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We use Eurobarometer data to examine barriers to international student mobility. Multivariate analysis is employed to study how individual characteristics are related to the obstacles preventing higher education students from participating in activities in another EU country. The results suggest that several demographic factors including area of residence, gender and age are associated with attitudinal, informational and financial barriers. These findings may help in the identification of measures to make international student mobility more inclusive. [ABSTRACT FROM AUTHOR]

The article presents the discussion on Boves castle has evolved over time, with various terms such as "oppidum," "castrum," "castellum," and "arx." Topics include establishment of a highly prestigious aristocratic residence on an artificially constructed mound and an early installation date; and ceramics from the 10th century and a glass goblet dating from the late 9th or 10th century.

The article presents the discussion on platform's reorganization, a high-status residence was predominantly constructed in wood. Topics include resurgence of construction activities and the installation of a mound's embankment allowed the distinction of two periods; and constructions are set within a carefully sifted yellow gravel layer, which is formed from clayey limestone.

Copyright of Crónica Tributaria is the property of Instituto de Estudios Fiscales, Ministerio de Hacienda y Funcion Publica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Residential halls are an important component of college education, and the benefits for holistic personal development have been documented by previous research. The majority of studies, however, have focused on Western universities. The current research therefore assessed the academic, social and independent development of students attending universities in Hong Kong. A total of 1904 students completed a self‐report questionnaire measuring various aspects of their development. The students living in residential halls scored significantly higher than those not living in halls on five aspects of development—peer group interactions and communication skills, self‐efficacy, problem‐solving skills, self‐control and open‐mindedness—but not on other aspects such as academic development. The results imply that improvements to students' residential hall experiences are needed to facilitate their personal development. [ABSTRACT FROM AUTHOR]

The article presents the discussion on Prime Minister Hegedüs the representatives of the Catholic Bishop's body. Topics include place of residence being one placed at the disposal by the bishopric church building determined; and learning about the opening of a new chapter in the life of the Primate of Hungary.

Background: Antenatal care is an essential platform to provide all the necessary health interventions during pregnancy that aim to reduce maternal and newborn morbidity and mortality. Although the antenatal care coverage has been increasing in Ethiopia in the last two decades, the country has not been able to meet its own coverage target to date. Most pregnant women who initiated antenatal care also do not complete the full recommended follow up contacts. This study investigated the trend in coverage and the inequalities related to the use of antenatal care in Ethiopia.Methods: This study utilized data from five rounds of Demographic and Health Surveys (DHSs) conducted in Ethiopia in the period between 2000 and 2019. The DHS respondents were women in the age group 15-49 who had a live birth within the five years preceding the surveys. The outcome of interest for this study was antenatal care utilization coverage. We used concentration curve and concentration index to identify the inequalities using the World Health Organization recommended Health Equity Analysis Toolkit software. We did a regression analysis to identify the drivers of urban-rural inequalities.Result: The coverage trend for both initiating Antenatal care and completing the recommended four antenatal contacts showed a steady increase during 2000-2019. However, the coverages have not yet reached the national target and unlikely to meet targets by 2025. Although the economically better-off, urban and educated mother still have a better coverage, the inequality gaps within the wealth, residence and education categories generally showed significant reduction. Women in the lowest wealth quantile, those who were uneducated and those living in rural areas remained disadvantaged. Household economic status and maternal education was the stronger drivers of urban-rural inequalities.Conclusion: The Antenatal care coverage is lagging below the country's target. Despite narrowing inequality gaps women from poor households, who are uneducated and residing in rural areas are still less likely to fully attend the recommended number of antenatal care contacts. Addressing these inequalities through a multisectoral efforts is critical to increase the chances of achieving the national antenatal care coverage targets in Ethiopia. [ABSTRACT FROM AUTHOR]

The article reports a study on the access to dermatologic care in rural areas which is a growing problem. It discusses that the Dermatology residency programs can influence medical students and resident dermatologists to provide care in rural and geographically isolated areas; and mentions that presenting detailed curricula that impact access to care on residency program websites could attract applicants with these career goals.

