Passionate Students Research Articles

Psychological Characteristics of Students with Passion for Studying.

Passion for studying can be considered a significant factor that promotes well-being and mental health in students. This study aimed to examine whether the psychological characteristics of students with a passion for studying differed from those of students without one. To compare these two groups, we used a set of different psychological variables (e.g., academic burnout and vitality), as well as integrated both person-centered (i.e., group comparison research) and variable-centered (i.e., correlational analysis) approaches. During classes, one hundred and fifty-four students from a Polish university completed a comprehensive set of short self-report questionnaires online on different psychological characteristics, including variables related to studying (i.e., passion for studying, academic burnout, and general academic self-efficacy), psychopathology symptoms, perceived stress and somatic complaints, as well as personal resources (vitality, resilience, self-esteem, and optimism). We noted multiple statistically significant differences in psychological characteristics between the two studied groups of students. Thus, harmonious passionate students tended to have more favorable psychological characteristics within variables related to studying, mental or somatic health symptoms, and personal resources compared to the non-passionate students. A harmonious passion for studying seems to have potential health-promoting and health-protecting effects, whereas a lack of passion for studying may lead to less favorable outcomes.

Academic passion, perceived stress and sleep quality evaluated among medical students of private medical colleges in North Kerala

Background: Passionate doctors are required for a better health care system. Increased professional and academic requirements increase risk of developing stress and sleep disruption. This study aims to determine the academic passion, stress and sleep quality among medical students and explore the associations among them, which helps to create awareness to improve the mental and physical health of future doctors. Methods: This cross-sectional study among 649 MBBS students was done at 3 private medical colleges in North Kerala during 2019-2020 using a semi-structured 31-item questionnaire containing 4 sections: socio-demographic information, academic passion, perceived stress, and sleep quality. Data collected in 30 minutes from study participants in campus setting was entered in MS excel and analyzed using SPSS-20. Result: A 61.6% were women and 38.4% were men. 48% had chosen the profession because of parental pressure, relatives and friends. 51% were passionate about the medical profession. 69% of students were under high perceived stress (mean PSI score 33.54±8.71 SD). 48% of students were poor sleepers (mean PSQI score 6.11±3.45). A 15.6% of participants relied on medication for sleep at least once a month. Passion showed a significant association with stress (p<0.001) and sleep (p<0.001). Passionate students had less perceived stress and lower sleep quality. Conclusions: Apart from one's own desire, other factors influenced students to choose MBBS. Only half of the participants were passionate. There is a high prevalence of stress and poor sleep quality among medical students. Passion has an imperative role in one’s life quality.

Promoting Sexual and Gender Minority Health Clinical Skills Training for All Medical Students.

Despite societal, legal, and cultural improvements in their well-being, sexual and gender minority (SGM) people in the United States still face substantial physical and mental health disparities that are exacerbated by physician stigma and lack of training. Although there have been efforts at medical schools nationwide to address these disparities and interweave SGM health education into existing preclerkship courses, opportunities to practice related clinical skills during the clerkship years remain largely elective. Furthermore, national survey data from 2020 indicate that SGM Americans continue to delay or avoid medical care because of physician discrimination. By providing predominantly opt-in opportunities for hands-on SGM health clinical training, educators risk perpetuating existing structural inequities and widening health disparities. In this article, the authors advocate for required SGM health clinical training for all undergraduate medical students, regardless of intended specialty. They highlight 3 types of elective SGM health clinical training models currently in use at medical schools across the country, including student-run clinics, advanced electives, and longitudinal scholarly concentrations. Using these examples, the authors then outline ways that educators can interweave required SGM health clinical training into undergraduate medical education, including with the recruitment and retention of SGM faculty, staff, and students; required SGM standardized patient experiences; the integration of SGM clinical opportunities throughout the core clerkships; and partnerships with SGM health centers. Using these methods, medical schools can mobilize passionate students, faculty, and leaders to both counter the bigotry and hate faced by SGM populations and develop innovative strategies to improve SGM patient health outcomes and expand opportunities for SGM health scholarship.

Building interest in psychiatry: Could peer-to-peer learning be a way forward in improving engagement in psychiatric education amongst medical students?

