Freshman Year Of College Research Articles

Exploring the Cognitive Processes of Preparation for a Spelling Bee Game to Enhance Vocabulary Learning in a Foreign Language

This study investigates the cognitive processes associated with preparation for a spelling bee game to enhance vocabulary learning in a foreign language. It draws upon the Information Processing Theory, which involves attention, perception, and memory processes. During their freshman year of college in the Department of English, a group of 30 Saudi learners, at the same level of English, ranging in age from 18 to 20 years old, were provided with a weekly set of words to memorize as part of their Reading Course. Following twelve weeks of practice, memorization, and oral performance, a spelling bee was organized for the ten students who achieved the highest scores in the spelling tests. Subsequently, individual interviews were conducted with each of the ten participants in order to understand the cognitive mechanisms underlying their preparation and memorization for the event. The study's findings reveal that most participants in the spelling bee game actively engage in key stages of information processing, including encoding, storing, and retrieving information. Additionally, learners were observed to evolve from merely acquiring factual vocabulary knowledge to applying it practically through repeated practice and memorization for the spelling bee. By engaging multiple senses—such as visual and auditory perception—alongside verbal memory, most participants develop the procedural knowledge needed to spell words accurately and effortlessly, effectively transferring words from short-term to long-term memory.

Gut microbiome diversity, variability, and latent community types compared with shifts in body weight during the freshman year of college in dormitory-housed adolescents

ABSTRACT Significant human gut microbiome changes during adolescence suggest that microbial community evolution occurs throughout important developmental periods including the transition to college, a typical life phase of weight gain. In this observational longitudinal study of 139 college freshmen living in on-campus dormitories, we tracked changes in the gut microbiome via 16S amplicon sequencing and body weight across a single academic year. Participants were grouped by weight change categories of gain (WG), loss (WL), and maintenance (WM). Upon assessment of the community structure, unweighted and weighted UniFrac metrics revealed significant shifts with substantial variation explained by individual effects within weight change categories. Genera that positively contributed to these associations with weight change included Bacteroides, Blautia, and Bifidobacterium in WG participants and Prevotella and Faecalibacterium in WL and WM participants. Moreover, the Prevotella/Bacteroides ratio was significantly different by weight change category, with WL participants displaying an increased ratio. Importantly, these genera did not display co-dominance nor ease of transition between Prevotella- and Bacteroides-dominated states. We further assessed the overall taxonomic variation, noting the increased stability of the WL compared to the WG microbiome. Finally, we found 30 latent community structures within the microbiome with significant associations with waist circumference, sleep, and dietary factors, with alcohol consumption chief among them. Our findings highlight the high level of individual variation and the importance of initial gut microbiome community structure in college students during a period of major lifestyle changes. Further work is needed to confirm these findings and explore mechanistic relationships between gut microbes and weight change in free-living individuals.

P20-052-23 The Gut Microbiome Tracks With Shifts in Body Weight During the Freshman Year of College in Dormitory-Housed Adolescents

P20-052-23 The Gut Microbiome Tracks With Shifts in Body Weight During the Freshman Year of College in Dormitory-Housed Adolescents

Can leading a physically active and healthy lifestyle prevent gaining the freshman 15?

Purpose.The purpose of this study is to investigate if leading a physically active and healthy lifestyle can prevent the weight gain typically experienced during the freshman year of college – the ‘Freshman 15’.Methods.Study participants (<i>N</i> = 525) were from three cohorts of incoming students (2018–2020) at a mid-sized university in the West South-Central United States. The weight of each study participant was measured at three points over a year: beginning of their first semester, beginning of their second semester, and beginning of their third semester. During the study, students were encouraged to lead physically active and healthy lifestyles and to exercise daily. Weight changes at sixth months and one-year intervals were recorded as percentages.Results.Freshmen weight gain/loss depended upon initial weight with freshmen who arrived on campus with relatively lower weights (≤100 kg) tending to gain weight, especially males, whilst freshmen who arrived on campus with relatively higher weights (≥100 kg) tended to lose weight. This finding was both more apparent and more statistically significant at the 1-year mark than at the 6-months mark.Conclusions.Several previous studies have linked freshmen weight gain to initial weight with students with higher initial weights gaining the most. However, our results show that maintaining a physically active and healthy lifestyle when entering college reverses this trend – with students with high initial weights losing weight. Thus, living a physically active and healthy lifestyle, which includes aerobic exercise, can prevent the fat mass weight gain often experienced by college freshmen.

