Plymouth State Universities

joint

another injury

bursae which

,

Most functional motions that are performed daily happen anteriorly while few happen posteriorly, leading most muscles crossing the glenohumeral joint to shorten and pull our skeletal structure forward.

anteriorly and medially

skeleton man

If you or someone you know is considering suicide, do not hesitate to reach out to the National Suicide Prevention Lifeline. National Suicide Prevention Lifeline: 1-800-273-8255 “The Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals.” (National Suicide Prevention Lifeline).

It’s imperative to embrace those who express suicidal thoughts, to not turn away and ignore an individual

As of January 1st, 2018, the United States had a population of 326,971,209 citizens according to the United States Census Bureau and when attributed to MDD’s lifetime prevalence rate,  65,394,241 Americans will be diagnosed with depression in their lifetime. This doesn’t take into account the amount of Americans that will experience depression that will go undiagnosed. Additionally, the population count from the United States Census Bureau excludes armed forces member who are overseas, their dependents, or other Americans that reside outside of the United States (U.S. and World Population Clock, 2018), which only continues to mask a true representation of the amount of Americans who will experience depression in their lifetime.  These numbers should be alarming as individuals who experience depression are at an increased risk for suicidal ideation, and 90% of individuals who die by suicide have some form of mental illness or substance abuse problems (National Alliance on Mental Illness, 2018).

hypo-mani

four

of sadness, agitation, and euphoria

Adverse Childhood Experiences:

as well as

Additionally, some individuals may lack certain knowledge of what is important to focus on to increase their quality of life

This article focuses on the significance of taking care of our health as everybody can benefit from self-care regardless of gender, race, age, income or access to aiding resources.

Introduction:

The significance of self care

We believe that institutions need to do a better job helping students to complete college when they face barriers.

Customized majors

Most of these services are offered in a program that is, on the whole, radically under-resourced. But we do it by helping students see themselves as part of an academic community, and then leveraging the power of that community to support itself in the ways that it needs. Institutionally, we try to create policies and structures that make this easier.

we see food insecurity as an academic issue, and we understand that they will not be able to learn or succeed if they are hungry

60% and 70% of graduating #PlymouthIDS majors claimed that they would have left PSU if they hadn’t enrolled in the IDS program

Second, we serve students in interdisciplinary fields that are well-established at other colleges but which Plymouth State, due to its size and resources as a small, rural, public university, does not offer as a discrete major.

In 2014, we developed an Open Pedagogy approach to the curriculum, and since then, we’ve grown in enrollments by 1,150%.

I’ve wanted to write something to document the remarkable experience I have had being a part of the Interdisciplinary Studies program here at Plymouth State University.

Overall, it takes many different disciplines in order to successfully fly a group of people around the world.

you need to make those important to you before they are important to anyone else.

Can they use creativity to solve complex problems in the workplace that haven’t been used in the past?

Instead of graduating with a comprehensive understanding of a single discipline like anthropology or economics, they graduate with a smattering of knowledge, spread across many fields.

The communication barrier poses a unique challenge to interdisciplinarity: is collaboration possible without a common language?

The attitudinal barrier between democrats and republicans makes bipartisan compromise almost impossible.

n addition, there are some cross-disciplinary challenges that can arise, like organizational issues and differences in disciplinary procedures.

Knowledge is like a mosaic: every tile represents a scholar who has spent an entire lifetime exploring a single idea.

Interdisciplinary studies is a disruptive ideology that takes control away from educators and puts it where it belongs: in the hands of students.

If relevancy is correlated with time and circumstance, then students may think differently about algebra II or the Gulf War in five or ten years

“Why do I need to learn this? I’ll never use it in real life.”

By challenging themselves with a variety of educational experiences, interdisciplinary students become better critical thinkers, gain more self-awareness, and grow more confident in the way their brains work and who they are as people.

It’s such a transformative experience for so many people that it seems almost irrational to expect students to know what they want from it before they arrive.

Education is exploration, a phenomenon that cannot be neatly packaged and universally distributed.

For example, one of his most influential reforms was advocacy for a curriculum based on students’ interests rather than a pre-established curriculum. He believed that a student, by age eighteen, was old enough to select his own courses and pursue his own imagination (Zakaria 54-7). Interdisciplinarity abides by the same logic. Many educators disagreed with Eliot, arguing that schools exist to guide students through the established hierarchy of education. If students wander around at their own will, these educators argued, they may leave school with an incomplete or inconclusive education.