The ongoing "massification" of higher education in the UK has generated increased demand for student housing. Some of this demand is being met by new, purpose‐built student accommodation, but much is being met through an intensification of student properties in established "student areas," and the expansion of student housing into neighbourhoods previously unaffected by high levels of student in‐migration in a process termed "studentification." Previous research indicates that the arrival of multiple student households in established residential areas creates conflict and adversely affects the non‐student population. Wishing to understand better these effects, this paper draws on focus group discussions completed with 11 diverse residents' groups based across Southampton, an English university city, which explored attitudes towards, and experiences of, studentification. Seeking a more robust theorisation of the sociospatial impacts of, and responses to, this process, the findings are considered in relation to Foucault's concept of "heterotopia." Reflecting previous findings, the residents' groups emerged as firm critics of studentification. Considered against Foucault's concept, it appeared that the "heterotopian" qualities of studentified areas formed the points of most concern. Implications for the future of studentified areas, and for the concept of heterotopia, are explored. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: This chapter provides considerations for the development of sophomore‐specific initiatives and examines the types of campus involvement, including residence life experiences, that best support sophomore student engagement and success. [ABSTRACT FROM AUTHOR]

A MULTI-INSTITUTIONAL STUDY OF FIVE CANADIAN UNIVERSITIES was undertaken to examine the impact of living in residence on students' first-year grade point averages (GPAs), retention to the second year, and graduation. While previous studies have linked living in residence to improved academic outcomes, most of the research has been based on American institutions, and many featured small sample sizes. Research within a Canadian context has been limited, signaling a need for meaningful data on the value that the residence experience provides. In this first-of-its-kind study, we explored the quantitative relationship between living in residence and the achievement of outcomes associated with postsecondary success, analyzing data from more than 146,000 university student records across five Canadian institutions. Linear and logistic regression analyses were used to model the impact of demographic variables such as age, gender, program of study, and fee status on academic outcomes. Results showed that living in residence in the first year of university had positive effects on retention to the second year and persistence to graduation, with benefits particularly pronounced for international students. The effect of living in residence on students' GPAs was found to be inconclusive, with a very small positive effect for international students. [ABSTRACT FROM AUTHOR]

CONCUSSIONS IN COLLEGE STUDENTS can lead to a number of academic, physical, and emotional consequences. This project involved training college staff--including residence hall advisors--about the signs, symptoms, and risks related to concussions. The importance of training in concussion recognition and management is discussed in relation to campus staff's responsibilities. A sample training model that can be replicated on college and university campuses is presented, along with implications for college students and housing personnel. [ABSTRACT FROM AUTHOR]

THOUGH LAUDED AS A BEST PRACTICE, GENDERINCLUSIVE HOUSING has engendered little empirical attention. This study explored the experience of genderinclusive housing from the perspective of trans* students. While they were overwhelmingly positive in their appreciation for the existence of this housing option, issues of access, training, and the regulating gaze of cisgender stakeholders circumscribed the experience. Recommendations for moving from a "better than most" provision to an intentional practice that serves trans* students' flourishing are provided. [ABSTRACT FROM AUTHOR]

ACADEMIC INITIATIVES HAVE BECOME CORNERSTONES in many residential operations on college and university campuses. Despite efforts to enhance academic outcomes of residential students, existing research on residential GPAs reveals either dated or questionable results. Programmatic functions focused on integrating academics into the college living environment--such as living-learning communities, faculty-in-residence, and themed floors--have received a fair amount of attention in recent research, yet course-specific academic support initiatives within residential populations have received little, if any, attention. To fill this gap, this study performed a thought experiment by analyzing course enrollment and grade data for two semesters. Manipulating the actual earned grades in the most frequently registered classes simulated the results of participation in hypothetical course-specific support initiatives during the studied semesters. The results revealed existing value in identifying, and then employing resources to, populations and courses that will yield the greatest impact on GPA. While the assumptions established to manipulate the grades in each of the three most frequently enrolled courses were optimistic (and thus should be considered with caution), the framework of this study demonstrates how the analysis of residential course enrollment and grade data allows for the creation of benchmarks within strategic planning focused on academic success in residence halls. [ABSTRACT FROM AUTHOR]