Joyce Weisbecker: The first indie game developer

Joyce Weisbecker was always interested in her father Joseph’s work. What child wouldn’t be? Joseph was the inventor of the Think-a-Dot and other games, a writer, and a magician who loved learning and teaching. But that’s not all. Joseph was also the engineer who led RCA into a new technological era with his 8-bit microprocessor architecture. Throughout the 1970s, he prototyped and developed a number of programmable video games, educational systems, and game consoles, all showcasing what a game changer the microprocessor was going to be to a nascent consumer electronics industry. These included the hobbyist’s build-it-yourself COSMAC Elf articles and the Studio II programmable video game console. Weisbecker followed along with her father’s inventions, spending time with him in his at-home workshop, and in the summer of 1976, before her freshman year in college, she sold her car race game <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Speedway</i> to RCA for its Studio II, making her the first indie game developer.

Pioneer Mother

Pioneer Mother

Daily Gastrointestinal Symptoms And Weight Loss In A Young Female Athlete

HISTORY: 21-year-old female college ice hockey player with PMH of depression/anxiety on sertraline presents with a 3-month history of abdominal pain, nausea, vomiting, and diarrhea. This was accompanied by a 15-pound weight loss since freshman year of college. She states that she experiences emesis and diarrhea daily, however feels like she has a normal appetite and eats until she feels full. She presented to the ED, prior to our visit, for abdominal pain and vomiting, and was prescribed a PPI with no lab work at the time. At our visit, she did report feeling anxious as she had ended a 3-year long relationship which she described as being “toxic.” PHYSICAL EXAMINATION: General Appearance: Anxious appearing young Caucasian female in no acute distress with mild hand tremor Abdominal: Tenderness to palpation over the epigastric region without rebound tenderness. Prominent aortic pulse noted in abdomen. No lower quadrant or right upper quadrant tenderness to palpation. Resp: No acute respiratory distressCV: Regular rate and rhythm. No murmurs or clicks. No cyanosis of the fingers or lips. DIFFERENTIAL DIAGNOSIS: 1) Gastroesophageal reflux disease 2) Inflammatory Bowel Disease/Irritable Bowel Syndrome 3) Celiac disease4) H. Pylori TEST AND RESULTS: Fecal studies (calprotectin feces, stool culture, stool leukocytes, H Pylori stool, stool ova and parasites, FOBT) returned negative. TSH levels returned undetectable with free thyroxine levels returning elevated at 5.45. CMP returned borderline abnormal with mildly decreased CO2 and mildly increased BUN. CBC, ESR, CRP, celiac disease panel all negative. FINAL WORKING DIAGNOSIS: Thyrotoxicosis secondary to Grave’s disease TREATMENT AND OUTCOMES: The athlete was held from sporting activity due to concern for caloric deficiency as well as increased cardiac load to due hypermetabolic state. She was referred to Endocrinology where her thyrotropin receptor antibody returned positive consistent with Grave’s disease. She was initiated on atenolol for symptomatic control.

Bipolar Disorder: A Springboard to My Higher Self.

Bipolar Disorder: A Springboard to My Higher Self.

Biology, technology and a bit of serendipity: an interview with Shiva Malek.

Biology, technology and a bit of serendipity: an interview with Shiva Malek.

The Role of Alcohol-Related Proactive Dietary Restriction to Feel the Psychoactive Effects of Alcohol Faster on Binge Drinking Frequency among Freshmen College Students

