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With technology at the fingertips of most undergraduate students, it has been difficult for instructors to fully engage students in the classroom, which has resulted in the creation of several innovative online cognitive assessment tools. These tools often integrate several cognitive learning strategies within an assessment, with the goal of actually enhancing learning, as opposed to just measuring it. In the current study, students' level of engagement and test performance using a recently developed online application were compared to their final multiple-choice paper-and-pencil exam mark to determine the efficacy of the new online application in achieving improved learning outcomes. Results indicated that students had high test scores using the online tool despite their limited engagement in the cognitive learning features, calling into question the online cognitive assessment tool's facilitation of long-term learning. Implications and recommendations for future online cognitive assessment application implementation in educational environments are discussed.

Many women experiencing homelessness and intimate partner violence (IPV) often do not use formal support services due to barriers such as finances, inaccessibility, controlling partners, and stigma. The current literature lacks studies that examine the formal service experiences of women who have undergone both homelessness and IPV. Therefore, the current study used a qualitative-dominant design and explored the formal service needs of these women, barriers and facilitating factors associated with accessing services, and how the women's identities affected their experiences with formal services. Interviews with 10 women were conducted, and a reflexive thematic analysis was conducted using a critical feminist and intersectionality lens. The most common factors that led to homelessness were conflict and precarious circumstances leading to housing instability. Common barriers were systemic, psychological, dismissal, minimization, and financial barriers. The most common needs were health, finances, and basic necessities. The most common facilitating factors were support networks and resilience, growth, and proactivity. The social positionings most commonly affecting their experiences were class and race/ethnicity. These findings highlighted the voices of marginalized women and can be used to implement positive change in formal services that cater to this subgroup of women. [ABSTRACT FROM AUTHOR]

Academic entitlement, an attitude marked by students' beliefs that they are owed something in the educational experience apart from what they might earn from their effort, has received attention recently in the literature. In previous work, academic entitlement has been shown to be related to parenting styles and personality constructs. The current study departs from previous research by taking a phenomenological approach to understanding academic entitlement. Focus groups were conducted with a total of 52 first-year students. Responses were coded into six facets of academic entitlement: product value of education, social promotion, role of professors, teaching assistants, administrators, and shoppers or scholars.

This study explored the extent to which graduate students enrolled in Higher Education courses were proficient at writing. A total sample size of 97 graduate students from programs of Higher Education served as the sample. To assess writing proficiency the SAT II: Writing Test, Part B was used. The graduate students in this sample did not score significantly higher on the SAT II: Writing Test, Part B than the typical high school senior whose scores enter into the norm group. (Contains 2 footnotes and 3 tables.)

Six love styles have been theorized to be related to several personality constructs (e.g., self-esteem) (Lee, 1973). Despite the interpersonal nature of love, investigations have yet to evaluate related variables and their association to love styles in romantic relationships. As a stable cognitive schema, silencing the self is proposed to account for gender differences in rates of depression. To augment the validity of this construct, the present study examined the relationship between Lee's love styles and silencing the self for men and women. A sample of 826 male and female introductory psychology students completed the Love Attitudes Inventory and the Self-Silencing Inventory. Stepwise regression analyses were conducted separately for men and women to assess the relative prediction of self-silencing from the six styles of love. Self-silencing was significantly predicted by mania for men, and by ludus, mania, eros, and agape for women. We discuss the sociocultural explanations for gender differences in love styles associated with self-silencing and potential implications for counselling individuals in romantic relationships. (Contains 1 table.)

Identifies (1) which community college journals have gone out of business since 1984; (2) which new journals have been launched since 1984; and (3) the current names of journals that, since 1984, have changed their names. Provides contact information for eighteen journals still in business. (PGS)

Clare Abley, nurse consultant, vulnerable older adults, Newcastle and North Tyneside Community Health, research associate, Newcastle University and member of the nurses' and allied health professionals' special interest group, British [...]

I would like to challenge the use of patient satisfaction as a meaningful measure of successful and effective service delivery. On the face of it, a high patient satisfaction score [...]

Two new courses at the University of Windsor are opening a door to thinking about information literacy and curricular integration in very different ways. The courses, Ways of Knowing and Mentorship & Learning, were originally designed to help with retention and transition issues. They were also founded on the concept of peer-led learning at the university level. In this model students are able to organically connect with their peers in a way that is not always possible with faculty and librarians. It did not take long to see the potential in using peer mentors as conduits in the transfer of information literacy skills. This article tells the story behind the development of two information literacy courses and the mistakes that had to be made before the connection between mentors and information literacy could be seen. It also shows that by involving faculty and students in the design and delivery of an information literacy-integrated curriculum the library can accomplish far more than any one-shot, tool-based session. [ABSTRACT FROM AUTHOR]