Effect of Holocaust Consciousness in General and the Journey to Poland in Particular on the Fighting Spirit in the IDF

2018 ◽  
pp. 17-43
Author(s):  
Nitza Davidovitch
Keyword(s):  
Cognitive Level ◽  
Fighting Spirit ◽  
Research Findings ◽  
Level 1 ◽  
Israel Defense Forces

This chapter discusses the effect of Holocaust consciousness in general and of the journey to Poland in particular on the fighting spirit in the IDF. With the purpose of exploring to what extent Holocaust consciousness in general and the journey to Poland in particular influence the fighting spirit of former soldiers and career soldiers in the IDF (Israel Defense Forces), the authors examined two major relationships between variables, on the ethical, emotional, and cognitive level: (1) the association between the soldiers' fighting spirit and their Holocaust consciousness; (2) the association between participating in the journey to Poland and the perceived fighting spirit in the IDF. They conclude that Holocaust consciousness was found to have an effect on the fighting spirit. The journey itself, however, was found to have no effect on the fighting spirit. These research findings may illuminate one of the important projects of the IDF, “Witnesses in Uniform,” with regard to its purposes and efficacy.

scholarly journals "I didn't know it was normal": How student stress, anxiety, and confidence during COVID-19 influence student wellbeing

He Rourou ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 30-50
Author(s):  
Jeska Martin
Keyword(s):  
Student Voice ◽  
Teacher Practice ◽  
First Year ◽  
Action Research Project ◽  
Safe Spaces ◽  
Know How ◽  
Student Stress ◽  
Research Findings ◽  
Level 1 ◽  
The Impact

Students in 2020 experienced unprecedented levels of anxiety and stress as a result of the global COVID-19 pandemic. The pandemic affected not only students’ experiences of academic achievement in their first year of NCEA assessments, but also their wellbeing. This action research project, which was conducted with 23 female Pasifika Year 11 students, looked at the drivers of stress and anxiety in students, and investigated methods of minimising and managing these stressors. Another focus was the impact confidence has on agency and expectations of achievement in Level 1 NCEA. Data was collected through student voice, using small-group talanoa, one-on-one conversations, surveys, and conversations with staff. My research findings indicate that students are not aware of the prevalence, nor normalcy, of anxiety and stress experienced by people in daily life. Conversations are presented confirming that students struggle to know how to manage achievement-related anxiety or cope in a learning environment when it becomes overwhelming. This work finds that students would appreciate teachers and adults being more transparent and vulnerable about their own anxieties, and that teacher practice would improve in turn. It suggests that classrooms that serve as safe spaces for mutual sharing about anxiety allow for the sharing and construction of healthy methods for dealing with achievement-related anxiety.

scholarly journals Analisis Kebutuhan Penyusunan Perangkat Pembelajaran Tematik Berbasis HOTS (Higher of Order Thinking Skills) pada Kurikulum 2013 di SD Muhammadiyah 05 Batu

2019 ◽  
Vol 3 (2) ◽  
pp. 64-74
Author(s):  
Tyas Deviana ◽  
Dian Ika Kusumaningtyas
Keyword(s):  
Initial Conditions ◽  
Thinking Skills ◽  
Learning Activities ◽  
Learning Tools ◽  
Cognitive Level ◽  
Group Discussions ◽  
Higher Level Thinking ◽  
Thinking Ability ◽  
Level 3 ◽  
Level 1

The implementation of learning in SD Muhammadiyah 5 Batu is still new in implementing the 2013 curriculum. Related is also related to learning tools. The tools used by the teacher have not yet reached the level of HOTS (Higher of Order Thinking Skills) thinking ability as evidenced from the learning objectives in the RPP that are made only at the level 1 level (C1 - C2). Where the learning kit announces HOTS (Higher Level Thinking Skills) asking for learning activities in it to be synonymous with cognitive level 3 learning activities, namely at C4 - C6. The initial conditions in the field indicate that learning activities in the RPP are only cooperative learning and group discussions or class discussions, learning activities are less varied. Seeing the conditions that have been described, it is deemed necessary to further improve the analysis of HOTS-based device installation needs in K13. The analysis of the needs of the preparation of HOTS-based tools discusses curriculum analysis, student analysis, and analysis of field considerations. Analysis of some aspects that need to be done to study the description of the need to be developed in a learning application in the form of RPP based on HOTS that suits the needs of students, curriculum, and also the field. In addition, in order to obtain a complete and complete picture related to learning and learning tools in SD Muhammadiyah 5 Batu.