Background There is a positive cross-sectional relationship between alcohol-related proactive dietary restriction to feel the effects of alcohol faster (APDR) and binge drinking, a health and safety issue impacting college students. Objective: To examine: 1) the longitudinal predictive ability of varying levels of APDR on binge drinking frequency; and 1a) the strength of the relationship between varying levels of APDR and binge drinking frequency during freshman year of college (n = 1,149). Methods Ordinal logistic regression was used to model the relationship between APDR and binge drinking frequency. Results Main findings suggest APDR of students who reported eating less than usual (low APDR) prior to drinking to feel the effects of alcohol faster was a significant predictor of binge drinking frequency (1.27 (95% CI, 0.06 to 0.42), Wald χ 2 (1) = 8.46, p=.009) at baseline, but not at 7-month follow-up (1.02 (95% CI, −0.18 to 0.23), Wald χ 2 (1) = .51, p=.83). APDR for students who reported skipping one or more meals (high APDR) to feel the effects of alcohol faster was not a significant predictor of binge drinking frequency at baseline nor at 7-month follow-up. Conclusion Low APDR is a significant predictor of binge drinking frequency that is established early in the first semester of college with no significant change occurring in binge drinking frequency over the course of students’ freshman year at 7-month follow-up. Campus health professionals are urged to emphasize the detrimental health effects of low APDR early in the first semester of college.

Work Smarter, Sooner

It took me a long time to learn the difference between working harder and working smarter. Jason, my husband, also got pretty far in life on sheer work ethic. Growing up, we'd powered through difficulty by staying up later, waking up earlier, and bearing down on the problem at hand. Grinding became part of our identities, a strength we were proud of and assumed could be deployed in nearly any challenge. But at some point, each of us discovered that working harder isn't always the solution. In my freshman year of college, for instance, I nearly failed neurobiology as a result of my tried-and-true “work harder” mentality. I'd assumed that if I sat in the front row at lectures, took assiduous notes, and then spent hours and hours rereading those notes, I was nearly guaranteed an A.

Starting College, Quitting Foreign Language: The Case of Learners of Chinese Language during Secondary-Postsecondary Transition

ABSTRACT Focusing on five initially committed learners of Chinese who decide to quit the language during their college freshman year, this study is a critique of the institutional structure that disengages foreign language education in American postsecondary schools. The findings reveal three structural issues that may contribute to the declining enrollments in foreign language classes in American universities, including (a) the ideological separation of foreign language learning from the STEM curricula, (b) the treatment of foreign language learning as a general education requirement that should be fulfilled quickly, and (c) the frequent unavailability of online foreign language classes. As these students agentively choose to stop learning Chinese as a way to comply with institutional norms and adopt their new academic identities, our findings urge researchers to further investigate the university culture that fails to promote high levels of foreign language proficiency and thus multilingualism—particularly in the STEM fields.

Kate Chopin, My Mother, and Me

Kate Chopin, My Mother, and Me Nicole Graev Lipson (bio) My mother smoked before she had us. In a sepia polaroid from the early seventies, she holds a cigarette between two lacquered fingertips. She wears, impossibly, a catsuit, and hair falls over her shoulders in glossy waves as she leans into my father, squeezing his cheeks and grinning. He is in trouble—oh, is he in trouble. Alone in the house as a teenager, I would rummage under silk scarves and lint brushes to get to this photo at the bottom of my mother’s drawer. It was the sole window into a side of her I didn’t know—the side that lounged on loveseats and took long drags from skinny cigarettes, smoke plunging deep as her neckline. The mother I knew taught elementary school. She wore Nina Ricci perfume and houndstooth blazers and combs in her hair. She drank orange juice and sprinkled her food with lecithin. She most certainly did not smoke. Except when she did. One cigarette a day, 365 days a year, for the twenty-four years she was married to my father. One cigarette, slipped under her sleeve before the dog’s evening walk, a secret that smoldered on her fingers and lips as she circled our block in the dark. My father didn’t know. My brother didn’t know. None of us would know until years later—after an even bigger secret burned to the surface, blazing through our lives like a five-alarm fire. [End Page 121] ________ My freshman year in college, I read Kate Chopin’s The Awakening for a Feminist Fictions course. There are books that seem to glide into our lives at a particular time as if by design, finishing thoughts just partially formed in our mind. I remember feeling this way as I read The Awakening, rooting at every step for heroine Edna Pontellier, the fin-de-siècle wife and mother who breaks from social convention to explore the creative and sensual parts of her being. Edna rejects her staid marriage and pursues an affair. She moves out of her marital home, with its schedules and servants, and into a small cottage, drawing and dreaming of her lover. Do all good girls edging toward womanhood fall in love with Edna? Maybe so, but in my own private falling, I was thrillingly alone. Away from home for the first time, free for the first time to consider what rules I wanted to live by, I read the whole novella in one sitting. In Edna’s stirrings, I came face-to-face with my own. During the day, I attended classes, wrote outlines, made the dean’s list. At night, I pressed myself into strangers, cracking through the walls of my body and all that had ever defined me. Twenty-five years later, I still have my Penguin Classics edition of The Awakening and Selected Stories. It lives on a bookshelf outside my youngest daughter’s room, a bookshelf crammed full floor to ceiling. There are my pedagogy books from graduate school and my Shakespeare plays from teaching; there are my husband Paul’s business school textbooks and Latin American guidebooks and Jonathan Franzen novels; there are What to Expect When You’re Expecting and How to Raise a Jewish Child. It’s an unlikely library, the kind only marriage can create, two readers conjoined on the shelves as one. As I carried my daughter to bed a few months ago, my eye fell on the Chopin book. I lingered for a moment, her three-year-old legs dangling over my hips, and pulled it from the shelf. Later, the three kids asleep, Paul at his computer, I lay on the couch and opened its yellowing pages. There were notes all over the margins, written in purple pen—the scrawled insights of a girl I’d long ago outgrown. Must listen to own desires, she wrote. Strength in solitude, she wrote. How strange it was to discover this person was still with me—that she’d been with me, still and patient, all along. ________ In October, Paul and I will celebrate our fifteenth anniversary. We’ve...