Knowledge transformed from an experience to a product.

Understanding the history of education is essential to understanding the current academic climate surrounding interdisciplinarity.

It intrigues me to think that I will be able to belong to my own disciplinary community of art therapy and be a member of the American Art Therapy Association while also being a part of the art and psychology social communities on their own.

In most disciplines, such as say dentistry, people within that field if they’re close together location-wise they’re in competition with each other. This was weird to think of how they are able to still make a social connection when in competition.

The medical field is most likely one of the most specialized fields in the world, even though it seems the human body and its complex systems would be the number one use for interdisciplinary study. 

Our society is only starting to get the ball rolling on interdisciplinary communication.We know from many of history’s examples that when particular disciplines rule over a single issue, myriad unforeseen consequences may result. For example, Repko references the dams on the Columbia and Snake rivers that killed the salmon fishery industry in that region. The architects and accountants orchestrating the building of the dams could have considered the environmental impact, but it wasn’t their specialty, so they didn’t have the insight on potential impacts than an environmental scientist would have had.

Nowadays students are allowed to choose what they want to learn about based on their own likes and dislikes.

The most dramatic advancements have occurred in the 50 years leaving one to ponder how the academy will look even a decade from now.

Harvard began with a single house and a single acre of land, but has now grown to an astounding 5,083 acres.

No doubt, most academics “will go on tending their own garden” (Sherif, 1979, p. 218). This is all as it should be, provided these specialists “force themselves to define all of the available research on that problem as of possible relevance, and to see themselves as contributing to the resolution of a problem rather than as adding information to an isolated discipline” (Condit, 1993, pp. 245-246). No doubt too, and despite the hardships, a few creative individuals will continue to tread from one garden to another. We should see to it that their less-traveled paths are not overrun with thistles.

Even under the best circumstances, an interdisciplinarian is unlikely to gain as complete a mastery of her broad area as the specialists upon whose work her own endeavor is based.

To reach the pinnacle of their profession, they often end up exploring one interesting feature of a single atoll. Interdisciplinarians, by contrast, are forever treating themselves to the intellectual equivalent of exploring exotic lands.

All too often, experts forget that “problems of society do not come in discipline-shaped blocks

The same goes for the history of ideas: outsiders are less prone to ignore anomalies and to resist new conceptual frameworks.

Interdisciplinary knowledge involves familiarity with components of two or more disciplines.

“Your planet is very beautiful,” [said the little prince]. “Has it any oceans?” “I couldn’t tell you,” said the geographer. . . . “But you are a geographer!” “Exactly,” the geographer said. “But I am not an explorer. I haven’t a single explorer on my planet. It is not the geographer who goes out to count the towns, the rivers, the mountains, the seas, the oceans, and the deserts. The geographer is much too important to go loafing about. He does not leave his desk.” ~Antoine de Saint Exupery (The Little Prince, pp. 63-4)

But content, methods, and epistemologies are the central building blocks of disciplines, and it is helpful to understand these as you get started in Interdisciplinary Studies.

epistemology explains the why of a discipline

Content is the what of a discipline.

Sometimes we actually don’t want to carve a problem or concept into small bits, but instead want to see how something specific fits into a larger pattern or fabric.

Both are very useful for interdisciplinarians, since breaking a problem or concept down may help us see the different disciplines that are involved, which will then allow us to organize our research approach.

the number of disciplines involved

Both multidisciplinarity and interdisciplinarity are valid ways to bring different academic perspectives together.

Are you more interested in INSTRUMENTAL or CRITICAL interdisciplinarity? 

Interdisciplinarity is like mixing paint. You can lay colors side-by-side to create beautiful paintings (multidisciplinarity), or you can mix them together to get totally new colors (interdisciplinarity).