This study was to determine the learning styles and academic performance of 3rd year students who took the course. Bachelor of Science in Secondary Education, major in Technology and Livelihood Education. Specifically, this study attempted to determine the profile of students when grouped as to age and place of residence and the learning styles and as well as the academic performance when grouped as to age and place of residence. The subjects of this study were the 44 students coming from College of Education 3rd year Bachelor of Secondary Education-Technology and Livelihood Education major. This study used the survey research method using questionnaire as an instrument in gathering the needed data. The data was processed using frequency count, percentage. ANOVA, chi square value and t-test value as the statistical tools. On the basis of the findings, it can be concluded that the majority of the respondents were young and stayed in boarding houses. As to age, younger respondents were physiological learner while the older respondents were emotional learners. When grouped as to place of residence, living in boarding houses were physiological learner, respondents living in relative's house were sociological learner, and those living in family's house were emotional learner. The academic performance when grouped as to age and place of residence were very good. There were no significant differences in the learning styles when classified according to their age. But in academic Performance and Place of Residence there were significant differences. It is recommended that students are encouraged to use the five elements of learning styles: Emotional, Environmental, Sociological, Physiological and Psychological. [ABSTRACT FROM AUTHOR]

Purpose The paper aims to examine the current state of on-campus student housing, emerging student needs and forecast possible scenarios for the student housing market by the year 2030.Design/methodology/approach This paper describes Houston Framework Foresight Method.Findings The percentage of students that are traditional college-age, those most interested in living on campus, is becoming smaller. Increasingly, the markets of growth for colleges and universities is found by engaging students at a distance. Additionally, even students that live within commuting distance to campus often attend classes by virtual means and improved delivery technologies will only make this option more attractive. Many on-campus housing strategic plans contain buildings that meet the needs of the students of today not the students of tomorrow. By assessing the impact of the key trends, administrators can make better choices for their campus.Research limitations/implications Recommendations are based on a combination of the best available research and analysis and is not intended to act as a predictor of the future. This paper presents only one of many possible futures that were developed based on recognized forecasting methods.Originality/value This paper presents a recommended response for administrators to consider when approaching student housing projects over the next decade. [ABSTRACT FROM AUTHOR]

While great attention has been given to the growth of international students at U.S. institutions, there is a gap in the literature examining support for this student population within residence halls. To address the gap, this quantitative study evaluated an international roommate-pairing program (IRP) by comparing the residential experience of IRP participants with a control group. The results showed the roommate-pairing program had a positive impact on the residential experience of international students. These findings suggest physical environment and structured support are critical factors in the satisfaction and success of international students. This research can inform the practice of Residence Life professionals and aid in the establishment of effective support programs. [ABSTRACT FROM AUTHOR]

The term 'studentification' refers to multifaceted urban transformations resulting from increases in and concentrations of student populations. Notably, this concept has been investigated with frequent reference to gentrification studies from both spatial and temporal perspectives. In this regard, spatial perspectives focus on the common urban spatial processes that studentification and gentrification share, whereas temporal perspectives assume students as candidates to become gentrifiers. This essay reorganizes the literature consistently with these two perspectives and aims to extend the limits of studentification studies beyond the epistemological constraints of gentrification. [ABSTRACT FROM AUTHOR]

TO PROTECT THE WELFARE OF STUDENTS, STAFF, and other clients in housing and residence life (HRL), administrators must understand what behaviors are unacceptable. Professionals might make idiosyncratic and unconstrained decisions when there is no conduct code or set of informal rules. Informal rules may become norms comprising normative structures to guide professional actions. Members of ACUHO-I were surveyed to determine whether a normative structure for the administrative role performance of campus HRL professionals exists and, if so, whether there were differences in the level of objection expressed for admonitory norms based on personal and institutional characteristics. Admonitory norms are inappropriate behaviors deserving of less severe sanctions and are the focus of this article. Using principal components factor analysis we identified five admonitory norms: (1) Inattentive Administration, (2) Developmental Disregard, (3) Wielding Unfair Advantage, (4) Misleading Marketing, and (5) Inappropriate Personal Relationships. Regression analyses revealed differences in the level of objection expressed for the admonitory norms by gender, education level, years in the profession, and institutional type; there were no significant differences by race/ethnicity. Implications and recommendations for practice and research are provided. [ABSTRACT FROM AUTHOR]