Students With Schizophrenia Build On-Campus Community

Back to table of contents Previous article Next article CommunityFull AccessStudents With Schizophrenia Build On-Campus CommunityEve BenderEve BenderSearch for more papers by this authorPublished Online:29 Jul 2019https://doi.org/10.1176/appi.pn.2019.6b2AbstractA nonprofit organization founded at Penn State by students with schizophrenia for students with schizophrenia is destigmatizing the illness through peer support, education, and engaging social events.For many new undergraduates, adjusting to university life can be a challenge for many reasons: living away from home, adjusting to the coursework, and making new friends, to name a few.But Penn State University student Cecilia McGough endured pressures far more intense than most. “In my freshman year of college, I started seeing, hearing, and feeling things that were not there,” she told Psychiatric News.She described a scary clown, eerily similar to the one in Stephen King’s adaptation of It, who would taunt and even bite her. She would also see large spiders with long, black, leathery legs that, when crawling, made the sound of children laughing. More unbearable was a girl who seemed to know just what to say to provoke her insecurities and would sometimes even stab her in the face with a knife.Students With Schizophrenia founder and CEO Cecilia McGough says she doesn’t let her symptoms hinder her advocacy work or daily activities.“This made taking tests, quizzes, and doing homework extremely difficult to impossible,” McGough said. “At times, I couldn’t even see the paper in front of my face because I was hallucinating so much.”In February 2014, McGough, a freshman, attempted suicide. Eight months later, she was diagnosed with schizophrenia and began treatment. “Getting medical help was the best decision I ever made,” she said. “I am confident that I would not be here today if I hadn’t gotten medical help.”She still hallucinates constantly, but she has learned how to ignore the hallucinations, and no one knows when she’s experiencing them. “I’ve developed coping skills, and I don’t allow [the hallucinations] to keep me from living a happy, healthy, and fulfilled life,” she said.In fall 2017, McGough decided to hold a few meetings for students with schizophrenia to gauge interest in a club focused on empowering students with the illness. “Because of the positive response to those meetings, we officially launched the Penn State Students With Schizophrenia [SWS] club in the fall of 2018 with regular meetings, activities, and events,” she said.The club switched to nonprofit status around the same time, with McGough serving as CEO. Since then, SWS has recruited volunteers and interns to engage in peer support and educational activities and to participate in mental health outreach events.For one such event, called a “silent disco,” attendees don earbuds, listen to their favorite music, and dance in a stigma-busting group. “People with schizophrenia often listen to music through earbuds to drown out the voices,” McGough said. “This is a healthy coping mechanism.”SWS also hosts a scavenger hunt with clues and facts about schizophrenia that lead students to the on-campus Penn State Counseling and Psychological Center (CAPS). “Our counseling center is excellent, and we refer any students needing treatment or a diagnosis there,” said Pia Smal, Ph.D., the SWS faculty advisor. “Within CAPS, there are counselors, psychiatrists, and case managers who work with students to ensure that they receive the treatment and support that they need both here in college and at home.”As the SWS advisor, Smal also works with the group to “build membership, create and engage in advocacy efforts, and grow as a student organization,” she explained. “At their request, I also provide education about schizophrenia or other topics of interest, such as self-care, mindfulness, and peer advocacy and support.”Over the next five years, McGough expects SWS will offer financial, academic, career, and legal services. She also has plans to establish SWS chapters at other colleges and universities.Wherever SWS goes, she said that the group will feel like family. This is evidenced by Nathan Shuherk, who stayed with SWS after completing a one-year internship. “Interning with Students With Schizophrenia didn’t feel like a job; it felt like helping a friend,” he told Psychiatric News. “The mission and work of SWS is centered around helping vulnerable students and providing resources during a uniquely challenging part of their lives. The potential for positive impact on students is why I chose to stay with SWS following the internship.“Having been diagnosed with schizophrenia at 19, my work with this organization has become deeply self-exploratory. I get to use my talents, knowledge, and passion to help others I can so quickly empathize with. I see schizophrenia as a building block for communities small and large,” he added. “Schizophrenia can be something that brings people together in the most surprising and amazing ways.” ■More information about SWS is posted here. ISSUES NewArchived

