Developing Resilience through Experiences

2017 ◽  
pp. 287-303
Author(s):  
Jennifer L. Penland
Keyword(s):  
Change Agents ◽  
External Support ◽  
Academic Learning ◽  
First Year ◽  
Resiliency Theory ◽  
School Year ◽  
Current State ◽  
Learning Programs ◽  
Under Construction ◽  
First Year Seminar

The principal focus of this chapter is resiliency theory, as an expanding ideology attempting to provide supportive resources with suggestions for how education practitioners might function, as positive social change agents in organizations and institutions. Elemental to current transformational and remedial trends under construction in organizations and institutions, education practitioners are increasingly responsible for distressed student populations. Scholars from various disciplines have contributed to the current state of this ideological reformulation, titled resiliency theory, while research investigations presently continue to unfold and develop. Data were gathered electronically from First Year Seminar instructors during the 2015 school year from faculty questionnaires with eight questions focusing on the following areas: engaging topics, successful instructional strategies and benefits of FYS courses. Findings suggested: 1) strengthened positive external support systems, such as mentoring and experiential learning programs, 2) increased personalized academic learning environments, and 3) affirmation of the “value” in higher education.

scholarly journals Depression following traumatic brain injury: a comprehensive overview

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Marc Fakhoury ◽  
Zaynab Shakkour ◽  
Firas Kobeissy ◽  
Nada Lawand
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Health Concern ◽  
First Year ◽  
Comprehensive Overview ◽  
Symptoms Of Depression ◽  
Current State ◽  
Post Traumatic ◽  
Brain Changes

Abstract Traumatic brain injury (TBI) represents a major health concern affecting the neuropsychological health; TBI is accompanied by drastic long-term adverse complications that can influence many aspects of the life of affected individuals. A substantial number of studies have shown that mood disorders, particularly depression, are the most frequent complications encountered in individuals with TBI. Post-traumatic depression (P-TD) is present in approximately 30% of individuals with TBI, with the majority of individuals experiencing symptoms of depression during the first year following head injury. To date, the mechanisms of P-TD are far from being fully understood, and effective treatments that completely halt this condition are still lacking. The aim of this review is to outline the current state of knowledge on the prevalence and risk factors of P-TD, to discuss the accompanying brain changes at the anatomical, molecular and functional levels, and to discuss current approaches used for the treatment of P-TD.

Restoration and Renewal? West Germany since 1945

1999 ◽  
Vol 8 (3) ◽  
pp. 487-497
Author(s):  
John Perkins
Keyword(s):  
New York ◽  
West Germany ◽  
First Year ◽  
German Studies ◽  
First Year Students ◽  
Postwar Germany ◽  
Modern Germany ◽  
Ann Arbor ◽  
Soziale Marktwirtschaft ◽  
Under Construction

A. J. Nicholls, The Bonn Republic: West German Democracy, 1945–1990 (London: Longman, 1997), 341 pp. ISBN 0–582–49230–0 PPR; 0582–4931–9 CSD. Hb £44. Pb £14.99.Gerhard A. Ritter, Über Deutschland: Die Bundesrepublik in der deutschen Geschichte (Munich: Verlag C. H. Beck, 1998), 303 pp., DM 39 80, ISBN 3–406–44039–8.Rebecca L. Boehling, A Question of Priorities: Democratic Reforms and Economic Recovery in Postwar Germany, Monographs in German History 2 (Providence RI and Oxford: Berghahn Books, 1996). 301 pp., IBSN 1–571–81035–8.Anne Sa'adah, Germany's Second Chance: Trust, Justice, and Democraticization (Cambridge, MA: Harvard University Press, 1998). 352 pp., £24.95, ISBN 0–674–35111–8.Volker Hentschel, Ludwig Erhard, die ‘Soziale Marktwirtschaft’ und das Wirtschaftswunder: Histo-risches Lehrstück oder Mythos. (Bonn: Bouvier Verlag, 1998), 95 pp., IBSN 3–416–02761–2.Robert G. Moeller, ed., West Germany under Construction: Politics, Society, and Culture in the Adenauer Era (Ann Arbor: University of Michigan Press, 1997). 462 pp., IBSN 0–472–09648–6 (hb), 0–472–06648–X (pb.). Peter James, ed., Modern Germany (London & New York: Routledge, 1998), 220 pp., IBSN 0–415–15034–5.For those who for whatever reason acquire an interest, the study of Germany since 1945 has to begin somewhere. It is hard to conceive of a more elementary introduction than that edited by Peter James and comprising the contributions of colleagues in the Department of German at the University of Northumbria plus his own. Although ‘aimed at all those who have an interest in life and society in modern Germany’, it is basically an introductory text for first-year students of German Studies. According to the editor of the slim volume, ‘Clearly the text is not intended to be exhaustive’; although one of the contributions, according to the blurb, claims to provide an ‘in-depth treatment of Germany's coming to terms with its past’ - within sixteen pages!