Objective: In recent years, psychological problems that are caused by working conditions, like burn out syndrome, are more commonly observed. In our study, we aimed to evaluate mobbing exposure, factors causing mobbing and precautions for mobbing in residency students who are educated in anaesthesiology and reanimation clinics in Turkey. Methods: After obtaining consent from the ethics committee, we sent our questionnaires to the secretariats of the departments by postal mail. Completed questionnaires were collected in our department's secretariat blindly and randomly mixed. One hundred and one participants were returned the questionnaires. Data was statistically analysed in SPSS 21.0 software programme. Results: During residency programme, sated to have experienced mobbing one or more time. Interestingly, 5.9% participants complained of physical mobbing. Mobbing exposure was more common in females. The most serious new onset psychosomatic symptoms stated during residency were committing suicide (2%), addiction (16%), severe depression (18%), panic attack (8%), more accidents (7%) and tendency of violence (15%). In mobbing group there was statistically significant dissatisfaction rate. Conclusion: In professions where mobbing is common, incidences of psychiatric diseases and suicide attempts are high are increased. Who are under risk for experiencing mobbing should be noticed carefully to ensure good judgement and problems should be inspected objectively in a detailed manner. Anesthesiology societies and other medical professional societies should establish mobbing committees. Thus, mobbing problems can be resolved and healthy career oppurtunities can be presented to residents. [ABSTRACT FROM AUTHOR]

LONELINESS IS AN ISSUE that is ubiquitous across college and university campuses. Studies have shown that students who utilize campus counseling services report loneliness as one of the most common issues for which they seek counseling. Although loneliness has been studied in the social sciences, little attention has been paid to predictors of loneliness on college and university campuses. This study used the UCLA Loneliness Scale to investigate the role that perceived social support, roommate status, gender, and year in college play in self-reported loneliness. Results suggest that students who reported greater social support from their families were lonelier than students who reported less family support. Conversely, students who reported greater social support from friends and significant others were less lonely than students who reported less support from friends and significant others. In addition, males reported being lonelier than their female counterparts. Finally, students who did not have roommates reported being lonelier than those who had roommates. Implications of this study for residence halls and higher education are discussed. [ABSTRACT FROM AUTHOR]

In this study, we explored whether a residence life plan designed to meet the academic and psychosocial development of at-risk housing students, where oversight and support were provided on a weekly basis, and a proactive, intrusive counseling approach was implemented, would be effective for academic success. Participants included 74 urban at-risk college students living on campus and on academic probation (68.9% African Americans, 16.2% Hispanic Americans, 12.2% West Indian Americans, 2.7% other participants). Program effectiveness was measured by an increase in the student participants' GPA and an independent-samples i-test was used to analyze the data. The results showed that when at-risk housing students participated in the proactive, intrusive residence life plan for success, their academic achievement improved, and their GPAs for the academic year increased. For practice, findings suggest that when residence life professional staff assume the in loco parentis responsibilities for at-risk housing students' academic difficulties, the students are able to achieve academic success. [ABSTRACT FROM AUTHOR]

The CanMEDS framework has been widely adopted in residency education and feedback processes are guided by it. It is, however, only one of many influences on what is actually discussed in feedback. The sociohistorical culture of medicine and individual supervisors' contexts, experiences and beliefs are also influential. Our aim was to find how CanMEDS roles are constructed in feedback in a postgraduate curriculum-in-action. We applied a set of discourse analytic tools to written feedback from 591 feedback forms from 7 hospitals, including 3150 feedback comments in which 126 supervisors provided feedback to 120 residents after observing their performance in authentic settings. The role of Collaborator was constructed in two different ways: a cooperative discourse of equality with other workers and patients; and a discourse, which gave residents positions of power-delegating, asserting and 'taking a firm stance'. Efficiency-being fast and to the point emerged as an important attribute of physicians. Patients were seldom part of the discourses and, when they were, they were constructed as objects of communication and collaboration rather than partners. Although some of the discourses are in line with what might be expected, others were in striking contrast to the spirit of CanMEDS. This study's findings suggest that it takes more than a competency framework, evaluation instruments, and supervisor training to change the culture of workplaces. The impact on residents of training in such demanding, efficiency-focused clinical environments is an important topic for future research. [ABSTRACT FROM AUTHOR]

Resident Advisors (RAs) play important roles in the lives of students at many colleges and universities. Negative attitudes toward RAs are not uncommon, though, and such attitudes can dissuade students from applying to serve in the role and can undermine RAs' abilities to effectively carry out their responsibilities. A brief, easy to administer, face valid, and internally reliable measure of student attitudes toward RAs is introduced. The measure was found to be related to students' interest in becoming an RA and to their expectations about how RAs respond to rule violations. The measure developed and described here could be particularly useful for offices of residence life, student affairs departments, and other campus units responsible for overseeing and evaluating students' experiences in residence halls. [ABSTRACT FROM AUTHOR]