Socioeconomic Status and Diet Quality in College Students

ObjectiveTo investigate the existence and trajectory of diet disparities among college students from different socioeconomic statuses (SESs). MethodsA random sample of freshman and sophomore students was invited to participate in an online survey on eating behaviors. Ordinary least squares regressions were fit to 148 complete responses to examine the association between family income ≤200% of the federal poverty level and overall, healthy, and unhealthy food consumption. ResultsLow-SES students reported eating significantly more unhealthy food during their freshman year than their non–low-SES peers. This difference is not statistically significant for second-year students and robust to on-campus spending power. Conclusions and ImplicationsDisparities in diets for students from different socioeconomic backgrounds that were observed in the freshman year of college were absent in the sophomore year. Awareness of these disparities and trend is important to broadly promote healthy eating.

Female Science Advisors and the STEM Gender Gap

In an effort to reduce the gender gap in the fields of science, technology, engineering and mathematics (STEM), policymakers often propose providing women with close mentoring by female scientists. This is based on the idea that female scientists might act as role models and counteract negative gender stereotypes that are pervasive in science fields. However, as of yet, there is still no clear evidence on the role of mentor or advisor gender in reducing the STEM gender gap. We use rich administrative data from a private 4-year college to provide some of the first causal evidence on the impact of advisor gender on women's STEM degree attainment. We exploit a unique setting where students are randomly assigned to academic advisors -- who are also faculty members -- in their freshman year of college. A college advisor's main role is to provide students with one-on-one personalized mentoring regarding course and major selection. Students declare a major at the end of their freshman year, after having had the opportunity to repeatedly interact with their advisors. We find that being matched to a female rather than a male science advisor substantially narrows the gender gaps in STEM enrollment and graduation, with the strongest effects occurring among students who are highly skilled in math. In contrast, the gender of an advisor from a non-science department has no impact on students' major choice. Our results suggest that providing close mentoring or advising by female scientists can play an important role in promoting women's participation and persistence in STEM fields.

Facebook-Induced Friend Shift and Identity Shift: A Longitudinal Study of Facebook Posting and Collegiate Drinking.

While research has indicated that perceiving alcohol-related posts on Facebook can be predictive of future alcohol consumption for college students, little research has considered the consequences of posting about alcohol on future behavior. The purpose of this study was to consider the pathways through which alcohol-related posts on Facebook may lead to increased drinking among the college students who make these posts. Incoming college freshmen (310 participants) from 2 universities were interviewed before their freshman year of college (T1) and again 1 year later (T2), and their Facebook profiles were evaluated for alcohol-related posts during the academic year. A positive attitude toward alcohol before freshman year was positively related to drinking activity before sophomore year. This relationship was mediated by alcohol-related Facebook posts during the academic year and the percentage of friends reported to be drinkers before sophomore year. Theoretically, this is evidence of identity shift online, as well as a Facebook-induced friend shift. These findings highlight the role that Facebook may play in both identity development and friendship cultivation for college freshmen, and offer insight into future collegiate drinking prevention and intervention initiatives.

