Metropolitan Community College - Kansas City

The pursuit of academic excellence is often marked by collaborative endeavors and supportive relationships. This study delves into the mentoring experiences within the Honors Program for Chemistry for Health Sciences at Community College. The research focused on students who completed classes in preparatory chemistry and Introductory General, Organic, and Biochemistry. Through qualitative exploration, this article unveils the multifaceted role of mentors and their impact on the academic and personal growth of participating students. The study used a thorough approach involving talking to participants, watching what happens, and studying academic results. What I discovered shows that being mentored in the Honors Program truly helps students succeed. It creates a feeling of belonging, provides direction, and helps individuals develop skills. I looked at how mentoring plays out in both basic and more advanced chemistry classes, showing how it goes beyond just regular academic stuff. I also talked about the difficulties students face while being mentored, which gave me ideas on how to make things better. In the end, I suggest some ways teachers, school leaders, and mentors can improve Honors Programs even more. I discussed the opportunity to create special support programs, particularly in chemical education, to make the learning experience more fulfilling. This research helped me, as a chemistry instructor, to better understand the problems that did not allow me to create productive collaboration between mentors and students. This study provides a nuanced perspective on how mentorship shapes the educational journeys of students in the dynamic field of chemical education. The lessons learned from this study will help me to find new strategies for cultivating success within the Honors program.

This study examined data from a random sample of 500 White students and 500 African American students who have taken the Community College Student Experiences Questionnaire to determine which factors in the environment impact their career preparation. The results showed that interaction with faculty had the strongest impact on career preparation for all students. Counseling services were significant for African American students. The African American students indicated they put more effort into student-faculty interactions and peer interactions than White students, and they reported greater gains in career preparation.

This study extends past research by examining factors associated with changes in attitudes, knowledge, and intended behaviors related to sexual assault. This study included 1,182 participants from four unique multiple-session school-based sexual violence interventions. Implementation and participant factors examined include single- versus mixed-gender groups, group setting versus classroom lecture setting, and participant gender. Participants completed self-administered, paper-and-pencil pre- and postsurveys. A significant desired overall effect was found on participants' reports of positive attitudes, beliefs, and behavior regarding sexual harassment and personal boundaries and positive dating relationship norms (from pretest to posttest). There were steeper increases over time in both measures, with larger mixed-gender/single-gender differences among boys than among girls. Differences in the impact of participating in mixed- versus single-gender groups depended on classroom versus small group settings. The implications of these findings are discussed for sexual assault prevention programs.

Abstract The development and implementation of a call center training program, to include the training of welfare recipients, is the focus of this chapter. Components of this program and its effects on both the consumer and corporate community are discussed.

Canadian Public AdministrationVolume 30, Issue 2 p. 243-254 Service delivery and client satisfaction in the public sector J Richard Picherack, J Richard Picherack The author is Commissioner, Metropolitan Toronto Community Services Dept., New City Hall.Search for more papers by this author J Richard Picherack, J Richard Picherack The author is Commissioner, Metropolitan Toronto Community Services Dept., New City Hall.Search for more papers by this author First published: June 1987 https://doi.org/10.1111/j.1754-7121.1987.tb00081.xCitations: 2 Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume30, Issue2June 1987Pages 243-254 RelatedInformation

The effective length factor K for columns loaded at ends with various end conditions can be determined easily using the method outlined in Section 1.8 of Reference 2. There are some cases of column design in which there is an axial load at an intermediate point between ends in addition to load at the ends. An example of this type is the column of a two-story building with floor beams at an intermediate floor level framed to the column flanges and no beams framing to the web. The column is free to buckle in the weak direction at the intermediate level. Similarly a column supporting a crane runway in an industrial building falls into this category if orientation of column is such that it can buckle in the y-direction at the crane runway level. The crane load is the intermediate load in this case. To use the full length of the column as the actual unbraced length and multiply by the K factor determined from Table C1.8.1 or Fig. 1.8.2, AISC Manual of Steel Construction, is conservative. However, some economy can be achieved by using a modified effective length factor. Consider the pin ended column loaded as in Fig. 1. The column is free to buckle about its weak axis and is in a state of unstable equilibrium. If the stability equation is derived by solving the differential equations of the deflection curves for the upper portion and lower portion of column separately, taking into account compatibility at the intermediate load point.