37495 research outputs found
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Building Reputation: State-Sponsored Rebellions and Transnational Identities
No full textStates sometimes back rebellions abroad to signal resolve. We study this reputation-building logic in international relations, focusing on co-ethnic links between countries as an objective source of variation in a state’s incentives to demonstrate resolve. We formally derive two interconnected predictions from the mechanism: (a) a state is more likely to endorse the uprising of a foreign group when facing a larger audience, resulting in (b) greater political inclusion for the group. We build a comprehensive panel dataset of co-ethnic rebellion sponsorship, and find evidence consistent with both predictions
Phi Beta Kappa, Psi of California Chapter, Induction Ceremony 2025
No full texthttps://digitalcommons.chapman.edu/pbk_induction_ceremony_2025/1021/thumbnail.jp
Phi Beta Kappa, Psi of California Chapter, Induction Ceremony 2025
No full texthttps://digitalcommons.chapman.edu/pbk_induction_ceremony_2025/1030/thumbnail.jp
Phi Beta Kappa, Psi of California Chapter, Induction Ceremony 2025
No full texthttps://digitalcommons.chapman.edu/pbk_induction_ceremony_2025/1033/thumbnail.jp
Phi Beta Kappa, Psi of California Chapter, Induction Ceremony 2025
No full texthttps://digitalcommons.chapman.edu/pbk_induction_ceremony_2025/1045/thumbnail.jp
Consumer Data Insights on Pharmacy Utilization: Comparative Study of 2015 and 2021 Surveys
No full textBackground
Understanding the evolution of consumer behavior in pharmacy selection is crucial for delivering patient-centered and technology-driven healthcare. Objective
To identify factors influencing consumer pharmacy choice using 2021 National Consumer Survey on the Medication Experience and Pharmacists’ Roles (NCSME-PR) and to examine how these factors have evolved over time using 2015 data as a baseline. Methods
All variables were harmonized with the 2015 dataset to ensure comparability. Guided by the Andersen Behavioral Model, descriptive analyses and logistic regression were performed on 2021 survey data (N = 1,521) to evaluate factors influencing pharmacy selection, and results were compared with 2015 findings to assess evolving trends. Results
Younger adults (18–33) increasingly favored prescription-only pharmacies (OR=3.523), while older adults (70+) preferred mail-order pharmacies. Use of mail prescriptions rose by 11.7% and remained a strong predictor of mail pharmacy use (OR=30.29). Vaccination (+20%) and drive-thru utilization (+7.8%) increased substantially and were associated with chain pharmacies (OR = 1.404; OR = 2.500). In contrast, Traditional predictors such as education, financial hardship, OTC/herbal use, and medication side effects declined in relevance. Conclusion
Consumer preferences have shifted toward convenience-based and contactless pharmacy models, a trend that has continued beyond 2021. These changes highlight the need for pharmacists to adapt service delivery approaches and for health informatics professionals to strengthen digital infrastructure supporting patient-centered care
Object Play in Tsimane Children: Implications for Sex-Specific Division of Labour
No full textSex-specific division of labour and the associated use of different subsistence techniques by males (e.g. hunting) and females (e.g. gathering) has played an important role in shaping human societies. Skills needed in adulthood are practiced in play during childhood and object play has been proposed to foster tool-use skills necessary for adult subsistence techniques. Here, we investigated sex differences in the ontogeny of object play in Tsimane children in Bolivia to understand its potential role in shaping gender-specific adult roles. We used observational data (\u3e80,000 scan samples) from nine Tsimane communities collected between 2002 and 2007. We analysed age and sex differences in general play, object play, and object types. Our results show that both general play and object play peaked in early to middle childhood (3.5–7.5 years of age), with boys spending more time playing. Moreover, boys engaged more with objects related to male-specific roles (e.g. hunting tools), while girls played more with objects related to female-specific roles (e.g. cooking tools). Our findings suggest that object play serves as an adaptive, culturally embedded pathway to develop gender-specific adult skills. Studying developmental patterns of object play across human cultures enriches our understanding of the evolutionary contexts shaping divisions of labour
Empowering Engineering Students to Become More Effective and Self-Regulated Learners through Course-Integrated Learning Strategies Intervention: A Pilot Study in a Solid Mechanics Course
No full textLearning is a lifelong process exercised within and beyond the classroom and a vital skill in almost all technical professions. Engineers, in particular, are impacted by rapidly evolving technologies and practices that require continuous learning and adaptation long after their training and the initial transition into their professional careers. However, despite the critical role of learning in their academic success and profession, engineering students experience academically rigorous and challenging courses with very little emphasis or conscious focus on learning strategies that power effective learning. Often-used learning strategies such as rereading, highlighting, repetition, and memorization are intuitive for many students, yet do not facilitate the higher-order thinking required to solve difficult engineering problems and understand concepts. As a result, weak learning strategies are an important factor in why students often initially struggle in their courses to reach the level of concept mastery and the ability to synthesize, apply and evaluate problems using engineering principles; and why they may continue to struggle as lifelong learners. The consequences of ineffective learning are already transcending in student’s academic careers: slowing their curricular progress and affecting their ability to adjust to university life, build self-regulatory skills, and gain a sense of control over their learning experiences. These challenges stem from the fact that the engineering curriculum has traditionally emphasized teaching content and material while assuming that students can manage their own learning. Numerous efforts have been made to teach students to be more effective learners, mostly in the format of extracurricular seminars, and learning-how-to-learn courses. Although these interventions hold the potential to introduce effective learning strategies and mindsets to students, they often are non-discipline specific, lack scaffolding, and are aimed at providing information more than providing practice opportunities for new learning strategies. Thus, some challenges remain: First, because the learning strategies were taught in non-discipline-specific context, students often have difficulty applying the learning strategies in their course learning context, especially for those who require high competency in discipline knowledge, such as concept mapping. Second, such extracurricular programs have limited access to students: high-performance students often see these programs as remedial and do not think they will need to improve their learning even in fact they could also benefit from better learning strategies, and lower-performing students may have difficulty finding extra time to participate in these programs when they already struggle with course work. Thus, a course-integrated scaffolded learning strategies intervention approach is needed to provide students with the opportunity to learn the learning strategies in context and receive feedback from experts who have knowledge on both learning strategies and the discipline. In the pilot study discussed in this paper, a course-integrated learning strategy training was designed and implemented in a foundational mechanical engineering class - solid mechanics. Grounded upon well-established Self-regulated Learning literature, we aim to cultivate a growth mindset, train the students to select appropriate learning strategies based on learning context, and practice metacognitive regulation of their own learning. By teaching learning strategies in context with concrete examples and opportunities to exercise, we hypothesize that students will be more proficient to use the learning strategies and perform more effective self-regulation. Scaffolding as a part of the learning process will enable students to exercise individual learning strategies, practice metacognition, and formulate a learning plan as self-regulated learners.
