Creating a Modern Bestiary

This chapter examined work produced by students identified as CHamoru in order to assess learning outcomes in the first-year seminar course at UOG. As part of the first-year seminar course curriculum, students are tasked to compose a resiliency essay, partially in response to Blaz' Nihi Ta Hasso, Remembrances of the Occupation Years in World War II. This chapter examined 56 students' responses to a survey on a regional publication, resiliency theme-based, completed as a required course assignment. Learning outcomes were assessed using both a rubric, designed by UOG faculty, and identification of authentic evidence in the form of emerging ideas to support rubric scores.

ABSTRACTCommunity colleges, as open access institutions, shoulder most of the responsibility in serving marginalized individuals accessing higher education. Therefore, community colleges play a critical role. But what are new and incoming community colleges students’ needs, in their own words? In this project, we explored an innovative component of a first-year seminar course wherein we asked students to document their unique needs using photographs and words. After situating our study within the extant literature, we present four findings and concomitant implications from a photovoice project in which we were involved during the spring of 2016.

To develop solutions to grand challenges, engineers must be prepared to work effectively in and with the complexities of new and diverse environments, and analyze problems holistically, from various cultural frames of reference. This project determined if it is possible to measure a set of global competency-type attributes mapped from Purdue’s Engineer of 2020 Target Attributes. This information was used to evaluate whether the programs assessed address attributes of global competence, and guide the way for developing a more comprehensive model of global competence and determining appropriate methodologies to measure competence. This paper presents assessment results from primarily engineering students participating in one of the following global learning opportunities: (1) Introduction to Global Engineering, a first-year engineering seminar course, (2) short-term study abroad programs hosted and approved by the College of Engineering, and (3) Global Design Teams, an international service-learning opportunity. Preliminary results indicate that the targeted programs positively impact students’ self-assessment of most of the measured global competence attributes, however, freshmen students tend to self-assess at a higher level than upperclassmen and graduate students.

This chapter explores the development of pre-education majors' awareness of an appreciation for their cultural and linguistic funds of knowledge/identity. The chapter begins with an overview of the funds of knowledge approach by briefly examining the history of the approach and the fundamental principles governing the approach. The chapter then reviews the concept of funds of identity, a more recent extension of funds of knowledge, and provides a summary of previous studies which have investigated the funds of identity approach in teacher education. Next, the chapter considers the logistics of a unit on funds of knowledge/identity in a first-year seminar course for pre-education majors along with a synopsis of participants' funds of identity. The chapter concludes with a report on the limitations of the study along with implications of the research for teacher educators.

Studies demonstrate that first-year university students are at high risk for weight gain. These reports typically rely on self-selected participants. The purpose of this study was to explore if students who chose to participate in a health-based research study had more desirable health measures and behaviors than students who completed health assessments as part of a first-year seminar course. Health measures included blood pressure (BP), body mass index (BMI), and percent body fat. Health behaviors included dietary patterns (Starting the Conversation questionnaire) and alcohol use (Alcohol Use Disorders Identification Test-Consumption). A total of 191 (77% female) participants completed testing in the self-selected “Health Study” group, whereas 73 of the 91 students (80%, 55% female) enrolled in the “Seminar” allowed their data to be used for research purposes. Baseline measures favored Health Study participants, including but not limited to fewer participants with undesirable BMI (≥25.0 kg/m2; males and females) and a smaller percentage of participants with undesirable BP (systolic ≥120 mmHg and/or diastolic ≥80 mmHg; females only). Differences in dietary behaviors at baseline were inconsistent, but Seminar students engaged in more problematic alcohol-use behaviors. While both groups experienced undesirable changes in health measures over time, the degree of change did not differ between groups. Changes in health behaviors over time typically resulted in undesirable changes in the Seminar group, but the magnitude of change over time did not differ between groups. Thus, results from first-year university students who self-select into health studies likely underestimate the seriousness of undesirable health measures and behaviors but may accurately reflect the degree of change over time.

This study examined the impact of a first-year seminar (FYS) on educational outcomes among students attending an emerging Hispanic-Serving Institution (eHSI) in the southeastern United States. Four undergraduate cohorts of first-year students between 2012 and 2016 were the focus of this study. After accounting for a variety of demographic characteristics through propensity score matching, we found that the FYS course increased the likelihood of students returning to college for a second year if they (a) expected very little financial contribution from their families, (b) were women, or (c) were African American men. The course also appeared to increase students' first-year GPA among women and African American men. While the effects of the program on the general population were small, underserved populations benefited from the course.

Most scientists recognize the importance of communicating scientific results to the public as being critical to our society’s progress and ultimately its survival. Unfortunately, many efforts to convey scientific information fall short for various reasons including scientists’ inability to effectively tell their “story” in ways that are interesting and compelling to non-scientists. This chapter describes the creation of a first-year, non-majors, general education course entitled Scientific Storytelling. In this course students learn about science communication with a specific focus on written communication and through the lens of narrative and storytelling. In addition to traditional scientific papers, the course covers a wide variety of communications including TikToks, tweets, and infographics. Finally, the course was built to ground all topics in issues of diversity, equity, and inclusion in the sciences providing students an opportunity to consider the positionality of the scientists, the audience with which they are communicating, and how both of these affect the act of science communication.

