Students In Other Areas Research Articles

Quality of education and mental health of pharmacy students in Poland.

Pharmacists in the healthcare system play an important role in providing safe, optimal pharmacotherapy and patient education. During their studies, in which they acquire the competencies to fulfill the pharmacist's future tasks, pharmacy students are exposed to significant stress and pressure. This study aims to demonstrate the extent to which the unique demands and obstacles of Polish pharmacy schools contribute to the deterioration of students' mental health and overall wellbeing. A cross-sectional study of 420 pharmacy students in Poland evaluates the quality of education at Polish universities and presents the impact of studying on students' mental health. The criteria for choosing the field of study, the particular major, the university itself, the quality of education, the academic work, and their impact on students' wellbeing were evaluated. The evaluation of the quality of education was influenced by mentoring and tutoring at the university. Pearson's ÷2 test and principal component analysis (PCA) were used in the statistical analyses. Unequal treatment of pharmacy students relative to students in other areas of medical study was marked by 90.2% of respondents, and opportunities for scientific development were indicated as good by 60.0% of pharmacy students. It was shown that 82.1% of the students rated studying as very stressful; the level of test difficulty and exams, as well as an inadequate level of knowledge imparted during classes contributed to this response. According to 75.2% of the respondents, the perceived stress had long-term effects in the form of anxiety and depression, with the need for pharmacotherapy. It was shown that studies contributed to the onset and/or exacerbation of depressive and anxiety symptoms. The results indicate the need to support psychological care and extend it to to pharmacy students.

Личностные предикторы способности к фасилитационному влиянию у студентов-психологов

The research purpose is to study differences in personal predictors of the ability to influence facilitation among second- and final-year psychology students. The Sixteen Personality Factor Questionnaire of R. Cattell, modified Personal Orientation Inventory of E. Shostrom, M. Rokeach Value Survey, the Questionnaire for diagnosing the level of empathic abilities of V.V. Boyko, the Test of personality orientation in communication of S.L. Bratchenko were used. Summarizing the results of the research, we can conclude that personal predictors of the ability to facilitate influence in conditions of spontaneous, non-targeted formation are higher among graduate students: it was possible to identify significant differences in systems of value orientations, personal characteristics and parameters of self-actualization compared to second-year students. In other words, even in conditions of non-targeted formation and development, during the period of study at a university, psychology students develop personal predictors of the ability to facilitate influence, both due to the information component and through personal development, increasing the level of reflection, self-understanding, and working through personal problems and intrapersonal conflicts. A direction for further research could be a comparison of the dynamics of personal indicators among psychology students and students in other areas of training to level out the influence of age factors on the identified changes in personal predictors of the ability to influence facilitation. The practical significance of the research lies in the possibility of taking into account the obtained data in the process of training future psychologists, the quality of whose professional training is of high social importance in modern conditions.

Eating Competence among Brazilian College Students

Eating competence (EC) is a biopsychosocial concept related to a healthier eating pattern. Studies have shown that weight gain and body shape and weight dissatisfaction are typical among college students, contributing to low self-esteem, risky eating behaviors, and a propensity to develop eating disorders. As eating habits are determinant factors for food choices that can be modified by eating behavior, this study aimed to evaluate EC in college students from Brazil, using the Brazilian version of the EC Satter Inventory (ecSI2.0™BR), and EC's association with health data. This cross-sectional study was conducted using an online survey spread using the snowball method. The self-report instrument was divided into three parts (socioeconomic and demographic data; health data; and ecSI2.0™BR). Recruitment took place through social networks, and 593 students from public and private universities from all five regions of Brazil participated in the survey. The EC average was 29.46 ± 8.67, and 46.2% of the sample were considered competent eaters. Total EC did not differ among gender and Brazilian region. Younger participants (up to 20 y/o) presented higher scores for total EC, contextual skills and food acceptance. The total EC and contextual skills of health sciences students did not differ from those of students in other areas, except for agricultural sciences in which students had lower total EC. Obese individuals and the participants who perceived themselves to be overweight had low scores for EC. This study confirmed the hypothesis that college students have low EC, causing worse health outcomes related to BMI, perceived body weight, and occurrence of hypertension and dyslipidemia.