IntroductionStigma, stereotypes, and preconceptions have meant psychiatry has been subject to poor engagement from medical students when compared to other specialties. Whilst efforts have been made to understand reasons for this and formulate strategies to build interest, the problem still exists.ObjectivesThis piece explores whether giving those with a passion for psychiatry a platform to share this could gradually but positively influence their peers and thus, be a potential way to drive engagement in psychiatry as a career.MethodsAdvanced literature searches explored items such as engagement in psychiatry and benefits of peer-to-peer education. CASP checklists facilitated selection and appraisal of literature for use in this discussion. Key themes were identified and used to formulate suggestions for the use of peer-to-peer teaching in building interest in psychiatry.ResultsThematic analysis of the data found 4 main themes relating to engagement in psychiatry. Current strategies to improve this have varying impact and include clinical exposure, using patients with lived experience in learning and enrichment activities, whilst the main negative influence is a long-standing stigma and stereotype around psychiatry. Three themes regarding the relevant benefits of peer-to-peer teaching were found, being peer-to-peer connection, peer influence and means to overcome stigma.ConclusionsThree key strategies for the use of peer to peer learning are suggested. These are ‘learning from students with lived experience’, ‘peer-teaching from passionate students prior to clinical exposure’ and ‘using peer learning to initially introduce topics in psychiatry in a relatable manor’.

Beyond making a profit: Using the UN SDGs in entrepreneurship programs to help nurture sustainable entrepreneurs

ABSTRACT We examine the entrepreneurial journeys of two students as they transit from entrepreneurship students to sustainable entrepreneurs. Among the lessons from the two cases, we highlight the importance of early exposure to sustainability and the United Nations Sustainable Development Goals, the positive role of an entrepreneurial education program, and the critical role of a supportive entrepreneurial ecosystem that includes diverse and passionate students along with supportive faculty and mentors. These lessons can be applied to help other students and young entrepreneurs who are mission-driven to make a difference through sustainable entrepreneurship.

Passion in University: The Role of the Dualistic Model of Passion in Explaining Students’ Academic Functioning

The dualistic model of passion proposes that harmonious and obsessive passions play distinct roles in predicting individuals’ functioning. Few research projects explored the contribution of passion for one’s studies and none to our knowledge used a person-centered approach. This study aimed to identify passion profiles toward one’s studies and to compare students’ academic functioning (burnout, engagement, satisfaction, dropout intentions, and achievement) as a function of their passion profile. Results of latent profile analysis demonstrated the presence of four profiles: High (high harmonious and obsessive passions), Moderate (moderate harmonious and obsessive passions), Low (low harmonious and obsessive passions), and Optimal (high harmonious passion and low obsessive passion) in a sample of 460 university students. Overall, highly passionate students (High and Optimal profiles) reported the most positive indices of academic functioning while students in the Low profile evidenced the worst levels of academic functioning. Implications of research and intervention on academic passion are discussed.

ANALYSIS OF STUDENT FORMULA CAR FOR OPTIMUM SAFETY AND PERFORMANCE

The Formula Student competitions are held everyyear. This paper is the result of the analysis done on the sample car design that can be presented in the Formula Student competition. The purpose of the paper is to provide a final summary on chassis analysis and structural performance. It also talks about all the important analysis that is to be done on a Formula Student car to make it safe and perform well on the track. The design has been made such that it focusses on maximum adjustability, reliability, performance, safety, weight reduction and ease of manufacturing. The analysis was done to make sure the objectives of design are fulfilled. After going through many papers, documents, blogs and videos we found that many people get confused about the loading conditions and boundary conditions for different types of tests so this paper prioritizes to make people understand about those conditions as well as about the major tests required to perform complete analysis of Formula Student cars. The weight of the chassis was calculated as 36 kg approximately according to the data obtained from design modeler of Ansys workbench as well as Solidworks. The design sustained all the loading conditions and passed all the tests. Thus, one of the objective of this paper is to help other universities and passionate students to successfully design and analyze their cars that can pass all necessary tests included in the paper. KEYWORDS—Formula Student; FEA; Boundary Conditions; Loading Conditions; Ansys; Solidworks

Portrayal of Women in Chetan Bhagat’s Novels

Chetan Bhagat presents the realistic pictures of modern women. He delves into the themes of the empowerment of women. He talks about women empowerment in realistic manner. His women characters are educated girls, loving daughters, passionate students, faithful friends, enthusiastic workers and dear beloveds. They are ready to face challenges, situations and risks. The present article explores the concept of the social reflection and concept of modernity and how through the delineation of the various characters he portrays the contemporary women and their struggle and well as situation in the society and world.