A First-Year Seminar on Cryptography

Cryptologia ◽  
2013 ◽  
Vol 37 (4) ◽  
pp. 305-310 ◽  
Author(s):  
Darren Glass
Keyword(s):  
First Year ◽  
First Year Seminar

scholarly journals Thinking Through Improvisation: Do General Improvisation Studies Belong in a Liberal Arts Curriculum?

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Dominic Poccia
Keyword(s):  
Risk Taking ◽  
Liberal Arts ◽  
Creative Thinking ◽  
Reading Performance ◽  
First Year ◽  
Subjective Experiences ◽  
Arts Curriculum ◽  
Creative Problem ◽  
Liberal Arts Students ◽  
First Year Seminar

Thinking Through Improvisation implies two meanings: 1) carefully examining all that improvisation encompasses including how it is practiced, and 2) using improvisation to generate ideas or performances. Using a First Year Seminar course I taught for 20 years, I illustrate how a general course in improvisation can introduce students to improvisation as a way of thinking in diverse fields and can strengthen liberal arts skills in critical and creative thinking. Interdisciplinary and multicultural approaches are readily incorporated as are a range of activities including writing, critical reading, performance, and creative problem solving. Risk taking, trust, creativity, adaptability, teamwork, respect for knowledge, abstract and practical thinking and the joy of creative discovery are explored through discussion and practice of improvisation. Scientific explanations of improvisation are compared to subjective experiences of improvisational performance. These activities lay a groundwork for creative explorations of the discipline-oriented curriculum in the range of fields subsequently encountered by liberal arts students.  

scholarly journals “Developing Capabilities”. Inclusive Extracurricular Enrichment Programs to Improve the Well-Being of Gifted Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Ana María Casino-García ◽  
María José Llopis-Bueno ◽  
María Gloria Gómez-Vivo ◽  
Amparo Juan-Grau ◽  
Tamar Shuali-Trachtenberg ◽  
...  
Keyword(s):  
Gifted Students ◽  
Well Being ◽  
First Year ◽  
Subjective Well Being ◽  
School Students ◽  
Enrichment Programs ◽  
School Year ◽  
Enrichment Program ◽  
Educational Inclusion ◽  
The Impact

The educational inclusion of gifted students requires not only equity but also emotional accessibility and social participation. However, different studies indicate that gifted students constitute a vulnerable group (for example, the incidence of bullying is higher). Psychosocial variables are determinants for the development and expression of giftedness, particularly during adolescence. This study analyzes the impact of an inclusive extracurricular enrichment program for gifted secondary school students on the well-being of adolescents. The program was based on the enrichment model of Renzulli and Reis (2016). The objective was to develop a cluster to facilitate high-achieving learning in collaboration with teachers, administrators, and guidance counselors from their schools as well as university professors and students that would address their emotions and socialization across the board and benefit or involve their peers in their regular classrooms. The intervention took place over two years: eight sessions, one afternoon per week, for five months during each school year. The sample consisted of 47 students from the first and second years of compulsory secondary education (Educación Secundaria Obligatoria - ESO) (age, mean (M) = 12.57, standard deviation (SD) = 0.82) during the first year and 27 students from the first, second, and third years of ESO (age, M = 13.48, SD = 0.94) during the second year; 61.4% were girls. Participants completed a questionnaire before (T1) and (T3) and after (T2) and (T4) each intervention. The results show better outcomes for psychological and subjective well-being, more positive moods, and a significant reduction in school fears. The results from this study indicate the importance of educational screening and support for gifted students to promote their well-being through collaborative enrichment activities.

scholarly journals Improving the efficiency of planning training hours for cadets’ weapon practice