Оn the implementation of a transdisciplinary approach in preparing future mathematics teachers

Introduction. The disparate study of certain areas and branches of knowledge, characteristic of the disciplinary approach, has largely lost its position, recognising the inevitability of interdisciplinary cooperation. At present, interdisciplinarity is already being comprehended at a new level, creating the prerequisites for the introduction of a transdisciplinary approach to solving complex problems, including in the educational sphere.Aim. The current research aims to present the transdisciplinary teaching means, which are relevant in the process of training future teachers of mathematics, and which are identified on the basis of an analysis of the content of education.Methodology and research methods. General scientific and empirical methods were used to develop the ideological basis of the study. The aforementioned methods allowed the authors to draw up a complete picture of the problem under study, to identify its patterns and trends, to understand the essence. The search and selection of mathematics subject content with transdisciplinary properties was based on a systematic and interdisciplinary approach. At the stage of testing the research hypothesis, the competency-based approach was decisive, and tactical tasks were solved by referring to the activity approach. In addition, the main provisions of the concepts of humanisation and humanitarisation of education, as well as the principles of fundamentalisation of mathematical education, were taken into account.Results and theoretical significance. The expediency of using inequalities and convex functions in the training of future mathematics teachers in the context of a transdisciplinary approach is substantiated. A phased description of the work carried out allows us to trace the methods of reflecting the modern scientific content of the relevant topics, conditions, means and expected results of pedagogical interaction. The theory and methods of teaching mathematics at the university are enriched with a qualitatively new vision of the educational potential of the concepts of inequality and a convex function.Practical significance. The introduction of inequalities and convex functions in the process of future mathematics teachers training at Vyatka State University made it possible to demonstrate the possibilities of a transdisciplinary approach in the development of students’ worldview and the formation of professionally significant students’ competencies. The presented means of implementing the transdisciplinary approach can also be comprehended in teaching students of other areas of training.

Chinese International Doctoral Students’ Cross-Cultural Socialization: Leveraging Strengths and Multiple Identities

Aim/Purpose: The purpose of this study is to use narrative inquiry to discover and understand how Chinese students leverage their strengths and multiple identities in socializing to American higher education and their profession. Chinese students engage with American academic culture while embracing their multiple identities. I will explore the cultural strengths they use to socialize and develop their personal, social, cultural, and professional identities in their doctoral educational experience. Background: Chinese international doctoral students encounter a unique socialization experience during their doctoral studies because they lack meaningful cross-cultural support. Likewise, it is problematic that Chinese students are often viewed as a homogeneous group and much prior research has emphasized the traditional deficit perspective in explaining how Chinese students must adjust and assimilate to the university environment. Methodology: This qualitative research uses narrative inquiry to study Chinese international doctoral students’ socialization experiences while retaining their authentic voices. Narrative inquiry allows for a more nuanced understanding of the experiences of Chinese students compared to the perceptions imposed by other stakeholders. The narrative methodology provides diverse ways to understand Chinese student interactions within American culture, place, and context. This study applies the three-dimensional approach to retell participants’ stories. The three-dimensional approach is more holistic and provides a broad lens to learn about the interactions, past, present, and future experiences of individuals through time and space. Contribution: This research shifts the narrative from the deficit view to a strength-based perspective as to how Chinese international doctoral students can rely on their cultural values and multiple identities as strengths to succeed academically, socially, and emotionally. Findings: Findings related to the literature in two important ways. First, findings support how the six cultural strengths of Yosso’s community cultural wealth apply to Chinese international doctoral students. Chinese students’ stories align with these strengths and through these strengths, they explore and develop their personal, social, cultural, and professional identity. Second, Chinese students’ stories as a counternarrative challenged and contradicted the essentialist view and misconception that Chinese students are a homogenous group personally, socially, culturally, or academically. Recommendations for Practitioners: The findings from this study offer insight for practitioners into what institutions and departments might do to support Chinese international doctoral students in their socialization journey. It is vital to support the whole student through understanding their multiple identities. Recommendation for Researchers: Chinese students and other diverse learners may benefit from peer and faculty mentors in different ways. Therefore, understanding the unique cross-cultural socialization needs and strength-based perspective will help tailor social activities and inclusive learning environments. Impact on Society: The current political, economic, and social relationships between the U.S. and China make it vital for American institutions to consider Chinese international doctoral students’ cross-cultural socialization journey. Future Research: Though it is hoped that this study is transferable, specific issues of how it can be generalized to other Chinese international doctoral students in other areas of the U.S. are beyond the scope of this study. Future research might explore how Chinese International doctoral students’ socialization experiences differ depending on where they study in the U.S.