As a people, we need to understand where we were, where we are, and where we are going. The challenge for higher education, then, is not the choice between pure research and practical application but, rather, the integration and synthesis of compartmentalized knowledge. On our campuses, we must create an intellectual climate that encourages faculty members and students to make connections among seemingly disparate disciplines, discoveries, events, and trends — and to build bridges among them that benefit the understanding of us all.

learning by doing — including the use of community service, field study, internships, and research projects to integrate experience and application with academic work

The university’s lack of a meaningful liberal arts curriculum understandably sends many anxious students into the safer harbors of study that lead directly to positions in the job market.

In particular, higher-education reform must focus on a revival of the liberal arts. Yet, paradoxically, liberal education is in decline just when we need it the most. In 1970 more than half of the baccalaureate degrees awarded were in a liberal-arts discipline. By 1995 that proportion had shrunk to closer to 40 percent, while about 60 percent of the degrees were in preprofessional or technical fields. The largest number of B.A. degrees granted in the 1990s was in business.

After all, political empowerment and economic opportunity stem from the same root: the spread of knowledge. Thomas Jefferson fervently believed that a nation cannot be ignorant and free; I share this view as well as Jefferson’s optimism that societies become more democratic as citizens become more knowledgeable and cultured.

Today’s students fulfill general-education requirements, take specialized courses in their majors, and fill out their schedule with some electives, but while college catalogs euphemistically describe this as a “curriculum,” it is rarely more than a collection of courses, devoid of planning, context, and coherence.

In fact, mass higher education is heading toward what I call the Home Depot approach to education, where there is no differentiation between consumption and digestion, or between information and learning, and no guidance — or even questioning — about what it means to be an educated and cultured person. Colleges are becoming academic superstores, vast collections of courses, stacked up like sinks and lumber for do-it-yourselfers to try to assemble on their own into a meaningful whole.

college has become a chaotic maze where students try to pick up something useful as they search for the exit

It makes sense when students find ownership in what they choose to create, how they put it online, and how it engages a broader audience.

If no one wants to read the hastily constructed blog post for a class participation grade, then what is the purpose of making it public? If assignments are going to live online, don’t they need to be connected to a public dialogue? Don’t they need to be oriented at the proper audience? The web is a network for conversations, and if students still see their audience as a teacher with a red pen, then nothing changes.

they are the subjects of their learning, not the objects of education technology software.

To get there, students must be effective architects, narrators, curators, and inhabitants of their own digital lives.

This vision goes beyond the “personal learning environment”5 in that it asks students to think about the web at the level of the server, with the tools and affordances that such an environment prompts and provides.

So, how might colleges and universities shape curricula to support and inspire the imaginations that students need? Here’s one idea. Suppose that when students matriculate, they are assigned their own web servers — not 1GB folders in the institution’s web space but honest-to-goodness virtualized web servers of the kind available for $7.99 a month from a variety of hosting services, with built-in affordances ranging from database maintenance to web analytics. As part of the first-year orientation, each student would pick a domain name. Over the course of the first year, in a set of lab seminars facilitated by instructional technologists, librarians, and faculty advisors from across the curriculum, students would build out their digital presences in an environment made of the medium of the web itself. They would experiment with server management tools via graphical user interfaces such as cPanel or other commodity equivalents. They would install scripts with one-click installers such as SimpleScripts. They would play with wikis and blogs; they would tinker and begin to assemble a platform to support their publishing, their archiving, their importing and exporting, their internal and external information connections. They would become, in myriad small but important ways, system administrators for their own digital lives.3 In short, students would build a personal cyberinfrastructure, one they would continue to modify and extend throughout their college career — and beyond.

Google, Blogger, Wikipedia, YouTube, Facebook, Twitter

When a student moves to a new school, for example, they often have to request their transcript, a document that lists their courses and their grades. A transcript is by definition a copy of their education record. The transcript is often printed on a piece of paper with formal letterhead, perhaps with a watermark or stamp to show that it’s “official.”

While some schools are turning to social media monitoring firms to keep an eye on students online, rarely do schools give students the opportunity to demonstrate the good work that they do publicly.

These portfolios can contain text, images, video and audio recordings, giving students opportunities to express themselves in a variety of ways beyond the traditional pen-and-paper test or essay.

But there remains this notion, deeply embedded in Domain of One’s Own, that it is important to have one’s own space in order to develop one’s ideas and one’s craft.

students need a proprietary online space in order to be intellectually productive.

Students have little agency when it comes to education technology – much like they have little agency in education itself.