When Self-Compassion Loses its Luster: Ratings of Self-Compassionate and Self-Critical Responding among Passionate Students

People generally recognize the benefits of responding to failures with self-compassion (i.e., with self-kindness, a sense of common humanity, and mindfulness) rather than self-criticism. In this research, we replicated this effect with passionate students who had all reported that academics was a pursuit that they enjoyed and was important to them, and tested if it was influenced by levels of harmonious passion (a balanced and flexible engagement in academics), and obsessive passion (a rigid and uncontrollable desire to pursue academics). Passionate students (n = 241) reported how they would evaluate themselves (e.g., confident) and the anticipated outcomes that they expected to occur (e.g., goal achievement) if they were to respond to academic difficulties with either self-compassion or self-criticism. Results showed that many of the advantages that students believed self-compassion had over self-criticism, such as enhanced future performance and feelings of confidence and success, disappeared when academic passion involved high levels of obsessive passion and low levels of harmonious passion (i.e., pure obsessive passion). To promote self-compassion in academics, these findings suggest that the benefits of self-compassion need to be emphasized for students with pure obsessive passion.

Modern counterfeit techniques of Roman coins – with own examples

The ever-expanding demand of the collectors society can only partially be satisfied by the old collections and the newly discovered coins, therefore the more and more effort is put into counterfeiting throughout the world. Because the collectors’ skills and qualifications differ greatly, thus the primitive copies can also be sold, as well as the more elaborately produced ones. Often they even appear in the lots of the most renowned auctions houses. They make their way into collections, and later appear again mixed together with original ones on the market. Then either they are considered them as known fakes, or they can also be sold to an enthusiastic noviceat a fair or on the internet. Besides there is also a risk that they end up in public collections as donations, and they are published by passionate students working on their BA or MA thesis. It is also common amongst smugglers, therefore the experts examining these pieces also need to have a knowledge of this field. The crossing of borders with copied coins is not illegal in most European countries, but it is with original ones. I will list some cases from recent years together with the most common production techniques that caught my attention, when hunting for new pieces for my collection. With this paper I only intend to direct the attention to these counterfeiting practices, as I am sure it is not in the interest of the auction houses to sell fake coins, but mistakes can occur, since the auctions are organised by humans.

The Interventional Radiology Interest Group: An Integral Tool for Medical Student Recruitment

Education is evolving in the field of interventional radiology. Technical skills are no longer the primary focus of training, while a stronger emphasis is placed on longitudinal patient care. Interventional radiologists are now expected to perform rounds on their patients in the hospital and promote continuity of care in the outpatient setting (Murphy et al. Semin Intervent Radiol 2005;22:6-9). The recent establishment of residency programs in interventional radiology (RPIR) aims to foster this transition by integrating clinical rotations such as the intensive care unit and expanding resident time in the clinic (Siragusa et al. J Vasc Interv Radiol 2013;24:1609-12). With the new training model comes a greater need for early exposure of medical students to the field, as trainees now apply for RPIR during their 4th year of medical school. To address this issue, interventional radiology interest groups (IRIGs) have been developed by passionate students with a desire to educate their colleagues and further their own knowledge of IR. IRIGs inform medical students about the specialty through unique activities such as hands-on device workshops and information sessions. In coordination with supportive advisors, IRIGs play a vital role in recruiting talented trainees, many of whom may well become the next leaders of our field. This article will discuss the process of starting an IRIG and how to maximize available resources to foster its success.