Подходы к обучению студентов аграрного вуза иностранному языку для профессиональной коммуникации

Currently, there are three methodical approaches in the methods of teaching a professional foreign language: 1) a foreign language for specific purposes, 2) teaching specialized disciplines in a foreign language, and 3) an integrated approach. Each of them is focused on achieving specific learning objectives. Content and language integrated learning has a significant professional and linguodidactic potential. Its distinguishing feature lies in the fact that within the framework of one integrated course, students simultaneously develop a professional foreign language com-municative competence and professional competencies. The purpose of the research is to compare these three methodical approaches to learning and determine which of them are used in teaching students of agricultural universities. The study showed that at the moment the subject-thematic content of integrated courses has been developed for students of such areas of study as “Agrochemistry and Agrosoil Science”, “Gardening”, “Agroengineering” and “Technology of Production and Processing of Livestock Products”. The methodical dominant in the context of the implementation of integrated learning is the system of problematic foreign language professional tasks. Typologies of such tasks and professional cases were developed for students of the areas of study “Agroengineering” and “Technology of Production and Processing of Livestock Products”. As for students of other areas of training of an agricult

Level Berpikir Geometri Peserta Didik Berdasarkan Teori Van Hiele pada Materi Bangun Ruang Sisi Datar

According to Van Hiele, in understanding geometry, students need to understand five stages, namely stage 1 (introduction stage), stage 2 (analysis stage), stage 3 (sequencing stage), stage 4 (deduction stage), and stage 5 (accuracy stage). Each student has different geometric thinking abilities. This study aims to examine the geometric abilities of junior high school students in the material of flat-sided geometry according to Van Hiele's Theory. This research belongs to the type of qualitative research with a case study design. It was conducted at three schools in Padang, West Sumatra, Indonesia. The subjects were students of SMP Negeri 1 Padang, SMP Negeri 7 Padang, and SMP Negeri 25 Padang. Data collection was carried out using tests, interviews, and documentation. Data analysis was carried out with the stages of data reduction, data presentation, and data verification or drawing conclusions. The data originality technique was carried out with the triangulation technique, where the researcher compared the test data with the results of interviews with students. Of the 94 students (male = 38, female 56) tested based on the geometric thinking level of Van Hiele Theory, 92.55% of the students reached the Van Hiele thinking stage at the visualization level. As many as 45.74% of students reached the level of geometric analysis, and 6.38% of students reached the level of abstraction. For the level of deduction and accuracy, no one has been able to solve the problem. The results obtained in this study are that most students are still at stages 1 and 2, unlike van Hiele's opinion, which revealed that the level of geometric thinking for junior high school students is at level 3. According to the study results, it is essential to carry out further checks on the level of geometric thinking of junior high school students in other areas.

