scholarly journals The Role of Horticulture in Training Correctional Youth

1995 ◽  
Vol 5 (2) ◽  
pp. 185-187 ◽  
Author(s):  
Joel Flagler
Keyword(s):  
New Jersey ◽  
Personal Development ◽  
Training Programs ◽  
Self Esteem ◽  
Specialized Training ◽  
Adjudicated Youth ◽  
Rutgers University

Since 1992, Rutgers University-Cook College has been working with the New Jersey Dept. of Corrections and Division of Juvenile Services to develop and deliver training programs. One goal of this specialized training has been to make New Jersey's adjudicated youth more employable. Another goal has been to impart personal development skills that can lead to improved self-esteem and outlook.

scholarly journals Pedagogical Theory and Personality Development During Distance Learning Among Medical University Students

2021 ◽  
Vol 7 (1) ◽  
pp. 54-62
Author(s):  
Lilya O. Zub ◽  
Stanislav V. Roborchuk ◽  
Inna O. Buzdugan
Keyword(s):  
Medical Student ◽  
Distance Learning ◽  
Medical Students ◽  
Personal Development ◽  
Personality Development ◽  
Self Esteem ◽  
Scientific Development ◽  
Pedagogical Theory ◽  
The Impact

Pedagogical theory is one of the criteria for the development of personality, especially relevant in the period of distance education of medical students through self-fulfilment, self-education, self-esteem. The purpose of the study was to analyse the development of personality and establish the role of pedagogical theory in the development of the personality of the medical student. The basis of this purpose was proposed to include four stages of methodological justification, among which the first stage is the coverage of the individual as a concept and its features; the second stage – analysis of pedagogical theory and its significance in the education of medical students; the third stage of the study was to assess the role of distance learning, its positive aspects and shortcomings; the fourth stage is the connection of pedagogical theory with distance learning and their influence on the development of personality among medical students. The study evaluates the impact of pedagogical education on the development of the personality of a medical student during distance learning. The significant contribution of pedagogical theory (education and skill) in the development of the personality of a medical student during distance learning is substantiated. It is found out that during pedagogical education the medical student gets education by studying educational subjects, and receives personal and scientific development as a result. Under the influence of pedagogical education, the study identified comprehensive development, self-improvement, proper self-esteem, self-education, which is so necessary to achieve the goal and personal development in society. It is determined that during distance learning it is faster and more correct for a student to develop themselves as a personality. The correct approach of the teacher accelerates the process of development

scholarly journals The Role of The Emotional Component in The Structure of Adolescents' Independence as a Condition of Their Personal Growth

2021 ◽  
Vol 10 (3) ◽  
pp. 37-46
Author(s):  
Daria Polishchuk
Keyword(s):  
Personal Growth ◽  
Personal Development ◽  
Self Esteem ◽  
Negative Consequences ◽  
Protective Mechanisms ◽  
Sharp Drop ◽  
Emotional Component ◽  
High Level ◽  
Very High

The article presents material on the importance of independence as a condition for personal growth of adolescents. Latest research on the development of adolescents’ independence are analyzed. The development of the emotional component in the structure of adolescents' independence, which is characterized by such criteria as self-esteem and anxiety, is considered. The prevalence of low self-esteem in girls has been established, which can lead to dependence on other people's opinions, self-doubt, depression and apathy. The boys have a predominance of a very high level of self-esteem, which can have negative consequences in the form of refusal to work on their further personal development and problems in relationships with others. A sharp drop in confidence at the end of adolescence was found. It is associated with the irreversibility of awareness of the end of childhood and taking full responsibility for the acts of adolescents. It is also determined that modern adolescents have a low level of anxiety. That means, that they do not feel emotional discomfort, which is associated with the expectation of a threat. But it could also mean that there was the presence of protective mechanisms and reluctance to talk about this topic. The importance of independence development in adolescence is showed.

Naming the Frame: the Role of the Pre-Interpretive in Theatrical Reception

1997 ◽  
Vol 13 (50) ◽  
pp. 161-170 ◽  
Author(s):  
Ian Watson
Keyword(s):  
New Jersey ◽  
Performing Arts ◽  
Visual And Performing Arts ◽  
Rutgers University ◽  
The Everyday ◽  
Suspension Of Disbelief

When is a theatre event not a theatre event? Where, in the shifting relationships between (and even the shifting definitions of) actor and audience in modern and postmodern performance, is a useful line to be drawn – if only for purposes of analysis and discussion? How adequate are such traditional concepts as the ‘suspension of disbelief’, when the distinction between the ‘realities’ of the theatre and of the everyday begin to merge or dissolve? Ian Watson, an advisory editor of NTQ who teaches in the Department of Visual and Performing Arts at the Newark Campus of Rutgers University, New Jersey, here explores how the issue is affected by the differing pre-interpretive perspectives of performers and spectators. In this light he describes three recent theatre events – the Broadway production of Death and the Maiden, Harold Pinter's London production of Circe and Bravo, and an instance of Augusto Boal's ‘Invisible Theatre’ – to suggest that it is in these perceptual variations that the clue to understanding theatrical reality may lie.

Social and Temporal Comparisons as Moderators of Psychological Resources Associations With Wellbeing

2016 ◽  
Vol 37 (2) ◽  
pp. 96-104 ◽  
Author(s):  
Hasida Ben-Zur
Keyword(s):  
Life Satisfaction ◽  
Positive Affect ◽  
Subjective Wellbeing ◽  
Social Comparisons ◽  
Self Esteem ◽  
Psychological Resources ◽  
Low Levels ◽  
Age Range ◽  
General Wellbeing

Abstract. The current study investigated the associations of psychological resources, social comparisons, and temporal comparisons with general wellbeing. The sample included 142 community participants (47.9% men; age range 23–83 years), who compared themselves with others, and with their younger selves, on eight dimensions (e.g., physical health, resilience). They also completed questionnaires assessing psychological resources of mastery and self-esteem, and three components of subjective wellbeing: life satisfaction and negative and positive affect. The main results showed that high levels of psychological resources contributed to wellbeing, with self-enhancing social and temporal comparisons moderating the effects of resources on certain wellbeing components. Specifically, under low levels of mastery or self-esteem self-enhancing social or temporal comparisons were related to either higher life satisfaction or positive affect. The results highlight the role of resources and comparisons in promoting people’s wellbeing, and suggest that self-enhancing comparisons function as cognitive coping mechanisms when psychological resources are low.

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