We investigated changes in students' reported sense of community in the context of a one-semester first-year seminar course using the Community and School Community Inventory (CSCI) research instrument across two years with differing instructional formats. We report a statistically significant increase in students' sense of perceived classroom community, but not school community, from pre- to post-course assessment in both years. Additionally, students' sense of social community is most significantly increased for women, students of color, and first-generation college students, but only when the instruction is face to face. Conversely, no student groups reported an increased sense of social community during online instruction. A significant increase in students' sense of learning community from pre- to post-course assessment was only reported by students who identified as male in 2020, and by no groups in 2019.

This study used a narrative inquiry and content analysis of student ref lections in a first‐year seminar (FYS) course to explore the experiences of diverse students transitioning into college during the COVID-19 pandemic in Fall 2020. All traditional, undergraduate, first‐year students enrolled in the FYS, either online or hybrid, were asked to reflect each week on their experiences and learning from those experiences. Findings revealed students’ experiences were related to their environments, matching Guiffrida’s (2006) cultural advancement of Tinto???s (1993) theory of student departure. Students experienced adjusting academically, connecting with university peers especially if attending online, and the loss of loved ones, and they sought family support when struggling. Recommended future practice and research should include FYS course design with culturally responsive teaching and trauma-informed care practices, support staff partnerships bringing resources to students, and agency and action development of students in the face of adversity.

This grounded theory study aims at explaining how college freshmen develop and stay engaged with a regular mindfulness practice, and the benefits they experience. The authors investigated an intentional effort to integrate mindfulness practices in the curriculum of a First-Year Seminar and English Composition course. The results presented here support existing findings concerning the integration of mindfulness practice in higher education settings. This study also advances unique findings relative to utilizing classroom settings to introduce first-year students to the practice, as a long as the course follows a regular structure (i.e., attendance, homework assignments). The substantive theory presented describes how students developed a practice routine and made the practice relevant for their academic and personal lives. Recommendations for practice and future research are included.

The paper provides a comprehensive overview of the state politics and cooperative federalism framework in India since 2014 delving into the significant political trends, key developments and transformative events that have shaped the landscape of the country's regional politics.The year 2014 marked as a turning point in India's political history as the Bharatiya Janata Party (BJP) secured a decisive victory in the general elections forming the first single-party majority government in three decades.My study examines the consequences of this landmark event on state-level politics, highlighting the BJP's expansion at both the central and state level.The rise of the BJP in state politics has resulted in an altered political dynamics and realignment of alliances leading to the party's increased footprint in various regions.Another crucial aspect explored in this paper will be the impact of social and cultural factors on state politics.The paper provides an insightful examination of the complexities and dynamics of state politics in contemporary India since 2014.It highlights the transformational changes in party politics; the rise of regional forces; federalism challenges; the impact of social and cultural factors and the growing influence of technology in shaping the political landscape at the state level.Understanding these developments is crucial to comprehend the broader picture of Indian politics in the 21st century.

Integration in medical education means breaking the barriers between individual disciplines. As stated by Bradley and Mattick [1], Bintegrated curriculum aims to provide students with better learning opportunities that will facilitate the development of knowledge that is relevant and meaningful to clinical practice, is deep and retrievable and which is amenable to alteration, updating and development as a part of an ongoing process of lifelong learning.^ The expected outcomes of an integrated medical curriculum are undoubtedly admirable but are we overly optimistic? We are not voting for or against it, rather, in agreement with the medical education fraternity. Integration is essential to avoid the information overload that is associated with the traditional curriculum where information was delivered as a series of disciplinary blocks that is more focused on detail with little emphasis on the links between subjects and its clinical relevance. BIntegration seeks to deal more with principles and concepts that can be used to explore and understand problems and develop new solutions^ [1]. From the time Flexner’s report of 1910 on medical education [2] was published, medical school curricula around the world underwent a major evolution. Most medical schools adopted the B2+2^ curriculum in which the first 2 years of early foundational basic science education are separate from two later years of clinical training [3, 4]. This curriculum format however is viewed as an inadequate system to prepare future physicians for twenty-first century medicine [5, 6]. A number of commentaries, curriculum maps, and guidelines centered on integration have since been published. However, recent major education reports [7, 8] continue to outline integration as a strategic priority for medical education suggesting that integration is a problem yet to be solved. Although the innovations and attempts to integrate basic sciences and clinical knowledge by the medical schools are significant and commendable, most aremade at the level of programs, courses, and teaching sessions. We feel that the Blearners^ are sidelined in the process. Integration of the multiple domains of knowledge should depend on the cognitive activity that occurs within the learner. Simply creating an integrated curriculumwill not mechanically lead to cognitive integraion. A number of possible reasons could be implicated for unsatisfactory outcomes of integration in medical schools. First, the institutions seem to expect that making logistical changes will lead to active integration of basic sciences and clinical knowledge. Creating an integrated curriculum and delivering it in a coordinated manner do not automatically establish integration. Integrated sessions should ideally be given by teachers from one scientific realm (foundational or applied/ clinical) with academic knowledge of the other or collaboratively by teachers from both realms. Trans-disciplinary cooperation among educators must be emphasized by the management or the schools should utilize staff with academic knowledge of both (basic and clinical) realms to deliver the integrated curriculum. Second, it is innovation(s) in curriculum that are loosely referred as integrated curriculum. Examples include introduction of medical ethics and law into the firstyear courses and integrating clinical exposure from the commencement phase of medical education. Third, there is a constant pressure to increase applied knowledge from the early years of the medical school. This has dramatically decreased the number of hours spent on theoretical/foundational * Amudha Kadirvelu amudha.kadirvelu@monash.edu

