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An Analysis of Themes in East German Films between 1946 and 1974
Get PDFHistorians have studied the history of the divided Germany. Many of these historians have studied the nuances that appear when comparing the German Democratic Republic and the Federal Republic of Germany. Historians have debated on which of the Cold War era Germanys created the best response to the Nazi past during World War II. Philosopher Sarah Neiman weighs in on the debate and takes her spin on the topic. Her book focuses on the concept that countries like the United States should learn from Germany, as the country has been reconciling its past on a national level, which is something that the United States is not doing. Neiman not only believes that many countries should take note of how Germany is approaching their past and believes that the East German government in the Cold War created a better memory system than West Germany.1 The claim she makes that the German Democratic Republic, which will be referred to as the GDR, created a better response to the Nazi past is flawed. Her work in comparison to other historians misses a mark as it does not recognize fully the memory policies of the German Democratic Republic
(L-R) Lynne Cameron (BCAC Chair), Kaylan Finley, Brian Keith (Dean of Library Services)
No full textKaylan Finley receives first place in the undergraduate category.https://thekeep.eiu.edu/lib_awards_2024_photos/1004/thumbnail.jp
(L-R) Anh Bui, Paige Thing, Kaylan Finley, Courtney Klaers, Audrey Hopper, Shayla Taylor
No full text2024 Booth Library Research Award winners.https://thekeep.eiu.edu/lib_awards_2024_photos/1010/thumbnail.jp
COVID-19 Pandemic and College Students’ Mental Health: Vulnerability and Resilience Factors
Get PDFThe world became quickly and suddenly consumed by the COVID-19 pandemic in January 2020. Topics such as stay-at-home orders, isolation from society, and social distancing became trending discussion themes in news coverage and daily conversations. The present study aimed to examine the effects of the COVID-19 pandemic on the mental health of college students. Specifically, a total of 123 students from a rural Midwest university and an urban Southeast university in the United States participated in an online survey that assessed COVID-19-related vulnerability and resilience factors (e.g., employment status, living situation, religious beliefs, previous diagnosis, and vaccination status of individuals) and mental health symptoms (e.g., anxiety, depression, PTSD, sleep and substance use). The results indicated that: (1) there was no significant difference in mental health symptoms among students attending the two rural and urban universities; (2) those college students who had more severe COVID-19 pandemic experiences (e.g., hospitalization due to the COVID-19 pandemic or loss of a loved one) , did not have more mental health symptoms; (3) those with a previous mental diagnosis had more COVID-19 pandemic related mental health symptoms; and (4) those with more certain positive coping skills, including social contracts, daytime structure, and inner resources, were less susceptible to mental health symptoms. Together, the results highlight that prior mental health diagnosis was an important vulnerability factor, whereas positive coping skills during the COVID-19 pandemic was a resilience factor. Future research could investigate a larger or more culturally varied population to enhance the generalizability of findings. The current study also has clinical implications for treating clients for anxiety, stress, depression, or PTSD related to the pandemic
Self-Reported Multicultural Teaching Knowledge of K-12 Teachers
Get PDFResearch continues to show that students who belong to racial and/or ethnic minority groups face a variety of challenges at school, such as disproportionate rates of drop out, behavioral problems, exclusionary discipline practices, absenteeism, placement in special education, and more. These challenges are thought to contribute to the academic achievement gap between White and racial/ethnic minority students throughout the American public school system. Therefore, it is important to assess the multicultural teaching competence of American teachers and investigate barriers to improving culturally responsive teaching practices. Past research has investigated teachers’ multicultural teaching competence, but fewer compared general and special education teachers to examine if the differences in their training programs lead to disparities in multicultural teaching competence. In the current study, 207 teachers (129 general education and 78 special education) completed the Multicultural Teaching Competence Scale (MTCS). A majority of participating teachers (150) work in midwestern urban environments (primarily Chicago, IL and Saint Louis, MO), although 57 teachers from other U.S. areas accessed the survey through a Facebook group. The MTCS yields a total score and two sub-scales scores for multicultural teaching knowledge and skills. The average MTCS scores for each group were very similar, 74.93 for general education teachers and 74.81 for special education teachers. Three items were added to gather information on the teachers’ views regarding stress, unfairness, and worry related to teaching culturally diverse students. Participants who scored in the non-Mastery range on the MTCS reported more feelings of stress (51% of non-Mastery scorers), while White participants (49.03%) indicated high levels of worry related to working with diverse groups