High Touch Approach and Its Relationship with Students’ Learning Outcomes at IAIN Bukittinggi

Learning without students’ center tends to create less passionate students in following the lecture. They tend to ignore their lecturer. They have less attention, and try to create ineffective conditions, therefore, the learning atmosphere will become less effective to achieve the intended goals. The purpose of the research is to determine the process of learning, the implementation of High Touch approach, and factors that influence its implementation. Classroom action research approach was used at department of mathematics which involve students who enroll at academic year 2016/2017 IAIN Bukittinggi. The research was done in two cycles in which one cycle conducted three meetings. The instruments used were observation, essay questions, and tasks given to students. The results show that there is an improvement in students’ participation and activeness in learning when their lecturer builds learning experience through reinforcement, affection, guide, directive action, and good modeling by student–center andself-learning activities, and independent learning skill orientations showed in cycle I and II. It implies that implementing high touch may lead students to be more active, creative, and fun in learning.

The Use of a Therapeutic Jurisprudence Approach to the Teaching and Learning of Law to a New Generation of Law Students in South Africa

In rapidly changing social, economic and intellectual environments it is imperative that teaching and learning should be transformed from being primarily concerned with the transmission of knowledge (learning about) to being primarily concerned with the practices of a knowledge domain (learning to be). Law lecturers are faced with a new generation of law students, many of whom may be the first in their families to enter university, and one of the important challenges that we face, when educating law students, is how to enable these students to take their place in a very important profession. To meet this challenge it is necessary to instill skills that will be beneficial to the profession, future clients and the community as a whole. We at the University of Johannesburg are endeavouring to do so through embracing a therapeutic jurisprudence approach that focuses on the well-being of the student, the client and the community.
 
 The integration of therapeutic jurisprudence throughout the law student's studies, starting with orientation and continuing through to the final-year clinical experience, will enhance the therapeutic outcomes for all of the parties involved. A therapeutic jurisprudence approach, combined with appropriate teaching and learning methods, will enhance the student's interpersonal skills and writing and reading skills.
 
 The teaching methods invoked include role-play to transform formal knowledge into living knowledge, thereby stimulating students' natural practical curiosity and creating a learning environment that supports collaboration and encourages students to act purposefully in such an environment.
 
 This article discusses the teaching of first-generation students and how to overcome the existing social, cultural, economic and linguistic barriers by using a therapeutic jurisprudence approach, while upholding the values that should guide legal practice, such as integrity and respect for diversity and human dignity. The constitutional imperative of access to justice for all underlines the importance for law teachers of incorporating therapeutic jurisprudence in their teaching methods.
 
 In South Africa, law lecturers face many challenges in teaching law students and first-generation students. Passionate teachers will produce passionate students and realise that they have the power to transform thoughts, policies and lives. Students should be reminded that law is not just about financial rewards, but the ultimate reward of contributing to the betterment of society.
 
 The legal profession expects us to produce a well-rounded graduate for entry into the profession. This necessitates that our teaching methods be appropriate to prepare the student for an entry level of competence for the legal profession. Therapeutic jurisprudence creates the opportunity for the lecturer not only to equip the student with the skills required by the profession but to implement teaching methods that will prove to be beneficial for all of the role-players involved. The honing of skills such as legal writing and oral advocacy from the first year of study creates the opportunity for the students to develop to their full potential. In order to support a meaningful, integrated teaching approach, the development of skills is expanded on during each year of study and can prove beneficial to all role-players during clinical education, where the student has the opportunity to apply the acquired skills in real-life situations. The impact of a therapeutic jurisprudence on the development of legal skills can now be measured through the student's ability to focus on the well-being of the client and the community.

PENINGKATAN KETERLIBATAN MAHASISWA DALAM PEMBELAJARAN BIOSTATISTIK DENGAN METODE KOOPERATIF MELALUI MEDIA LEMBAR KERJA MAHASISWA (LKM) DI PROGRAM STUDI PERUMAHSAKITAN

