Student perceptions of independent living skills development as a result of the residence hall experience

This mixed-methods case study examined how students perceived the development of independent living skills because of their residence hall experience. Using Astin's (1993) Inputs-Environment-Outputs (IEO) framework to guide the research methodology and analyze data, this study highlighted the importance of students living with, and among, their peers in shared living space. Sharing living spaces with peers was found to be a key contributor to developing interpersonal and intrapersonal skills. Students expressed the importance of the residence hall experience during their first year and highlighted the relationship with their Resident Assistant as the most significant residence hall intervention strategy. Upperclass students discussed wanting fewer points of contact with residence hall staff, resources, and programs. Lastly, residence hall leadership positions (Resident Assistant and Hall Government involvement) were noted as significant contributors to developing independent living skills associated with interacting with others. Findings will inform adjustments to the Resident Assistant role in upperclass student living areas and help address specific learning strategies that students shared some helpful perspective and insight regarding their effectiveness (e.g., roommate agreement). This study established a research framework that will support future research regarding the residence hall experience.

A study on various dimensions of emotional intelligence among doctors

Background: Emotional intelligence (EI) involves a combination of competencies which allow a person to be aware of, to understand the emotions of others and to use this knowledge to foster their and others success.Methods: Academic staffs teaching in private medical colleges were included. Questionnaire was sent to the doctors through online Google form to their Gmail ID. Schutte self report emotional intelligence test (SSEIT) scale was used and the questions were valued based on the Likert scale of five values. Selected socio-demographic profile of the participants and the seven dimensions of EI were studied. Descriptive statistics applied and means of various dimensions were compared. Scoring was done to find out good, average and poor EI.Results: EI of associate professor and professors was better than other two groups (junior resident/post graduate students and senior resident/assistant professor) with respect to dimensions like appraisal of emotional regulation of the self (ERS), appraisal of emotional regulation of others (ERO) and appraisal of uncategorized (UR).Conclusions: It was observed that academic staffs who were teaching in medical profession had overall average level of EI except good EI in the dimension like appraisal of emotions in the self (AES).

Post-mortem in the Victorian asylum: practice, purpose and findings at the Littlemore County Lunatic Asylum, 1886–7

This article examines the purpose of the post-mortem in the late Victorian asylum and discusses what the findings reveal about contemporary understanding of mental health. By examining the practice at the Littlemore Asylum of Oxford, the definition of the asylum post-mortem will be questioned and issues of consent and ownership of the dead body explored. It will be argued that the purpose of the examination was partly to appease the demands of the Commissioners in Lunacy, to protect the asylum against accusations of malpractice, and to appease the resident assistant medical officer’s own morbid curiosity. The examinations would therefore be better defined as dissections. This article will challenge understanding of institutional death, the legal processes required for dissection, and mental healthcare.

MEMBACA RESISTENSI TERHADAP KOLONIALISME DALAM CERPEN “SAMIN KEMBAR” KARYA TRIYANTO TRIWIKROMO

This article aims to describe the form of post-colonial resistance from the standpoint of mimicry, hybridity, ambivalence, diaspora, identity is represented on the short story works Triyanto Triwikromo Samin Twins. Samin cePen Twins lift setting colonialism in the area of Sawahlunto, Blora, Grobogan, and Bojonegoro in 1897an. This short story tells the story of Resident Assistant Blora who tried to interrogate the leader who claimed to be Samin. Instead of trying to interrogate, Assistant Resident've got a resistance of interlocutor. Assistant Resident menamkan colonial process in Blora and surrounding communities. The story contains the story of the history of the Dutch colonial times so that the right to be assessed by post-colonial theory. Operationalization of post-colonial theory in the study of literary texts illustrated by efforts to study literary text data that relates to consciousness colonized on the colonizers. Step study conducted dengana, determination of data sources, collection and classification of data, and data analysis. Postcolonial analysis is expected to help in the discovery of awareness of nationalism in order to sustain the unity of the nation.Keywords: post-colonial, resistance, short stories, Samin, Assistant Resident

Resident assistant peer training : perceptions surrounding the use and effectiveness of experienced student leaders as trainers at one small private catholic university

This qualitative case study of one small private Catholic university in the northeast examines the perceptions of experienced (i.e. second to third year staff) and inexperienced (i.e. newly hired staff) student resident assistants. Specifically, this study focuses on the observations and insights of experienced and inexperienced staff as it relates to peer presented training and the overall training curriculum. The university employees a traditional training timeline with large-scale trainings occurring immediately prior to the opening of fall and spring semesters and smaller onehour trainings occurring throughout each semester. The resident assistant staff likewise follows a common model employing a number of new, first year resident assistants as well as a smaller number of second and third year resident assistants called senior residents assistants (the word "senior" implies the student staff member has at least one year of experience; it does not reference the student's academic year). The student to resident assistant ratio is a comfortable 30:1 with students living in traditional and suite style residence halls as well as apartments for upper-division students and graduates. Overall, the residential program studied is very similar to any number of other residential programs across the country. The one possible exception is the use of experienced student staff (senior resident assistants) to train inexperienced student staff (resident assistants). While this training model is not unique to the university of study, there are data to determine how common this model is, nor has there been any research related to the student staff perceptions of the effectiveness of such a model. The results of this qualitative case study reveal the training impressions of nine resident and senior resident assistants with the aim of understanding how they experienced training, their thoughts related to the use of peer presented trainers, and how they saw peer presented trainers influencing the overall staff experience. Three themes emerged: the use of experienced student staff as teachers, mentors, and supervisors. In this study I conclude the use of experienced student staff as teachers and mentors is both appropriate in this setting and desired by both experienced and inexperienced staff. However, the use of the experienced student staff position as supervisors is not viewed as appropriate by either experienced or inexperienced student staff and is cautioned against.