DEPRESSION AND RELATIONAL HEALTH IN ASIAN AMERICAN AND EUROPEAN AMERICAN COLLEGE WOMEN

Research consistently demonstrates elevated rates of depression among college‐aged women, yet evidence of racial differences in depression among this population are poorly understood. Moreover, the correlates of depression among Asian American women are also understudied. In this exploratory analysis, we examined mean differences in depression levels in a sample of Asian American (n = 117) and European American (n = 257) students from a women's liberal arts college. We also estimated associations between depression and relational health in three types of relationships (mentor, friend, and college community) using ordinary least squares regression. Relational health was examined as a buffer (i.e., moderator) against depression. Results indicated no differences in depression levels between Asian American and European American women. Relationships with the college community were associated with lower levels of depression in both groups of women. Limited evidence suggested that relational health served as a buffer. Results are discussed in light of interventions for college campuses.     

Use of Dewey Decimal Classification by Academic Libraries in the United States

Abstract

Nearly 25 years have elapsed since the last comprehensive measure of the percentage of academic libraries that employ the Dewey and Library of Congress systems of classification. To provide updated statistics, the researchers surveyed all 3793 academic libraries via their online catalogs. The findings indicate that the use of Dewey has declined over the past four decades. Teachers’ Colleges and Community Colleges in particular have higher rates of Dewey use than large research or professional universities. This information may help support academic library reclassification decisions.     

Causal Inferences in the Campbellian Validity System

The purpose of the present paper is to critically examine causal inferences and internal validity as defined by Campbell and co‐workers. Several arguments are given against their counterfactual effect definition, and this effect definition should be considered inadequate for causal research in general. Moreover, their defined independence between internal and construct validity is not meaningful. An alternative causal inference and its validity are proposed, where the causal effect is defined in factual terms, and where the causal inference includes constructs.     

'I just sit there': shyness as an emotional and behavioural problem in school

Shyness is not unlike many psychological constructs in that it connotes a rich cluster of behaviours, cognitions, feelings and bodily reactions. But when adolescents' shyness creates keen sensitivity to cues of being rejected, preventing them from speaking up for their rights and expressing their own opinions, thereby encouraging self-consciousness and excessive preoccupation with their emotions, it becomes a problem for both these adolescents and their surroundings. This paper presents 10 adolescents' experiences of being shy in a school context to such a degree that it is regarded as being a behavioural and emotional problem. In light of elements from an existential-phenomenological understanding, challenges and remedial measures for these adolescents as well as their peers and teachers are discussed. Finally, focus will be placed on how teachers can promote good relationships and working environments and in this manner prevent shyness from becoming a behavioural and emotional problem in school.     

Educational Interventions to Improve Dental Anatomy Carving Ability of Dental Students: A Systematic Review

This systematic review aimed to identify the level of impact of educational strategies for teaching tooth carving on the carving ability of undergraduate dental students. The PubMed-NCBI, Cochrane-CENTRAL, LILACS, Ibecs, BBO, Web of Science, and Scopus databases were searched in May 2019, for randomized controlled trials (RCTs) and two-arm non-randomized studies of interventions (NRSI) addressing educational interventions toward the dental carving of undergraduate students. Studies from the year 2000 until the search date, written in English, Portuguese, and Spanish were included. Study screening and data extraction were performed in duplicate and blinded. The data were presented narratively, considering the dental carving ability of students the primary outcome. The risk of bias was assessed using the RoB tool 2.0 and ROBINS-I, and the level of evidence was determined with GRADE. Of 3,574 studies, 6 were included, with 3 RCTs and 3 NRSIs. Very low level of evidence was provided from the NRSIs that flipped classroom (1 study; n = 140) and a student-driven revised module (1 study; n = 264) improved the carving ability of students. Additionally, there was moderate evidence of online complementary material (1 RCT; n = 30) and reinforcement class improving the carving ability of students (1 RCT; n = 29). The replacement of traditional classes by an instructional DVD (1 RCT; n = 73) and assessment of carving projects through digital systems (1 NRSI; n = 79) did not enhance the carving ability of students. Study design, risk of bias, and imprecision downgraded the level of evidence. There was a very low to moderate evidence on the effectiveness of student-driven educational approaches and complementary classes of dental anatomy in improving the dental carving ability of students.