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San Bernardino, CA, United States

California State University, San Bernardino, is a public university and one of the 23 general campuses of the California State University system. The main campus sits on 441 acres in the suburban University District of San Bernardino, California, United States, with a branch campus of 40 acres in Palm Desert, California, opened in 1986. In 2013, California State University, San Bernardino was named a 2014 Best College in the Western Region by The Princeton Review for the tenth straight year in a row, ranking CSUSB among the top 25 percent of universities across the nation. Back in 2011, California State University, San Bernardino’s College of Business and Public Administration was recognized by European CEO Magazine as one of the top 20 schools of business in the world and one of the world's 18 most innovative business schools.Founded in 1965, Cal State San Bernardino's enrollment annually tops 17,500.The university offers 138 types of Bachelor's degrees, 67 Master's degrees, one Doctoral degree , and 23 teaching credentials.CSUSB's sports teams are known as the Coyotes and play in the California Collegiate Athletic Association in the Division II of the National Collegiate Athletic Association. The nickname was inspired by the coyotes that inhabit the area around the campus, which lies on the foothills of San Bernardino Mountains. The CSUSB women’s volleyball team has won six CCAA and three West Region titles. The men’s soccer team went to the NCAA Division II national semifinals, capturing the university’s first California Collegiate Athletic Association title. Wikipedia.


Frisvold G.B.,University of Arizona | Konyar K.,California State University, San Bernardino
Water Resources Research | Year: 2012

This study examined how agriculture in six southwestern states might adapt to large reductions in water supplies, using the U.S. Agricultural Resource Model (USARM), a multiregion, multicommodity agricultural sector model. In the simulation, irrigation water supplies were reduced 25% in five Southern Mountain (SM) states and by 5% in California. USARM results were compared to those from a "rationing" model, which assumes no input substitution or changes in water use intensity, relying on land fallowing as the only means of adapting to water scarcity. The rationing model also ignores changes in output prices. Results quantify the importance of economic adjustment mechanisms and changes in output prices. Under the rationing model, SM irrigators lose $65 in net income. Compared to this price exogenous, "land-fallowing only" response, allowing irrigators to change cropping patterns, practice deficit irrigation, and adjust use of other inputs reduced irrigator costs of water shortages to $22 million. Allowing irrigators to pass on price increases to purchasers reduced income losses further, to $15 million. Higher crop prices from reduced production imposed direct losses of $130 million on first purchasers of crops, which include livestock and dairy producers, and cotton gins. SM agriculture, as a whole, was resilient to the water supply shock, with production of high value specialty crops along the Lower Colorado River little affected. Particular crops were vulnerable however. Cotton production and net returns fell substantially, while reductions in water devoted to alfalfa accounted for 57% of regional water reduction. © 2012. American Geophysical Union. Source


Ricco R.B.,California State University, San Bernardino | Overton W.F.,Temple University
Developmental Review | Year: 2011

Many current psychological models of reasoning minimize the role of deductive processes in human thought. In the present paper, we argue that deduction is an important part of ordinary cognition and we propose that a dual systems Competence ←-→ Procedural processing model conceptualized within relational developmental systems theory offers the most coherent and productive framework for integrating and explaining the sometimes conflicting findings on the development of deductive reasoning across the lifespan. This model invokes a distinction that is quite similar to, though not identical with, the system 2-system 1 dichotomy employed in other dual systems models. In addition, the Competence ←-→ Procedural processing model maintains the more specific distinction between algorithmic and reflective subsystems of system 2. In this account, the algorithmic system is represented as a kind of mental logic while the reflective system is the seat of practical and epistemic self-regulation, including emergent epistemic and metalogical norms. While the proposed systems of mind often appear as split-off component features in other dual systems models, relational developmental systems theory conceives of them as the highly complex and relationally integrated outcome of a self-organizing and self-regulating adaptive developmental process. © 2011 Elsevier Inc. Source


Jennings T.,California State University, San Bernardino
Journal of LGBT Issues in Counseling | Year: 2014

The sexual orientation-related content of 60 school counselor preparation programs across 22 U.S. states is described. The findings include the percentage of curricular time devoted to sexual orientation-related topics, the specific sexual orientation-related topics addressed, and the locations of sexual orientation-related curriculum within programs (e.g., foundations, methods, and fieldwork/practica). The research also investigated any relationship between sexual orientation-related curriculum and faculty demographics and Council for Accreditation of Counseling and Related Education Programs (CACREP) accreditation. Findings and recommendations are addressed in light of CACREP and American School Counselor Association (ASCA) standards. © 2014 Copyright Taylor & Francis Group, LLC. Source


Lachausse R.G.,California State University, San Bernardino
Journal of American College Health | Year: 2012

Objective: To determine the impact of My Student Body (MSB)-Nutrition, an Internet-based obesity prevention program for college students. Participants: Three hundred and twenty ethnically diverse undergraduate students were randomly assigned to 1 of 3 conditions: MSB-Nutrition program, an on-campus weight management course, and a comparison group. Methods: Students completed baseline and follow-up surveys regarding their nutrition and physical activity behaviors, self-efficacy, stress, attitudes, and body weight. Results: Compared with the on-campus course and a comparison group, the MSB-Nutrition program increased fruit and vegetable consumption, reduced stress, and increased fruit and vegetable self-efficacy but had no significant effect on students exercise self-efficacy, exercise behavior, or weight loss. Conclusions: The MSB-Nutrition program was effective in changing students nutrition behaviors but had no effect on physical activity behaviors or weight loss. Suggestions for improving Internet-based interventions aimed at decreasing obesity rates among college students are offered. © 2012 Copyright Taylor and Francis Group, LLC. Source


Marx M.,California State University, San Bernardino
Journal of Nursing Management | Year: 2014

Aim: This study examined the structural barriers to communication for first-line nurse managers with their staff nurses. Background: The delivery of quality care depends on effective communication in hospital units. First-line nurse managers are central figures in networks whose responsibility is to communicate information from the senior management to staff nurses. Methods: The data were collected using face-to-face interviews with first-line managers at two US hospitals The interviews were transcribed and coded with limited use of the qualitative software atlas Interview questions focused on work experiences of managers with special emphases on communication. Results: Structural barriers that influenced managers' communication included the amount of face-to-face interaction with nurses, the amount of information to communicate, levels of formalization, outreach to all nurses, time constraints and nurses' subcultural networks These factors compromised managers' ability to communicate effectively with nurses. Conclusions: Managers should carefully examine how structure affects communication recognizing that some dynamics of structure cannot be changed but that they can influence others, such as formalization and communication networks. Implications for nursing management: Managers should examine their own positioning within nurses' networks and demonstrate to nurses that their expertise contributes to the collaborative capital upon which nursing practice depends. © 2014 John Wiley & Sons Ltd. Source

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