Heuristic technologies of training in professional education

The changed educational paradigm has identified new educational goals expressed in the form of competencies of students, which they must master to carry out future professional activities at a high level and ensure their competitiveness in the labor market. Within the framework of the competence approach, practice-oriented education is developing, so higher education institutions seek to implement technologies that actively support this direction. The purpose of the article is to analyze the experience of implementing heuristic technologies as one of the most effective in the preparation of a teacher of vocational training. Features and essence of heuristic technologies, their value in modern preparation of students are revealed. The article presents a study that reflects the use of heuristic methods to improve the preparedness of students to perform their professional activities. In the formation of the ability to analyze professional and pedagogical situations-one of the most important professional competencies of future teachers of vocational training, the method of organized strategies (the method of strategies for working with information) was applied. Heuristic teaching methods bring positive results in the formation of the ability to analyze professional and pedagogical situations. The ability to work with information is an important part of the formation of this competence. We performed an analysis of the experience in implementing heuristic technologies, as one of the most effective in training a teacher of vocational training, revealed the features and essence of heuristic technologies, their significance in modern student training. Heuristic teaching methods bring positive results in the formation of the ability to analyze professional and pedagogical situations. Our methods of working with information contribute to more rapid training of teachers of vocational training. The results of testing students ' skills to work with information showed that after the introduction of heuristic methods, the results became much better, which contributes to the formation of this competence. The obtained data can be used in the preparation of students in other areas of teaching pedagogical university.

Attitude of the staffs and pharmacy interns on the radiopharmaceutical department safety program of selected hospitals

In the past few years, there has been a rapid rise in the use of radiopharmaceuticals. It is increasingly becoming a vital factor in diagnosis and treatment. Our knowledge of the standard operating procedures of the nuclear pharmacy department in different hospitals is largely based on limited data. The research aims to evaluate the attitude of the staff and Pharmacy interns regarding the safety programs of the radiopharmaceutical department in selected hospitals. The study used the descriptive -quantitative method in which questionnaires were distributed to 182 pharmacists and pharmacy interns. They were randomly chosen; inclusion criteria is that they must be on-duty or working in the hospitals selected by the researcher. The validity of results was ensured by asking the pharmacy interns to answer the questionnaires at least 2 weeks after they started their internships, using their batch schedule as a guide. Feedbacks were simultaneously listed and updated. The results were recorded and organized in the Microsoft Excel spreadsheet. Percentage results for each area were recorded. The attitude of the staff and pharmacy interns on the safety programs in the radiology department of selected hospitals was categorized as: strongly agree, agree, disagree, and strongly disagree. From the assessment and figures of data, it appeared that out of 182 respondents there were 56.59% agree that staff must have sufficient educational training in the proper usage of the equipment in the radiology department, 48.35% agree that appropriate orientation of safety programs must also be implemented. Most of the respondents agree to the safety programs, and most were identified to exhibit a need to have proper knowledge in the radiology department. The respondents' performance and attitude in safety programs were interpreted to have a moderate relationship. There is a significant difference in the attitude and safety programs in the radiology department. Thus the null hypothesis is rejected. The staff must wear personal protective equipment when they enter the radiology room. To further assess the relevance of safety programs, future researchers can broaden the research by giving emphasis on other programs and correlating it to the attitude of students in other areas or subjects.

Development and use of educational resource in a pedagogical university on an inter-scientific basis