2020 ◽  
Vol 26 ◽  
pp. 00088
Author(s):  
Zinaida Kuznetsova ◽  
Aleksey Chaban ◽  
Larisa Kotkova ◽  
Ruslan Miftakhov ◽  
Stanislav Kuznetsov
Keyword(s):  
Mental Stress ◽  
Professional Training ◽  
Military Training ◽  
First Year ◽  
Sports Training ◽  
Basic Principles ◽  
School Year ◽  
Adaptation Mechanisms ◽  
Definition Of ◽  
Methodological Aspects

Cadets’ weapons practice is one of the important components of professional training. Its success is in the training hours’ distribution and mastering the main tasks at the early stages of military training. The correct distribution of weapon practice means and methods is very important. Planning of all weapon practice means begins with the definition of conditions and logistics. It is important to implement the principles of sports training. The implementation of the sports training basic principles during the school year allows expanding the cadets ’ body adaptation mechanisms to daily physical and mental stress. The development of innovative technologies for planning hours and the implementation of weapon practice tools allows to optimize and improve the effectiveness of cadets’ military training from the first year. Methodological aspects of planning and calculating hours by types of cadets’ weapon practice are presented, taking into account the tasks and direction of the training tools implementation. Difficulties are analyzed and ways to eliminate them in the process of improving the cadets weapon practice are found. The key tasks in the structure of weapon practice and the direction of their implementation are defined. The author’s version of cadets’ weapon practice planning allows to control and adjust both physical and mental loads.

scholarly journals Impact of first-year seminar on student engagement, awareness, and general attitudes toward higher education

2018 ◽  
Vol 10 (1) ◽  
pp. 15-30 ◽  
Author(s):  
Bothaina A. Al-Sheeb ◽  
Mahmoud Samir Abdulwahed ◽  
Abdel Magid Hamouda
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Positive Impact ◽  
First Year ◽  
Content Type ◽  
College Of Law ◽  
First Year Seminars ◽  
Campus Resources ◽  
The Impact ◽  
First Year Seminar

Purpose This study intends to add to the existing body of literature on the impact of a newly implemented first year seminar in the College of Law and Business. The purpose of this paper is to evaluate the effects the course have on students in regard to three aspects: student awareness and utilization of resources, interaction patterns, as well as, general interests and attitudes toward higher education. Design/methodology/approach The methodology of the assessment included analysis of a survey that has been conducted by the end of Spring 2014 semester. A quasi-experimental design was implemented to measure the impact of the intervention on students’ awareness and utilization of resources, interactions, general interests, and attitudes toward higher education. Through the SPSS application, the Mann Whitney U Test, and χ2 tests were used to check for significant differences while comparing the means or frequencies for both groups. For the three questions, the authors have used the 90 percent confidence level and the standard significance level p-value of 0.05 or less for statistical analysis. Findings The results indicated that the course had a highly significant positive impact on student attitudes and awareness of campus resources but had less significant impact on student interactions and utilization of resources. The results in this study reveal a positive impact for the first-year seminar course on student satisfaction and attitudes toward higher education as well as their awareness of campus resources. However, in terms of the course impact on student interaction, results conveyed that students who have participated in the first-year seminar course show a slightly better interaction rate with instructors, academic advisors, and close friends than those in the control group. Research limitations/implications The main limitation of this study was that the sample was small. Nonetheless, it has provided valuable insights into the understanding of the social and academic impact of first-year seminars on student engagement; through the use of comparison groups, this study increased the validity of prior research. Practical implications The first-year seminar course evaluated in this study demonstrated the potential to support and enhance student social and academic engagement during the first year of college. Based on the results in this study, the study team recommended some revisions to the current first-year seminar model (UNIV P100 Skills for University Success). The team proposed three models for subsequent first-year seminars at this university. Originality/value This study adds to the existing literature by examining the impact of a newly implemented first-year seminar course at the College of Law and Business at this university on both academic and non-academic aspects from the students’ perspective. These aspects were selected as retention and GPA effects have been widely explored; therefore, the focus is on the less studied emotional and social factors associated with student success and retention. The results from this study can act as a guide for universities intending to introduce a first-year seminar course as it gives clear guidelines on design, content, and course implementation, which can be useful in enhancing general student motivation and attitudes toward academic study and higher education in general.

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