On the operational level, we adopted the Knowledge- Belief- Commitment - Planning (KBCP) framework, using various intervention formats (lectures, examples, assignments, reflections, feedback) to scaffold students’ learning behavior changes. These interventions aim to provide students with a deeper understanding of what learning is about, how learning occurs, tools for successful learning, and cultivate a growth mindset towards learning. The intervention was implemented in a sophomore-level mechanical engineering class of 129 engineering students. Participation in the activities was voluntary and students were given small extra credits.
We use mixed methods to understand how the learning strategy intervention impacts students’ self-reported growth mindset, confidence, and knowledge about using effective learning strategies, the learning strategies students use before and after the intervention. We also examined the exam performance across different groups: students\u27 various levels of participation, from various demographics backgrounds, and how their exam performance changed or not before and after the intervention
Neighborhood Disorder and Psychosocial Functioning: Evidence of Resilience Among Racial/Ethnic Minority Groups
No full textPerceived neighborhood disorder has been linked to poor well-being. In the United States, racial/ethnic minorities are more likely to live in disordered neighborhoods than non-Hispanic White residents. However, it is unclear whether this exposure changes the relationship between perceived neighborhood disorder and psychosocial functioning. Racial/ethnic minorities may draw upon sources of resilience (e.g., religiosity/spirituality), protecting them from neighborhood disorder. Using data from the Health and Retirement Study, the present study examined perceived neighborhood disorder and psychosocial functioning (i.e., life satisfaction, anxiety, perceived stress, and loneliness) to test the following hypotheses: (1) higher perceived neighborhood disorder will relate to worse psychosocial functioning, (2) this relationship will be stronger for non-Hispanic White participants (n = 5,020) compared to non-Hispanic Black (n = 1,421) and Hispanic (n = 1, 051) participants, and (3) religiosity/spirituality would explain any significant racial/ethnic differences in the disorder-psychosocial outcome links. Results associated higher perceived neighborhood disorder to lower life satisfaction, and higher anxiety, perceived stress, and loneliness. Furthermore, perceived neighborhood disorder was a greater risk factor for low life satisfaction among non-Hispanic White participants compared to both racial/ethnic minority groups, and for high perceived stress and loneliness relative to non-Hispanic Black and Hispanic participants, respectively. No significant racial/ethnic differences in the disorder-anxiety link were observed. Religiosity/spirituality did not explain these racial/ethnic differences. Racial/ethnic minorities living in disordered neighborhoods may utilize other forms of resilience which protect psychosocial functioning. Future research should identify resiliency sources which protect against perceived neighborhood disorder and increase accessibility to such sources for residents
Information About Task Duration Influences Energetic Cost During Split-Belt Adaptation and Retention of Walking Patterns Post-Adaptation
No full textStudies of locomotor adaptation have shown that adaptation can occur in short bouts and can continue for long bouts or across days. Information about task duration might influence the adaptation of gait features, given that task duration influences the time available to explore and adapt the aspects of gait that reduce energy cost. We hypothesized that information about task duration and frequency of updates influences adaptation to split-belt walking based on two competing mechanisms: individuals anticipating a prolonged adaptation period may either (1) extend exploration of energetically suboptimal gait patterns, or (2) adapt toward a more energy-efficient pattern earlier to maintain an energetic reserve. We tested three groups: N = 19 participants received minute-by-minute updates during a 10-minute adaptation duration (True group), N = 19 participants received no updates during a 10-minute adaptation duration and were misled to expect a prolonged 30-minute adaptation duration (False group), and N = 14 participants received one update halfway through a 10-minute adaptation duration (Control group). We measured step length asymmetry, leg work, and metabolic cost. Our results partially supported our hypothesis but did not confirm the underlying mechanisms. While step length asymmetry did not differ significantly between groups during adaptation, the True group generated a more effortful gait pattern with a greater increase in metabolic cost and higher work with the slow leg. Additionally, the True group showed no association between the different adapted gait variables such as step length asymmetry and metabolic cost, contrary to the Control and False groups. Finally, we observed that the False group showed greater retention of the split-belt aftereffects than the Control and False groups. Thus, adapted locomotor and energetic patterns are influenced by information about task duration, indicating that Information about task duration should be controlled for, or can be manipulated to elicit different efforts during adaptation