“Educated or Warehoused?”: The educational experiences of former NEET and so-called disengaged youth in a Further Education (FE) College in England

2017 ◽  
Vol 6 (1) ◽  
pp. 318
Author(s):  
Carlene Cornish
Keyword(s):  
Empirical Research ◽  
Academic Failure ◽  
Further Education ◽  
Structured Interviews ◽  
Group Discussions ◽  
Study Approach ◽  
Research Findings ◽  
Fit For Purpose ◽  
Level 1 ◽  
South East England

RPA (Raising of Participation Age) legislation re-positioned all youth in England to participate in post-16 education and training, the ultimate aim to develop ‘human capital’, i.e. skills, abilities and knowledge (Foucault 2008). However, how does RPA play out in practice with previously NEET and so-called disengaged youth engaged on a Level 1 prevocational course? Empirical research was conducted at a large general further education (FE) college in South East England, named The Site with seven tutors and twenty six students from the 2013-14 and 2014-15 cohorts. Adopting a case study approach, multiple methods of data collection were used, including classroom observations, semi-structured interviews, focus group discussions and document analysis. Key findings problematize education and highlighted complications for marginalised youth that participated in the study. Far from being a straightforward experience for former NEET and disadvantaged youth to gain knowledge and skills whilst at college, conversely, these Level 1 pre-vocational students faced multiple barriers that challenged student efforts to access essential provision in an attempt to improve on previous academic failure. Research findings revealed ‘warehousing’ appeared to be the main purpose of education for these particular students in this study. Distinctly different to stereotypical ideas, these particular students wanted to learn. In a profound way, empirical research highlighted how stringent academic conditions were powerfully used to demarcate access and predetermined which types of youth were permitted on higher levels of study programmes and apprenticeship. This study adopts a social justice framework and therefore advocated for numerous structural and pedagogical changes. Amongst others, the recommendation was made for an overhaul in government and organisational policies on GCSE provision. This study also calls for a sharpened political focus, inviting academic and government debate for a critical re-think and revamp of re-engagement provision - so it is fit for purpose for disadvantaged students.

Ultrastructural study on the development of rat amygdaloid body

1990 ◽  
Vol 48 (3) ◽  
pp. 432-433
Author(s):  
A. Manolova ◽  
S. Manolov
Keyword(s):  
Nerve Cells ◽  
Amygdaloid Complex ◽  
Amygdaloid Body ◽  
Thin Ring ◽  
Morphological Criteria ◽  
Neural Processes ◽  
Abundant Cytoplasm ◽  
Level 1 ◽  
Few Data ◽  
Oval Shape

Relatively few data on the development of the amygdaloid complex are available only at the light microscopic level (1-3). The existence of just general morphological criteria requires the performance of other investigations in particular ultrastructural in order to obtain new and more detailed information about the changes in the amygdaloid complex during development.The prenatal and postnatal development of rat amygdaloid complex beginning from the 12th embrionic day (ED) till the 33rd postnatal day (PD) has been studied. During the early stages of neurogenesis (12ED), the nerve cells were observed to be closely packed, small-sized, with oval shape. A thin ring of cytoplasm surrounded their large nuclei, their nucleoli being very active with various size and form (Fig.1). Some cells possessed more abundant cytoplasm. The perikarya were extremely rich in free ribosomes. Single sacs of the rough endoplasmic reticulum and mitochondria were observed among them. The mitochondria were with light matrix and possessed few cristae. Neural processes were viewed to sprout from some nerve cells (Fig.2). Later the nuclei were still comparatively large and with various shape.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Research Findings for the Behavioral Sciences

1993 ◽  
Author(s):  
Lawrence C. Calhoun ◽  
Amie Cann ◽  
Scott Terry
Keyword(s):  
Behavioral Sciences ◽  
Research Findings
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