”It matters not whether medicine is old or new, so long as it brings about a cure. It matters not whether theories are eastern or western, so long as they prove to be true.” The slogan of the International Veterinary Acupuncture Society is apt for medicine of the 21st century. Though we cannot eliminate all environmental hazards, we must care more for our Environment. Creatures need to live in balance with Nature. Appropriate adaptation by and of an effective (autonomic, neuroendocrine and immune) defence system is the key to health and survival. In this article, we propose that sustainable medicine is a new medicine, combining the advantages of modern and traditional medical systems to provide better health care service for human and animals in the 21st century. Firstly we give a brief history of Traditional Chinese Medicine (TCM), a Natural Philosophy. It uses Herbal Medicine (HM) and Acupuncture (AP) as natural methods to enhance the adaptive defences of the body, with great success in certain cases. Then we discuss some clinical and experimental aspects of HM and AP, and how they could help in many of today's disease problems in animals and humans. We outline strategies to promote and develop a sustainable medicine and reasons why we should integrate TCM as an essential part of veterinary science. Lastly we ask research groups, universities, governments and international interests to support TCM in every way possible. No doubt, we will achieve a sustainable medicine for animals in the 21st century by the spirit of wisdom, love and respect.

"Golden Era in Chemotherapy" has begun with the discovery of penicillin in the early 1940's and lasted for two decades during which many antibiotics were discovered. However, the once-believed bright prospect that every infectious disease could be eliminated on the earth by the discovery of antibiotics had to be canceled owing to the emerging of drug-resistant microbes. It was indeed a rat race. We are now at the point when we have to seek another way to combat infectious diseases: One possible way might be not to eradicate the microbes but to coexist with them so long as they do no harm to the human hosts. The first step of infection with pathogens to the host is the adherence of the microbes to the surface of host cells. Therefore, the method how to inhibit this adhesion of microbes to the host cells may provide a new tool to prevent the development of infectious diseases without elimination of microbes from the host. This is just an example of strategy by which humans and pathogens coexist at peace and should be taken into consideration for the development of new-type antibiotics or "anti-infective drugs" in the 21st century. The analysis of genome sequences has been accelerated recently for various pathogenic bacteria one by one. New targets in the pathogenic microbes for the development of new antibiotics can, therefore, be determined from the genetic point of view. The discovery of antibiotics has indeed been the history of collection of innumerable species and/or strains of bacteria from the soils to search for the biologically active anti-pathogenic agents. The current progress in the technology of molecular genetics, however, will certainly make it possible to search for active molecules by DNA technology; bacterial DNA but not whole microorganisms from the soil is to be transformed into the conventional bacteria and searched for active molecules with combat against pathogens.

The 21st century saw the rapid development of the administration of the nations of the world. With the development, it is essential to ensure that administrator entrusted with the administration of the country perform its duties in accordance with the rule of law. It must not act arbitrarily. Discretionary power if given to the administrator, it is limited. This is to guarantee that administrator in performing its duties would not infringe rights of an individual or community, especially fundamental rights. To make certain that this is achieved, an effective mechanism for the protection of rights, especially human or fundamental rights in state administration is needed. Judicial review is one of the effective mechanism to supervise and control action of the administrator. This mechanism is available in Administrative Law. Under the instrument, grounds of judicial review is made available to review action of the administrator. Currently, there are two streams of judicial review: Administrative Review and Constitutional Review. The former is a non-right based review of administrator’s power founded on the traditional common law using Wednesbury objective test or CCSU grounds not involving violation of fundamental and human right and the procedures. Meanwhile, the latter is a right-based review involving the exercise of administrative powers that violate the constitutional right of an individual or community, particularly, fundamental rights. The traditional common law, nevertheless, are inadequate in addressing review of administrative action involving violation of fundamental rights. For that reasons constitutional review as another stream in judicial review was developed. This was illustrated looking into the development in United Kingdom, India, Malaysia, South Africa and Hong Kong. With the expansion, mentioned the common law countries are capable of providing a more comprehensive and meaningful protection to an individual or community against unlawful act of the administrator that violates rights, especially human and fundamental rights. Consequently, state integrity is strengthen and be more accountable to the community. Hence, state can develop administration that is sound, and efficient in human, natural, economic and financial management. The proper enforcement of human rights will promote political and socio-economic stability, provide legal certainty and it encourages investors to invest in the country.