by fostering computational creativity. Application Design: CCEs can improve student learning and can be used to supplement other evidence-based instructional practices. Findings: Propensity score matching was used to create equivalent treatment and control groups; results show that students in the CCE implementation section had higher scores on a CS knowledge test than students in the control section, but not higher self-efficacy for their CS knowledge. Focus group and open-ended survey questions indicated that students had mixed reactions to the CCEs, with about half the students seeing them as improving their learning, understanding, and ability to apply CS in their engineering field. Responses also reinforced the importance of fully incorporating CCEs in courses and aligning them with course topics.

This review examines several topics that inform many struggles currently experienced in the relationship between a canonical pastor and the principal of the parochial elementary school. Drawing on current research, this review examines various leadership theories, including the popular servant leadership model, and proceeds to a discussion of role expectations, role conflict, and role ambiguity.

Parish elementary schools in the United States have a governance structure that often precipitates conflict. The principal is the designated leader of the school, the educational administrator, and the supervisor of the faculty and students. By canon law, however, the pastor of the parish remains ultimately responsible for the spiritual and temporal welfare of the entire parish. This review addresses the relationships of pastors and principals in parish schools. After a brief review of general governance in the Catholic Church, the review analyzes the roles of pastor and principal respectively, and concludes with some preliminary advice about role expectations. (Contains 2 tables.) [For "Leadership Role Expectations and Relationships of Principals and Pastors in Catholic Parochial Elementary Schools: Part 2," see EJ1006242.]