This study investigates the correlation between length of residence and learners' comprehensibility and intelligibility (namely "English speaking competence" throughout the paper) in a study abroad context. The investigator also examined the role of essential daily routines as a moderator of these correlations. Ten Chinese students who are currently studying at Northern Arizona University (NAU) were invited to participate in the research. They had different lengths of residence in the United States ranging from one year to five years. Based on Lu's (2014) study on the same group of students, the length of residence in English immersive environment should be positively correlated to comprehensibility and intelligibility and only slightly correlated to accentedness. The investigator of this study collected the amount of time each spends on nine critical daily life activities in a regular semester. Pearson correlation coefficients were calculated to demonstrate the relationship between English speaking competence and the time devoted to each of the nine activities. Follow-up interviews were conducted to each participant to qualitatively reinforce and verify the statistical results. The principal investigator (PI) of the study provides a recommended time planning to engage specific activities in an English-as-second-language (ESL) context improve Chinese ESL students' English speaking in terms of comprehensibility and intelligibility. [ABSTRACT FROM AUTHOR]

This paper analyzes ethnic segregation across the whole activity space—at place of residence, place of work, and during free-time. We focus on interethnic meeting potential during free-time, measured as copresence, and its relationship to copresence at place of residence and work. The study is based on cellphone data for a medium-sized linguistically divided European city (Tallinn, Estonia), where the Estonian majority and mainly Russian-speaking minority populations are of roughly equal size. The results show that both places of residence and work are segregated, while other activities occur in a far more integrated environment. Copresence during free-time is positively associated with copresence at place of residence and work, however, the relationship is very weak. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Between 1986 and 1998, the United Church of Canada, the Anglican Church of Canada, and the Presbyterian Church in Canada each issued apologies or confessions regarding their involvement in colonization and the Residential Schools. With its decentralized structures, the Roman Catholic Church of Canada has not issued an apology as a denomination; however, since 1991, a number of religious orders and diocesan bishops have issued apologies. Using archival sources and some interviews, this paper draws out the ways in which the churches' apologies were shaped by engagement with the Indigenous people to whom the churches were apologizing. The outlined history highlights how the churches sought to advance reconciliation between themselves and Indigenous people through apology. [ABSTRACT FROM AUTHOR]

STUDENTS ENTER COLLEGE WITH PRECONCEIVED IDEAS about what their experience of college life will be like. Since the first Hollywood film about college, movies have contributed to society's perceptions of what it means to be a college student. Contrary to the images promoted by higher education marketing departments, Hollywood's portrayals overdramatize negative elements by placing narrow social norms onto college characters. Using data gathered by analyzing films released between 2000 and 2012, this study explores the images and messages that Hollywood communicates about campus culture and the normative behavior expected of college women. The study explores ways that student affairs and housing professionals can use these images to address real developmental conflicts and problems that students encounter while pursuing their degrees. [ABSTRACT FROM AUTHOR]

MODERNIZING PERSPECTIVES ON ROOMMATE COMPATIBILITY might be one way that administrators reinforce the value of the roommate experience in contemporary campus housing. Using the insights of a study published by Hallisey, Harren, and Caple in The Journal of College and University Student Housing in 1980 as a springboard, this article will contrast the assumptions of living on campus yesterday and today with specific focus on changing generational expectations about housing amenities, shifting ideas about roommate matching, evolving perspectives on diversity in housing, and an increasing focus on conflict management in an environment of diversity and social media. [ABSTRACT FROM AUTHOR]

THIS PAPER EMPIRICALLY INVESTIGATES THE COSTS THAT ARISE FROM UNCERTAINTY in the college-town housing market in the Urbana-Champaign metropolitan area, the home of the University of Illinois. This research resulted in two principal findings. First, the rental price of housing owned by property owners having more than 10 claims filed against them (i.e., complaint records on violations of property owners' obligations under the law or according to the terms of the lease contract) in the past five years was about 10% lower than the rent for other housing. Second, because of the uncertainty involved in renting from a potentially risky property owner in an unfamiliar location, a large number of graduate students choose to live in housing provided by the university (hereafter termed university housing), which costs at least 45% more than they would pay a private property owner. These two results shed light on the prominence of uncertainty in collegetown environments and show that university housing plays an essential role in the housing market by alleviating such uncertainty. Although there have been movements to privatize university housing at some institutions, without the engagement of the university, the college-town housing market would face the serious risk of being exposed to the uncertainty owing to the asymmetry of information between renters and private housing providers. Conversely, further expansion of the housing business by the university could yield greater efficiency in the college-town housing market. [ABSTRACT FROM AUTHOR]