This study examined whether the effects of student-faculty interaction on a range of student outcomes-i.e., college GPA, degree aspiration, integration, critical thinking and communication, cultural appreciation and social awareness, and satisfaction with college experience-vary by student gender, race, social class, and first-generation status. The study utilized data on 58,281 students who participated in the 2006 University of California Undergraduate Experience Survey (UCUES). The findings reveal differences in the frequency of student-faculty interaction across student gender, race, social class and first-generation status, and differences in the effects of student-faculty interaction (i.e., conditional effects) that depended on each of these factors except first-generation status. The findings provide implications for educational practice on how to maximize the educational efficacy of student-faculty interaction by minimizing the gender, race, social class, and first-generation differences associated with it.Keywords Student-faculty interaction Á Research university Á Conditional effects Á Gender Á Race Á Social class Á First-generationInteracting with faculty-whether in the classroom, the laboratory, office hours, or other venue-is one of the key college experiences associated with student development. Positive and close interactions between undergraduates and their professors precipitate students' favorable educational experiences as well as their greater academic and personal development (Lau 2003;Pascarella and Terenzini 2005). Two higher education studies, Pascarella (1980) and Pascarella and Terenzini (2005), provide a comprehensive and 123Res High Educ (2009) 50:437-459 DOI 10.1007 critical literature review on student-faculty interaction and its relationship with college outcomes. Pascarella (1980) summarizes a number of studies, conducted prior to 1980, on the effects of informal (out-of-class) student-faculty interaction on various college student outcomes that are grouped into five categories: career plans and educational aspirations, satisfaction with college, intellectual and personal development, academic achievement, and college persistence. Based on his intensive analysis of the literature, Pascarella suggests that statistically significant positive associations exist between student contact with faculty and these five categories. He maintains that these associations are valid even after controlling for a broad range of student input characteristics and, in a few studies, other college experiences. In How College Affects Students, Pascarella and Terenzini (2005) reinforce Pascarella's early findings by including formal (in-class) student-faculty interaction, as well as the informal (out-of-class) interaction, and by adding a number of studies from the 1980s through 2000s. In line with Pascarella (1980), they demonstrate that the amount and quality of student-faculty interaction positively affect various student outcomes, including subject matter competence, cognitive skills and i...

Background and objective: Because the mortality and social burden associated with COPD is increasing, repeated surveys of the prevalence of COPD have been used to assess risk factors, detect potential patients, and establish early diagnoses and management protocols. We report the prevalence of spirometrically detected COPD in Korea in 2008, using data from the fourth Korean National Health and Nutrition Survey. Methods: Using nationwide stratified random sampling, based on the Korean Statistical Office census, 6840 subjects aged Ն19 years underwent spirometry, which was performed by four trained technicians, during 2008. The place of residence, levels of education and income and smoking status, as well as other results from a COPD survey questionnaire were also assessed.

No abstract

The current paper reviews the curing mechanisms found in resin‐based materials used in dentistry. Historical aspects of dental products and the associated curing mechanisms are reviewed. In comparison with common industrial procedures, curing methods employed for dental materials are relatively limited because of the need to polymerize quickly in the oral cavity at an ambient temperature. Heat‐cure and self‐cure dental resins utilize benzoyl peroxide initiator alone with a tertiary amine co‐initiator. At present, most dental restorative composites use a camphorquinone–amine complex initiation, visible light‐cure, one‐component systems, although alternative photoinitiators have been researched and developed. A multiple curing mode in a dual‐cure material is a complex combination of various initiation systems. The use of aryl sulfinic acid sodium salt to overcome adverse chemical interactions between simplified adhesives and self‐ or dual‐cure composites is based on another self‐cure polymerization mechanism, sulfinic acid‐initiated polymerization, proposed by Hagger in 1948. The sodium salt of aryl sulfinic acid reacts with an acidic monomer in simplified adhesives, and is believed to produce radicals. Clinically, it is important to try to optimize the degree of conversion of resin‐based materials using proper manipulation and adequate light‐curing techniques to ensure the best outcome for materials used to restore teeth.

Even as we expect an increase in veteran student enrollment in higher education, little attention has been paid to the role students' background characteristics and college experiences play in college outcomes among student veterans. The purpose of this study is to examine differences in precollege characteristics and college experiences between veteran and nonveteran students and a predictive power of being a veteran student on college outcomes. Using data from the 2008 University of California Undergraduate Experience Survey (UCUES), the study conducted cross tabulations and blocked multiple regression analyses on two college outcomes: college GPA and sense of belonging. Results demonstrate that student veteran status is negatively associated with college GPA. The origins of the negative effect of being a veteran student are discussed.

No abstract

MUC5AC and MUC5B were specific makers for non-TRU adenocarcinoma, including both central type adenocarcinoma and mucinous adenocarcinoma. We suggest that non-TRU type adenocarcinoma presents a poorer prognosis, so it should be regarded separately from TRU type adenocarcinoma.

The incidence and prevalence of UC in our study area are still low compared with those of Western countries, but the incidence rate is steadily increasing.