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Can Healthy Be Tasty? The Relationship between Food Perception and Food Consumption
No full textThis paper explores the relationship between food perception and food consumption.Objective: To explore adults’ association between food perception and frequency of food consumption.
Subjects: Thirty-nine male and 157 female undergraduate students (aged 18-22) of predominantly Caucasian ethnicity from Vanderbilt University, a medium-sized, metropolitan, private university in the southern United States completed the study.
Method: Participants were asked to rate 40 food items on taste, health and convenience. Subjects then indicated frequency of consumption for these food items on a modified Food Frequency Questionnaire (FFQ).
Results: People relied primarily on taste perception for food choice. A cluster analysis revealed subgroups with similar food perception and consumption. Healthy foods were perceived as both healthy and tasty by certain clusters.
Conclusions: Food cognition is clearly related to food choice. Understanding food perception in regard to health outcome could help public health, clinical and marketing professionals focus on effective methods to improve their respective approaches.Vanderbilt UniversityPsychology and Human DevelopmentPeabody CollegeThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Science
Effects of Transcranial Direct Current Stimulation (tDCS) on Performance Monitoring and Learning Rate in Schizophrenia
No full textExploring the ability of transcranial direct current stimulation to improve performance monitoring and learning rate in schizophrenia. For PSY 295/296: Honors Seminar with Dr. SaylorA reliable and valid neurophysiological index of error-monitoring ability is an eventrelated
potential (ERP) known as “error-related negativity” (ERN), which is evoked following an
error response. Individuals with schizophrenia show error monitoring deficits accompanied by reduced ERN. Error monitoring is mediated in part by the medial-frontal cortex, which has been shown to be abnormal in schizophrenia. Transcranial direct current stimulation (tDCS) is a noninvasive tool for transient modulation of cortical function, which delivers low current to brain areas through small electrodes. In this study, we sought to improve performance monitoring in schizophrenia by delivering tDCS to the medial-frontal area. Ten patients and 10 demographically matched controls participated in a difficult choice target color discrimination task with stop trials that were designed to elicit errors while ERPs were recorded. TDCS was delivered before the cognitive task. After anodal tDCS stimulation, performance monitoring and learning rates were improved in the patients and ERN was increased to measures comparable to healthy controls during the sham condition. These results suggest that tDCS could be used to treat cognitive deficits in schizophrenia, and other neuropsychiatric illnesses with widespread cognitive impairments.Vanderbilt UniversityPsychologyCollege of Arts and ScienceThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Sciences. Under the direction of Dr. Sohee Park and Dr. Geoffrey Woodma
Exploring Men "On the Down Low": Race, Sexuality, and HIV in the Twenty-First Century
No full textHistory Department Honors Thesis, 2014. Awarded: Highest Honors.Department of HistoryCollege of Arts and Scienc
Making Adaptations to the Daily 5 Literacy Program to Meet the Needs of Beginning English Language Learners
No full textTeaching and Learning Department capstone projectThe Daily 5 is an instructional framework designed to organize the literacy block in early elementary classrooms. The model is grounded entirely in research-based practices for early literacy instruction, and has been widely implemented in classrooms throughout the country. However, there has been little research investigating how the Daily 5 aligns with best practices for teaching English Language Learners (ELLs). This issue becomes increasingly more pertinent as the ELL population continues to grow in our schools. The goal of this paper is to synthesize the research in early literacy instruction, the Daily 5 framework, and best practices in ELL instruction to provide specific recommendations for modifying the Daily 5 to better meet the needs of ELL students. The research focuses on early elementary instruction (K-3) and ELLs at the beginning stage of English language acquisition. Furthermore, the recommendations for modifications to the Daily 5 are specific to the framework’s five independent work rotations and assessment procedures. Investigations across all three areas of research indicate that teachers can successfully make effective and meaningful adaptations to the Daily 5’s independent work rotations and assessment procedures for their ELL students. The recommendations focus primarily on adapting the tasks and materials presented in the model. The modifications either reduce the language demands of a task, or provide additional language and/or contextual support. This research paper provides teachers with initial steps for making the Daily 5 more appropriate and meaningful for their ELL students.Department of Teaching and LearningPeabody College of Education and Human Developmen