In the presented paper, the key problem of higher education pedagogy is updated, the solution of which allows the transfer of teacher education to a qualitatively new level in the context of inter-scientific interaction. Using the methods of comparative, factor analysis, inductive-deductive, hypothetical and synthetic methods, a model has been developed for the formation of an information-educational resource and its use in the educational process of a university. The originality of this model is characterized by the novelty of the methods for the formation and implementation of the developing potential of the numerous multilateral inter-scientific relations of pedagogy with other human sciences. It is established that the information and educational resource formed on an inter-scientific basis has a developing focus. Its implementation ensures the integration of the teacher education content, the development of a mechanism of inter-knowledge interaction, the formation of complete and holistic, metadisciplinary knowledge, universal professional skills and competencies of students. In accordance with this, the path of organizing integrative educational and cognitive activities through expert development and implementation of a database of people in the educational process of a pedagogical university is substantiated. The advantage and priority of using in the training of future teachers the developing potential of inter-scientific communication in comparison with the traditionally used simplest binary connections of pedagogy and other sciences is proved. The developed technology for teaching students of a pedagogical university in the context of inter-scientific communication using a developing educational resource can be useful to both teachers and masters, graduate students, doctoral students who have mastered the metalanguage culture of conducting educational and scientific research. It can be used in teaching undergraduate and graduate students in other areas and profiles of training.

Worldview–An Investigation of Japanese and Irish Children’s Geographical Knowledge and Understanding

Understanding of other cultures and countries is widely regarded as an important aspect of world citizenship and geography is argued to make a valid contribution to the development of this. The aim of this study is to explore the understandings of Japanese and Irish students of other areas of the world, both nearby and more distant. Students at the end of junior secondary school and in their final year in school were asked to locate countries, and to record knowledge of them. They were also asked to identify the country (apart from their own) in which they would most like and least like to live. As there is currently much focus on the impact of media on understanding, they were also asked to identify the main source of their knowledge. Analysis of the data revealed common understandings, misconceptions and stereotypes, but also significant differences between the various groups. Evidence was found that study of geography to a higher level did appear to affect the depth of understanding. While this study focused on only two very different nations, the commonality of perceptions suggests that these are likely to be widespread and, therefore, of relevance to all of those concerned with global citizenship.

Dispositional factors of personality professional development of the future teachers of physical education and sport

Purpose: The relevance of the problem of professional development of teachers led to the emergence of a large number of publications on this topic in the literature. But these publications do not clarify this very complex phenomenon and do not encourage the emergence of new scientific problems. This has determined the research interest. It is based on the need to clarify idea of internal factors on an intrapersonal level that contribute to the effective professional development of future physical education and sport teachers. The purpose of the work is to study them. Methods: Study participants were students from four Physical Education Faculties (physical education, sports, physical therapy and tourism) of higher education in the field of physical education in Western Ukraine. A total of 356 students participated in the study of internal factors on an intrapersonal level. The choice of research sample was random, the age of students - 18-19 years old. We used the questionnaire to determine the correlation between the two signalling systems and to determine the temperamental characteristics of students. To gather and analyze data we used the quantitative method. Result: Result showed that the second signalling system dominates in the majority of surveyed students. Most of the students with the prevailing second signalling system belong to the faculty of tourism (74%). We have determined the average level of the intellectual development sphere for all students without any exceptions. The highest rates were identified for the students of physical therapy faculty. The future teachers of physical education and sport showed the lowest results in communicative sphere. This is insufficient for professional and pedagogical activity. This group of students showed the best development in psychomotor qualities, even though the results were on average level. In general, we have not determined any significant discrepancies in psychomotor, intellectual and communicative spheres of the future teachers of physical education and sports in comparison with the students of other areas of training. Conclusions: We have demonstrated that the properties of the various personality aspects of the future physical education and sports teacher in the intellectual and communication domains are insufficient for professional work. They require the development of targeted effective methods for professional education and psycho-pedagogical means of motivation. The results of internal factors of students’ personality professional development diagnostics are supported by compliance of their characterological features to the professional demands but also by the conscious professional interests.