Stereopticon: Twelve ways of looking at my mother

215 other what is this word? I am three years old and perched on my mother’s hip. We are in the kitchen; my mother mans the stove. My legs hang around her waist, unanchored. I know she will hold me; she won’t let me fall. I am holding a book. “What is this word? This word?” My finger moves along the page. Sometimes I peer into the pots on the stove, getting so close that my mother is forced to stop stirring. She sinks us into her seat at the head of the table, opposite my father’s. It’s just the two of us today, my mother and me, which will forever be the way I like it. I did not know it at the time, would not know it for years, but every morning she sat in this chair and worked on drafts of her poems. M Stereopticon Twelve ways of looking at my mother Emily Bernard essay 216 | EMILY BERNARD “You wouldn’t let me cook!” my mother complained the final time we saw each other. She complained every time she told this story about the two of us in the kitchen, and she told it often. Beneath the complaint was pride in her daughter, but also pride in herself, for the balance she had struck, mothering, teaching, and tending to her family, all at the same time. She o≠ered this story to me whenever I needed to be reminded of her expectations, of the determined woman she wanted me to become. I don’t remember this story, but it is the story of my life, of my mother and me, our primal connection. For many years, I believed this ability was the sign of a true mother, a good mother: someone who executed the job seamlessly, and always put other work aside until the work of mothering was done. For years, I thought this image a portrait of my destiny, my rightful inheritance as the daughter of a mother who seemed born to the role. The story never changed, but my mother’s reading of it did. The last time we talked, she told me she had come to believe that the reason I was leaning so far over the pots wasn’t that I was born hungrily searching for stories but simply because I couldn’t see. I was prescribed glasses a few years later. visions i have always been fascinated by a bizarre event Zora Neale Hurston recorded in her 1942 autobiography Dust Tracks on a Road. She was sitting on a neighbor’s porch when she was beset by a series of visions, which she described as twelve “clear-cut stereopticon slides.” She was terrified by what she beheld. “I saw a deep love betrayed,” she wrote, “but I must feel and know it.” There was no escape from the drama ahead: “I knew that they were all true, a preview of things to come, and my soul writhed in agony and shrunk away.” I have read these passages to audiences before, but since my mother died, I have never been able to get through them without crying. This story is my favorite in the entire autobiography, which I first read during my freshman year in college. I later read this STEREOPTICON | 217 scene to my mother. I remember the look on her face, both satisfied and intrigued, as she put her finger to her lips and looked away. I had known the lines would speak to her—that we were drawn to the same thing, the promise that no matter how painful, life was always unfolding as it should, and it was possible to view all of it with the cold, clear eye of acceptance. There was something comforting in the strange promise that our lives are not, in the end, a consequence of chance or even choice, but the indi≠erent hand of fate at work. home “let’s go so we can come back” is something my mother would say. I teased her whenever she said this. It perfectly encapsulated the most important feature of her personality. Over the course of 30 years, out of the many...

Virtually There: Distant Freshmen Blended in Classes through Synchronous Online Education

Synchronous online education occurs when the students and faculty member are in different locations geographically and interaction occurs simultaneously through the internet at scheduled times. In this study I investigated the phenomenon of using synchronous online classes blended with a face-to-face classroom to complete the freshman year of college. The essence of the experience emerged around the concept of ambiguity, specifically in regard to group membership, functionality of technology, and place. This understanding of ambiguity provides a framework upon which to design practices for engaging such distance students and best promoting their learning.

A Grounded Theory Investigation Into Sophomore Students' Recall of Depression During Their Freshman Year in College: A Pilot Study.

Using a grounded theory approach, the current descriptive qualitative design was conducted with sophomore students to understand the meaning participants gave their freshman experiences with depression. Twelve participants were recruited using scripted class announcements across campus. After informed consent, interviews began with the question: What was the experience of your freshman year in college? All interviews were completed with the primary investigator and transcribed verbatim. Interviews were analyzed using constant comparative methodology. Data collection continued until saturation was achieved. Four major categories emerged, including the category of symptoms and emotions. This category included the subcategories expressions of stress, changes in eating habits, sleep issues, and procrastination. Descriptive examples of each were found throughout the interview data. With greater understanding of living with depression as a college freshman, health care and college student affairs professionals will have additional evidence to guide their practices. [Journal of Psychosocial Nursing and Mental Health Services, 56(9),44-50.].