A bacteriological survey was conducted on beer glasses from threelicensed premises in South Somerset. A total of 120 glasses wasexamined, 40 from each site. It was concluded that…
Abstract
A bacteriological survey was conducted on beer glasses from three licensed premises in South Somerset. A total of 120 glasses was examined, 40 from each site. It was concluded that a need for improvement in hygiene standards in the washing and handling of glasses is required.
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Nives Zubcevic, Felix Mavondo and Sandra Luxton
The purpose of this study is to examine the associations between attitudes to academic achievement and post university success using perceptions of attractiveness, gender, ethnic…
Abstract
Purpose
The purpose of this study is to examine the associations between attitudes to academic achievement and post university success using perceptions of attractiveness, gender, ethnic identity, personality, and social acceptance as antecedents.
Design/methodology/approach
An online questionnaire was completed by male (N=116) and female (N=126) university students from various cultural backgrounds. To evaluate the proposed relationships, multiple regression analysis was used.
Findings
The findings suggest that attractiveness is related to attitudes to academic achievement and success through its association with social appeal and acceptance. Ethnic identity is also related to both academic achievement and post university success. Personality is not positively related to academic achievement. Finally, social acceptance is positively related to academic achievement for males and to success for females.
Research limitations/implications
Whilst the survey targeted students from various cultural backgrounds studying in Australia, it did not look at university students from other countries. A cross‐cultural perspective could reveal further differences in attitudes.
Originality/value
This study links attractiveness and academic achievement theories. The findings have implications for tertiary institutions and suggest academics and policy‐makers to vigorously promote core personality and values such as intelligence, communication skills, and sincerity, rather than allow superficial values such as attractiveness to be placed at the centre stage of students' endeavour.
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Candice P. Baldwin, Jodi Fisler and James M. Patton
Access to higher education for Black men has increased since the 1980s, yet they are not enrolling or graduating from institutions of higher education (IHE) at a rate comparable…
Abstract
Access to higher education for Black men has increased since the 1980s, yet they are not enrolling or graduating from institutions of higher education (IHE) at a rate comparable to that of their female counterparts. Black males represent a mere 36 percent of the Black college student population in all IHEs and only 32 percent in historically Black colleges and universities. Research shows that the problems on many college campuses can be linked to the status and perceptions of Black men in society as a whole, lack of financial assistance, inadequate learning and supportive environments, and insufficient culturally appealing venues for student engagement. This chapter will delineate the salient factors that affect the success of Black men in higher education and will offer strategies that IHEs can use to increase the success of their Black male students.