PSYCHOLOGICAL WELL-BEING OF STUDENTS-PSYCHOLOGISTS WITH DIFFERENT PERSONAL RESOURCES OF PROFESSIONALLY SIGNIFICANT CHARACTERISTICS

Introduction.This article is devoted to the problem of psychological well-being of future psychologists in the context of their personality development at the stage of University training and primary entry into the profession. The authors substantiate the need to experience the psychological well-being of the subjects of helping activities, which include professional psychologists and, accordingly, the relevance of the study of the features of the manifestation of this phenomenon during the development of students of universities the basics of psychological assistance, taking into account the severity of their professionally important personal characteristics. Special emphasis is placed on the structure of psychological well-being, represented by the six components, and on its overall level.Materials and methods. A comparative analysis of the General level and the main components of psychological well-being, as well as the degree of machiavellianism and tolerance to uncertainty among students-psychologists, practicing psychologists and students of other areas of training is carried out. Features of experience of psychological well – being by students-future psychologists with different degree of expression of tolerance to uncertainty and machiavellianism are studied.Results.The data obtained confirm the assumption that, unlike practicing psychologists and students of other areas of training for psychology students are characterized, first, lower rates, both for most of the main components, and the overall level of psychological well-being, and secondly, there is a greater tendency to deliberate manipulation of other people. At the same time, it is established that there are statistically significant differences in a number of components of psychological well – being of students-future psychologists with varying degrees of tolerance to uncertainty and machiavellianism, most of which are stated in favor of the subjects, tolerant to uncertainty and not prone to manipulation.Discussion and Conclusions. According to the results of the study identified some problem areas relating to the personal resources of students psychologists in terms of their readiness to help activities.

Relation of Lsd, Ecstasy and Alcohol Used by Undergraduate Students

The purpose of this investigation was to compare the individual and combined consumption of LSD – lysergic acid diethylamide, the psychedelic drug that causes visual hallucinations, a distorted sense of time and a feeling of euphoria, ecstasy and alcohol by undergraduation people in São Paulo, Brazil. Young people can mix hallucinogens with other drugs like ecstasy or alcohol to increase the effects. In fact, the average age which many people start using LSD is around 20, but the number of people who abuse LSD today is far less than in the 1960s and 1970s and one factor limiting higher LSD use is a lack of availability.METHODOLOGYThe instrument used for data collection was Google FormsTM. The instant addition of responses to the data set makes this tool appealing for research purposes. Additionally, the respondents involved in the study has been regularly using Google FormsTM, and it was therefore considered the most appropriate method for data collection. The results of the survey was statistically analyzed. Within the various areas the group of students from medical, biology, nursing, engineering, architecture, psychology, and other undergraduate areas, were chosen because their experience using these tools.RESULTSData obtained showed that in a sample of 907 students, 71 (7.82%) students have used LSD, and 42 (59.15%) of these also used ecstasy, but 40 (56.33%) in this group used alcohol with LSD or ecstasy in their experiences. The undergraduate areas that consumed the most, is health (medical students), 29 (40.84%) for LSD and 46 (64.78%) for ecstasy. The undergraduate areas that consumed less than others is biology, 4 (5,6%) for LSD and only one (1,4%) for ecstasy.CONCLUSIONSIn fact, medical students have a high incidence of LSD and ecstasy use with or without alcohol. It's surprising because they supposedly know the damages of this practice, more than the students of other areas. This work was conducted in accordance with the ethical standards of the responsible committee on human experimentation (institutional and national) and with the Helsinki Declaration. CAAE(Br)67881517.1.0000.5511. All participants had full understanding and signed informed consent document.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Expresiones artísticas de personas con Discapacidad Intelectual y su relación con estrategias cognitivas arquitectónicas

