scholarly journals Strubecker: VORLESUNGEN ÜBER DARSTELLENDE GEOMETRIE/Holton und Roller FOUNDATIONS OF MODERN PHYSICAL SCIENCE/Lindsay und Margenau: FOUNDATIONS OF PHYSICS/Swenson und Woods: PHYSICAL SCIENCE FOR LIBERAL ARTS STUDENTS/SCHALL UND SCHWINGUNGEN IN FESTKÖRPERN/

1958 ◽  
Vol 14 (12) ◽  
pp. 569-572
Author(s):  
O. Rang ◽  
W. Glaser ◽  
M. Heckl ◽  
H. Hinterberger ◽  
H. Wolf ◽  
...  
Keyword(s):  
Liberal Arts ◽  
Physical Science ◽  
Foundations Of Physics ◽  
Liberal Arts Students

BOOK AND FILM REVIEWS: Possibilities and Flaws: Physical Science for Liberal Arts Students

1973 ◽  
Vol 11 (6) ◽  
pp. 376-377
Author(s):  
Hugo N. Swenson ◽  
J. Edmund Woods ◽  
Robert Gardner
Keyword(s):  
Liberal Arts ◽  
Physical Science ◽  
Liberal Arts Students ◽  
Film Reviews

scholarly journals Physical Science for Liberal Arts Students

1958 ◽  
Vol 26 (1) ◽  
pp. 45-46
Author(s):  
Hugo N. Swenson ◽  
J. Edmund Woods ◽  
W. E. Haisley
Keyword(s):  
Liberal Arts ◽  
Physical Science ◽  
Liberal Arts Students

Mathematics for Liberal Arts Students

1993 ◽  
Vol 100 (2) ◽  
pp. 162-166
Author(s):  
Albert W. Briggs
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Students

Scheme as an expository language for liberal arts students

1993 ◽  
Vol VI (3) ◽  
pp. 54-58
Author(s):  
Aaron Konstam ◽  
John E. Howland
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Students

scholarly journals Mechanics for Liberal Arts Students

2017 ◽  
Vol 20 ◽  
pp. 183-188
Author(s):  
Yutaka Shimomura
Keyword(s):  
Liberal Arts ◽  
Liberal Arts Students

scholarly journals Evaluating engineering thinking in undergraduate engineering and liberal arts students

2018 ◽  
Vol 44 (3) ◽  
pp. 429-444
Author(s):  
Sarah Bell ◽  
Andrew Chilvers ◽  
Liz Jones ◽  
Nicole Badstuber
Keyword(s):  
Liberal Arts ◽  
Undergraduate Engineering ◽  
Liberal Arts Students

scholarly journals Thinking Through Improvisation: Do General Improvisation Studies Belong in a Liberal Arts Curriculum?

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Dominic Poccia
Keyword(s):  
Risk Taking ◽  
Liberal Arts ◽  
Creative Thinking ◽  
Reading Performance ◽  
First Year ◽  
Subjective Experiences ◽  
Arts Curriculum ◽  
Creative Problem ◽  
Liberal Arts Students ◽  
First Year Seminar

Thinking Through Improvisation implies two meanings: 1) carefully examining all that improvisation encompasses including how it is practiced, and 2) using improvisation to generate ideas or performances. Using a First Year Seminar course I taught for 20 years, I illustrate how a general course in improvisation can introduce students to improvisation as a way of thinking in diverse fields and can strengthen liberal arts skills in critical and creative thinking. Interdisciplinary and multicultural approaches are readily incorporated as are a range of activities including writing, critical reading, performance, and creative problem solving. Risk taking, trust, creativity, adaptability, teamwork, respect for knowledge, abstract and practical thinking and the joy of creative discovery are explored through discussion and practice of improvisation. Scientific explanations of improvisation are compared to subjective experiences of improvisational performance. These activities lay a groundwork for creative explorations of the discipline-oriented curriculum in the range of fields subsequently encountered by liberal arts students.  

Intervention Outcomes, Anxiety, Self-Esteem, and Self-Efficacy With DHH Students in Universities

2020 ◽  
Vol 26 (1) ◽  
pp. 58-69
Author(s):  
Samta P Pandya
Keyword(s):  
Self Efficacy ◽  
Liberal Arts ◽  
Self Esteem ◽  
Highly Qualified ◽  
Post Test ◽  
Liberal Arts Students ◽  
Commerce Students ◽  
Spiritual Counseling ◽  
The Impact ◽  
Academic Self Efficacy

Abstract This article reports the impact of an online spiritual counseling (OSC) program in mitigating anxiety and building self-esteem and academic self-efficacy among deaf and hard-of-hearing (DHH) students in universities. Compared to online relaxation sessions, the OSC was more effective. Male DHH students and those whose parents were highly qualified exhibited less anxiety and higher self-esteem and self-efficacy at pretest (T1). Post-test (T2) male students having better educated parents responded better to the OSC. T2 anxiety was lower and self-esteem and academic self-efficacy was higher for liberal arts students and having stay-at-home parents compared with science and commerce students and whose parents worked outside home. Self-esteem was also positively moderated by better economic class and presence of siblings. Intervention compliance in terms of regular attendance and self-practice mediated the relationship between sociodemographic predictors and outcomes. Results support the biopsychosocial model and encourage the implementation of the OSC with DHH university students.

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