Do you have anxiety? Have you tried just about everything to get over it, but it just keeps coming back? Perhaps you thought you had got over it, only for the symptoms to return with a vengeance? Whatever your circumstances, science can help you to beat anxiety for good.
Anxiety can present as fear, restlessness, an inability to focus at work or school, finding it hard to fall or stay asleep at night, or getting easily irritated. In social situations, it can make it hard to talk to others; you might feel like you’re constantly being judged, or have symptoms such as stuttering, sweating, blushing or an upset stomach.
MINNEAPOLIS -- As the former president of two small liberal arts colleges and Pennsylvania’s independent college group, Brian C. Mitchell believes “with all my heart” in the traditional case for American higher education: that it helps produce full and productive members of an engaged citizenry.
“It’s a noble argument, the right argument,” he told an audience at the annual meeting of the National Association of College and University Business Officers. But “it just doesn’t matter given the environment,” he said. “It just doesn’t resonate.”
It’s not that Mitchell thinks there isn’t a good case to be made for higher education. And the former president of Washington & Jefferson College and Bucknell University doesn’t accept the idea that colleges and universities collectively face a “doomsday scenario,” as some prognosticators tend to predict.
Abstract
This paper explores university corporatization and its impact on university literature, examining the frequency and placement of content in the admissions handbooks (viewbooks) of six Ontario universities from 1980 to 2010, at five-year intervals. Government budget cuts implemented in the mid-1990s served as a point of interest in the timing of corporatization. Content
analysis showed a decreased emphasis on academics and an increased emphasis on the university experience; academics moved toward the back of the viewbooks, and student experience and university-specific advantages moved toward the front. The timing of these changes, however, did not correlate, as expected, with government budget cuts of the mid-1990s.
Résumé
Cet article examine la privatisation des l’universités et ses effets répercussions sur la littérature publication universitaire. Sur des intervalles de 5 ans, les auteurs étudient Six universités de l›Ontario sont étudiées pour examiner la fréquence et le placement la disposition du contenu dans les de manuels d’admission à l›universitéde six universités ontariennes, publiés de 1980 à 2010, utilisant des intervalles de 5 ans. Les compressions budgétaires gouvernementales mises en oeuvre par le gouvernement dans vers la moitié des années 1990 servent de point central pour l’analyse de la privatisation des
universités. L’analyse de contenu est utilisée pour examiner le placement et la fréquence de contenu dans les manuels d›admission. Les résultats indiquent une diminution de d’attention l’attention portée sur le contenu académique
et une augmentation de l’emphase mise l’importance de sur l›expérience universitaire. C’est ainsi que le contenu académique a été déplacé vers la fin des manuels d’admission, tandis que les éléments de la vie étudiante, et une augmentation du contenu associé à l’expérience des étudiants et des avantages spécifiques propres de à chacune des universités étaient mis en évidence, au début de la publication. Toutefois, la période à laquelle Le moment de ces changements ont été apportés, cependant, ne correspond pas avec à celle celui des compressions coupes budgétaires gouvernementales mises en oeuvre par
le gouvernement dans le milieu vers la moitié des années 1990.
Abstract Research suggests that cultural issues can make or mar the open innovation process. In this paper, we thus aim at identifying organizational culture types that enable and retard the two types of open innovation activities: in-bound and out-bound. Data were collected using the questionnaire survey method from 339 middle and top managers working in the Malaysian high-tech sector.Organizational culture emerged as a huge predictor of open innovation. We found that highly integrative culture enables in-bound open innovation, but does not significantly affect out-bound open innovation. Besides, hierarchy culture is found to retard both in-bound and out-bound open innovation. This paper is probably the first to empirically investigate the role of culture in open innovation. The findings fill an important gap in open innovation theory while practical implications extend to managers interested in open innovation adoption in their organizations.
Transnational education is now commonplace. But what is a transnational curriculum and what are its outcomes? Is
it an agenda for a universal consensus above and beyond national politics and the dissonances of race, gender and
ethnicity? Or is it something more uneasy, complex, unruly and creative?
Last month provided an opportunity to test answers to some of these questions. Each January, the Centre for Higher
Education Development at the University of Cape Town hosts an intense 10-day residential as part of the Mellon
Mays Undergraduate Fellowship Program, or MMUF.
Emotional blackmail is not a pleasant thing to encounter, and many of us succumb to it without even realizing it at various stages in our lives. The truth is that there are many manipulative people out there, who seem to thrive on getting a one-up over someone they deem to be vulnerable and/or they feel they can take something from. As a result, emotional blackmail is something you should do your utmost to avoid. If you think you’re already in such a situation, you need to be able to recognize the signs to identify
emotional blackmail and put an end to it. Here is our guide to dealing with emotional blackmail:
OCUFA has presented timely and thoughtful policy positions throughout its existence on a broad range of postsecondary and related issues. Of the issues gaining prominence with government and policymakers in the past decade, how Ontario's public postsecondary institutions relate, co-operate, and collaborate to present the best possible pathways for students to their desired postsecondary outcomes has become increasingly important.
The Ontario Undergraduate Student Alliance (OUSA) is proud to release the 2018 edition of Habitats: Students in Their Municipalities. This annual publication is comprised of a series of case studies on municipal-level topics and issues affecting undergraduate students. Written by students from OUSA’s member institutions, these submissions aim to highlight both successes and challenges in municipalities across Ontario, providing insight into how students feel about issues within their communities.