Las personas con discapacidad intelectual, grado de discapacidad leve y mayores de edad, utilizan expresiones artísticas como vehículo de expresión, comunicación y adaptación cultural. Los significativos cambios producidos hacia concepciones de la discapacidad intelectual más dinámicas, basadas en mayores interacciones, de la discapacidad intelectual, han conducido hacia la promoción de actividades artísticas y sensoriales con positivos resultados perceptivos y de comunicación. Se han realizado prácticas durante cinco años, entre estudiantes de Arquitectura, estudiantes de otras áreas de conocimiento (Farmacia, Enfermería, Fisioterapia y Comunicación) y personas con discapacidad intelectual, sobre aspectos cognitivos, sensoriales y sociales, donde han sido contrastadas y asumidas diversas percepciones artísticas, para expresar algunas dificultades en el uso de los entornos construidos. La implementación, de algunas percepciones artísticas asumidas, en estrategias cognitivas de generación arquitectónica es beneficiosa para el uso de edificios destinados a personas con discapacidad intelectual. Se aportan y describen dos ejemplos reales de edificios donde han sido aplicadas, en sus inicios proyectuales, plasmaciones artísticas conocidas que han producido un aumento en su comprensión y reconocimiento espacial, transcurrido un tiempo mayor de diez años como usuarios.

“I Bought My Degree, Now I Want My Job!” Is Academic Entitlement Related to Prospective Workplace Entitlement?

Academic entitlement, a term that defines students’ expectations of academic success independent of performance, has been linked with a number of maladaptive behaviors. This study examined the potential relationship between academic entitlement and prospective workplace entitlement in a sample of Canadian students (N=1024) using an online survey. Multivariate analyses produced a significant (p<0.05) positive relationship between academic entitlement and prospective workplace entitlement. Graduate students had higher levels of prospective workplace entitlement than did undergraduates, and those pursuing degrees in Education and Law had significantly lower levels of prospective workplace entitlement than students in other areas of study. Results support a need to develop strategies to minimize entitlement beliefs prior to an individual’s entry into the workforce.

Using the ultimatum game to teach economic theories of relationship maintenance to A–level students

HEN TEACHING at A-level, we often present a model of psychology that doesn’t extend beyond the confines of the specification. However, sometimes not only is it possible to provide insight into other areas of psychology, it provides a novel way of understanding a concept included in the specificiation itself. This lesson allowed me to do this while utilising knowledge gained from my undergraduate dissertation – also giving students insight into one of my areas of interest, and the research process. By extending student’s knowledge into other areas of psychology we offer them an opportunity to explore research extending their knowledge into degree level psychology, and outside of the fairly strict paradigm approaches taught at A-level (cognitive, behavioural, etc.). I’ve also enjoyed talking to students about research from a personal perspective. This lets them know that you’ve conducted research, have creatively designed projects, and are aware of the frustrations and limitations of psychology research. A specific example The AQA PSYA3 module offers options, including the study of relationships psychology. As a part of this topic, students are expected to understand models of the formation, maintenance and dissolution of relationships – most will study at least one economic theory of relationships based on a balancing of benefits and costs in dyadic relationships. Such economic theories are used in various areas of psychology, and explanations of them may be assisted by conceptually simple games arising from economics and game theory. Economic games such as the prisoner’s dilemma, tragedy of the commons games and ultimatum game variations offer conceptually simple examples of experimental psychology in action. These can be used to teach concepts to students in other areas, in particular areas of psychology which involve ‘economic theories’. For example, the ultimatum game can be used to teach students two economic theories of relationship formation and maintenance, as discussed below. Because the ultimatum game is a simple one-shot two player game I believe it holds potential to be used to help explain a range of economic theories. While for group or organisational level economic theories other games or adaptations might be appropriate, the simplicity of the ultimatum game in dealing with one-on-one exchanges provides a useful insight for students into those theories, and also into the broader academic setting and research programme.

College Students With ADHD

Attention deficit hyperactivity disorder (ADHD) is the second most endorsed disability among college populations today, totaling approximately 11%. ADHD causes significant problems in education and social and occupational functioning of college students as well as in their postcollege work environment. Although the literature is replete with information guiding service providers working with students in other areas, very few studies exists to help career counselors who work with college students with ADHD. This article attempts to fill the gap by highlighting (a) college and postcollege work implications of ADHD characteristics and (b) effective interventions that counselors can implement to buttress the career planning process and postcollege occupational success for students with ADHD.