ABSTRACT -This research is motivated by the lack of passionate students of the Program StudiPerumahsakitan Vokasi in the following study courses Biostatistics, because the teaching method does not makethe students become active and participate. Consequently Biostatistics courses often leave some students areforced to repeat the due credit limit does not reach the threshold value eventually pass (C) and of course is verydetrimental to the student having to repeat the course credit until they intern (last semester). This study is aclass act with the entire student subjects RS1 50 people Academic Year 2012/2013 in the University ofIndonesia with the material limits of Biostatistics emphasis on material probability. Results were obtained incycle 1 achieved an average score of 3770/5000 = 75.4, cycle 2 average scores achieved 4105/5000 = 82.1and cycle 3 achieved an average score of 4585/5000 = 91.7. Conclusion The method of cooperative learningapproach through the media LKM have a positive impact in improving student achievement is marked by anincrease in the average scores achieved in each cycle, and through the media worksheet can increase studentinterest and motivation shown by increased activity in the classroom discussion. Advice is to carry out acooperative approach through the media LKM method requires the preparation of a fairly mature, so thelecturer must be able to determine the learning scenario can actually be applied in order to obtain optimalresults.Peningkatan Keterlibatan Mahasiswa dalam Pembelajaran Biostatistik dengan Metode Kooperatif Melalui MediaLembar Kerja Mahasiswa (LKM) di Program Studi PerumahsakitanNia M, Supriadi, Tri GVolume 1, Nomor 2, pp 84-9685Keywords: class action research, cooperative learning, worksheet students.

Bradford H. Hager Receives 2013 Inge Lehmann Medal: Response

Thank you, Jerry, for your very kind words. I am delighted, surprised, and honored. I have been very lucky to be in the right places at the right times and with the right people all my career. I can't think of another person blessed with as many exceptionally talented and passionate students and postdocs as well as fantastic faculty colleagues. I wish that I had the space to do each of you justice here. Thank you all.

The Use of a Therapeutic Jurisprudence Approach to the Teaching and Learning of Law to a New Generation of Law Students in South Africa

In rapidly changing social, economic and intellectual environments it is imperative that teaching and learning should be transformed from being primarily concerned with the transmission of knowledge (learning about) to being primarily concerned with the practices of a knowledge domain (learning to be). Law lecturers are faced with a new generation of law students, many of whom may be the first in their families to enter university, and one of the important challenges that we face, when educating law students, is how to enable these students to take their place in a very important profession. To meet this challenge it is necessary to instill skills that will be beneficial to the profession, future clients and the community as a whole. We at the University of Johannesburg are endeavouring to do so through embracing a therapeutic jurisprudence approach that focuses on the well-being of the student, the client and the community. The integration of therapeutic jurisprudence throughout the law student's studies, starting with orientation and continuing through to the final-year clinical experience, will enhance the therapeutic outcomes for all of the parties involved. A therapeutic jurisprudence approach, combined with appropriate teaching and learning methods, will enhance the student's interpersonal skills and writing and reading skills. The teaching methods invoked include role-play to transform formal knowledge into living knowledge, thereby stimulating students' natural practical curiosity and creating a learning environment that supports collaboration and encourages students to act purposefully in such an environment. This article discusses the teaching of first-generation students and how to overcome the existing social, cultural, economic and linguistic barriers by using a therapeutic jurisprudence approach, while upholding the values that should guide legal practice, such as integrity and respect for diversity and human dignity. The constitutional imperative of access to justice for all underlines the importance for law teachers of incorporating therapeutic jurisprudence in their teaching methods. In South Africa, law lecturers face many challenges in teaching law students and first-generation students. Passionate teachers will produce passionate students and realize that they have the power to transform thoughts, policies and lives. Students should be reminded that law is not just about financial rewards, but the ultimate reward of contributing to the betterment of society. The legal profession expects us to produce a well-rounded graduate for entry into the profession. This necessitates that our teaching methods be appropriate to prepare the student for an entry level of competence for the legal profession. Therapeutic jurisprudence creates the opportunity for the lecturer not only to equip the student with the skills required by the profession but to implement teaching methods that will prove to be beneficial for all of the role-players involved. The honing of skills such as legal writing and oral advocacy from the first year of study creates the opportunity for the students to develop to their full potential. In order to support a meaningful, integrated teaching approach, the development of skills is expanded on during each year of study and can prove beneficial to all role-players during clinical education, where the student has the opportunity to apply the acquired skills in real-life situations. The impact of a therapeutic jurisprudence on the development of legal skills can now be measured through the student's ability to focus on the well-being of the client and the community.