The student who says “I’m bad at languages” or “I don’t ‘get’ math” is approaching learning with a “fixed” mindset – believing that his or her competence is, and always will be, limited.
A student with a “growth” mindset, on the other hand, understands things differently. He or she believes that with diligence and smart work habits, improvement is not only possible, but inevitable.
The difference in mindset can make all the difference in performance.
In the early 2000s, anyone learning about pedagogy might have encountered “learning styles,” a collection of theories that assert people learn differently, coupled with the advice to teach in ways that include visual, auditory, and/or kinesthetic learning.
It’s not surprising that the science, technology, engineering and mathematics (STEM) fields are capturing the imagination of university students. The tech sector has enjoyed a long boom — its social media platforms and digital disruptors have made mouth-watering profits, overtaken century-old companies, and revolutionized our daily lives, whether it be ride-hailing apps or disease-diagnosing smartphones. The science and engineering fields, for their part, are
pushing the boundaries of human knowledge, developing neural implants, electric vehicles and super-materials like graphene, which could help everything from water purification to spinal regeneration.
Students see in the STEM educational track the chance to solve social challenges, make money, or both. Preferential visa access for STEM graduates in many countries, including the United States, along with fears of rising automation in a growing number of professional jobs, add further gloss to technical degrees.
Colleges and universities generally try to make information about mental health services accessible to students. But at Northwestern University, students may start seeing such information in a surprising place: syllabi.
Wanting the campus to be “accessible and welcoming to all students,” Northwestern’s Faculty Senate last week passed a resolution encouraging “all faculty to include language in their syllabi similar to the following: ‘If you find yourself struggling with your mental or physical health this quarter, please feel free to approach me. I try to be flexible and accommodating.’” The statement ends with phone numbers for health and student services.
How can we make assessment more meaningful?
Rigorous assessment is central to education. It tells us whether our students are mastering essential skills and knowledge and whether our teaching is effective.
But grading also provokes much grousing.
Many students complain that grading is arbitrary, inconsistent, and unfair, while many instructors grumble about grade inflation, the excessive amount of time devoted to grading, and the many complaints that grading prompts.
The transition from high school to university or college is one of the most stressful times in a young person’s life.
The late teens, early 20s are also the time in life when severe mental illness often reveals itself and when earlier mental-health issues – eating disorders, anxiety, depression and the like – can be exacerbated.
Suicide is a leading cause of death in this age group, second only to motor-vehicle crashes. “Every parent should know that this can happen to any family. We’re living proof of this,” says Eric Windeler, founder and executive director of Jack.org, which promotes mental- health advocacy by young people.
For 10 years, I’ve been teaching study skills to college students, both individually and in the classroom. The vantage from my office offers me a clear view of students devouring information during tutoring appointments and focusing intently on the strategies shared during study skills counseling sessions. The effort and time they pour into comprehending their course material is irrefutable. However, when I ask students what they know about the lecture's content before arriving at class, the answer is almost always the same: “Nothing.”
In an increasingly complex, networked, and rapidly changing world, creativity has taken a central role (Dortier 2015; Runco 2004). There is enormous interest in creativity in education, business, technology research, and emerging fields such as social innovation and design. Coupled with a proliferation of popular as well as academic discourses of creativity, this situation presents researchers with complex, multidimensional challenges that cannot be addressed exclusively from the perspective of one discipline. This new global context requires a transdisciplinary exploration of creativity, particularly since the articulation, expression, and practice of creativity appear to be in flux in society as well as in academia. The networked society, generational differences, and the focus on business innovation have turned attention to collaborative, distributed forms of creativity that have only recently begun to be studied systematically.
Suggestions that universities are hotbeds of radicalism, leading to stifling "political correctness" or "leftist authoritarianism" have been notable in recent media commentaries.
This view is a misleading caricature.
Universities work hard to provide a welcoming environment for students in an increasingly diverse and multicultural Canada. The push for inclusiveness is clearly "liberal" (in the way today's conservatives use the term) insofar as it attempts to respect cultural differences and overcome inequalities and oppressions of the past.
I recently overheard a faculty member talking about students, and it wasn’t good. She sounded very much like a conference presenter whom Melanie Cooper describes in a Journal of Chemical Education editorial. The presenter’s talk had a strong “students these days” undercurrent.
Sometimes we do need to vent. It isn’t easy teaching students who don’t come to class prepared, seem to always want the easiest way, are prepared to cheat if necessary, don’t have good study skills, and aren’t interested in learning what we love to teach. Venting, especially to a trusted colleague, helps us put things in perspective. At some point, though, venting morphs into
complaining, and what we say about students becomes what we think about them. And that's when it starts getting dangerous, because it affects how we teach.
This year, students recommend that the budget represents a commitment to increasing affordability, supporting student health and employment, and expanding student mobility.
To achieve these ends, the Ontario Undergraduate Student Alliance, representing over 155,000 professional and undergraduate university students, submits the following recommendations for the 2013 Provincial Budget to improve the accessibility, affordability and quality of Ontario’s post-secondary education system.
Background/Context: In recent years, college attendance has become a universal aspiration. These rising ambitions have been attributed to the “college-for-all” norm, which encourages all students to aim for college attendance; however, not all students are prepared for the college application process or college-level work.