Gender differences in delayed-type hypersensitivity response: Effects of stress and coping in first-year law students

Law students show significant deficits in emotional and physical well-being compared with groups of students in other areas of higher education. Furthermore, evidence suggests that these effects may be worse for women than for men. The use of active coping can positively affect immunity under stress, but this may be most true for men in the context of law school. The current study examined the delayed-type hypersensitivity (DTH) skin responses of first-year law students ( n = 121) and a comparison group ( n = 30). Students’ health behaviors, self-evaluative emotions, and coping strategies were also reported. Male law students had larger DTH responses than females, but this gender effect was not present in the comparison group. Endorsement of perseverance under stress ( n = 19), an active coping strategy, moderated the gender effect on immunity. Perseverance associated with larger DTH responses and more positive self-evaluative emotion, but only among men. These results indicate that active coping may be less efficacious for women than for men in law school, which in turn may limit women’s opportunities to attenuate negative effects of law school.

Building the Movement to End Educational Inequity

TEACH FOR America exists to address educational inequity--the stunning reality that in our nation, which aspires so admirably to be a land of equal opportunity, where one is born still largely determines one's educational outcomes. Despite plenty of evidence that children growing up in poverty can do well academically--when given the opportunities they deserve--the stark reality in our nation today is that the 13 million children growing up below the poverty line are already three grade levels behind children in high-income communities by the time they are 9 years old. Moreover, even the half of low-income children who do manage to graduate from high school are performing, on average, at the level of eighth-graders who live in affluent communities. Why do we have this problem? We believe that the foremost reason is that children in low-income communities face extra challenges of poverty that other children don't face, including lack of adequate health care and housing and lack of access to high-quality preschool programs. The situation is compounded by the fact that the schools they attend were not designed to put children facing extra disadvantages on a level playing field with students in other areas. These circumstances persist because our national policies and practices, driven by our national priorities, have not been sufficient to tackle either the socioeconomic challenges or the inadequacies in our school systems. At Teach for America, we know we can solve this problem because we see evidence in classrooms across the country that, when students growing up in poverty are given the opportunities they deserve, they excel. Knowing that we cannot expect every teacher to go above and beyond traditional expectations to the extent necessary to compensate for all the weaknesses of the system, however, we believe our best hope for a lasting solution is to build a massive force of leaders working from inside and outside education who have the conviction and insight that come from teaching successfully in low-income communities. We need such leadership working at every level of our school systems, working outside the system to address the socioeconomic factors that contribute so significantly to the problem, and working in policy and the sectors, such as journalism and business, that influence policy. In order to provide more students growing up in poverty today with excellent teachers and also to build this force of leaders, Teach for America recruits our nation's most promising future leaders, invests in the training and professional development necessary to ensure their success as teachers in our highest-poverty communities, and fosters their ongoing leadership as alumni. The evidence indicates that our approach is working. Last year, more than 18,000 graduates of top universities competed for the opportunity to teach in urban and rural communities. Our incoming corps of 2,900 members achieved an average GPA of 3.6; 95% of them held at least one leadership position in a campus activity. Twenty-eight percent of the corps members identify as people of color, and 29% are male. They come to this effort with a desire to reach the nation's most disadvantaged students, and based on the results of the most rigorous evaluation conducted to date, they are in fact teaching students who begin the year, on average, at the 14th percentile against the national norm. The research actually does not show that our teachers have less impact than fully certified teachers, as Megan Hopkins seems to suggest. Multiple rigorous studies, such as the one she cites by Thomas Kane, Jonah Rockoff, and Douglas Staiger, have actually found that certification is a weak predictor of effectiveness and that Teach for America teachers do as well as or better than those from traditional preparation routes. Moreover, the small to which she refers was conducted by Mathematica Policy Research; the random-assignment methodology used in that study is widely considered the gold standard in research. …