Pushing Beyond Procedures to Enhance Mathematics Learning
No full textTeaching and Learning Department Capstone ProjectWhile many ideas abound in the literature about what effective mathematics instruction entails, procedural instruction still dominates in United States mathematics classrooms. Many math teachers seem to have a natural tendency to default to simply teaching procedures. However, if teachers want their students to engage in meaningful mathematics, they need to realize why this type of math instruction is insufficient. They need to see that pushing beyond procedures is both a necessary and achievable goal. To properly frame these ideas, I will begin this paper by examining the evidence that supports the claim that the culture of mathematics instruction in the United States is procedural. To more deeply understand this phenomenon, it is important that teachers are aware of the factors that cause it, factors that may be occurring in their own classrooms. I will identify some of these key factors. I will then make a case for why procedural instruction is lacking by analyzing its negative effects on learners, the learning environment, and curriculum. Having established the downsides of procedural instruction, I will then turn to the issue of how math teachers can push beyond it. I will start by identifying some common characteristics found in classrooms in which meaningful mathematics is found: the emphasis of mathematical reasoning, the framing of mathematics as a discovery process, the promotion of student agency, and the practice of mathematical discussion. I will follow up these general themes by offering some more specific suggestions for steps math teachers can take to achieve these characteristics in their own classrooms. Finally, I will offer some possible challenges in achieving this more meaningful type of mathematics instruction.Department of Teaching and LearningPeabody College of Education and Human Developmen
M@ny Write W@ys 2 Write! Multi-Genre Writing Prompts to Improve Writing for Secondary Students
No full textTeaching and Learning Department Capstone ProjectThis paper reviews and synthesizes the relevant literature of the Writing Workshop (Clippard & Nicalse, 2009; Calkins, 1994), genre theory (Bahktin, 1979), and the efficacy of teaching multi-genre writing (Chapman, 1999; Paine & Johnson-Sheehan, 2011; Purcell-Gates, Duke, & Martineua, 2007) to improve the writing abilities of secondary students. Based on these research findings, a curricular implementation of a daily writing assignment is recommended, especially for English instructors needing resources for teaching struggling writers. More specifically, multi-genre writing is a learner-centered writing curriculum because of the way it relies and builds on the identity (Ivanic, 1998) of each learner. While drawing upon the dispositions of these learners, they gradually become more sophisticated writers as each one builds versatility (Dean, 2008; Paine & Johnson-Sheehan, 2011; Purcell-Gates, Duke, & Martineau, 2007) in their writing. Finally, environmental enhancements are presented and formative assessments (with an emphasis on revision instruction) are recommended for this multi-genre writing curriculum.Vanderbilt UniversityDepartment of Teaching and LearningPeabody College of Education and Human Developmen
Resolution of the (Confederate) Congress (in Kentucky), 1861
No full textIntroduction by Robert Emmett McDowell
An oration pronounced upon the occasion of laying the corner stone of the Nashville High School, on the 19th of May, 1853
No full textChristopher Paris on Narrative Obtrusion in the Hebrew Bible
No full textIn this podcast, Chris Benda, theological librarian at the Vanderbilt Divinity Library, interviews Christopher Paris about his book Narrative Obtrusion in the Hebrew Bible
Alleyne on the Ground: Factfinding that Limits Eligibility for Probation or Parole Release
No full textarticle published in law reporterThis article addresses the impact of Alleyne v. United States on statutes that restrict an offender’s eligibility for release on parole or probation. Alleyne is the latest of several Supreme Court decisions applying the rule announced in the Court’s 2000 ruling, Apprendi v. New Jersey. To apply Alleyne, courts must for the first time determine what constitutes a minimum sentence and when that minimum is mandatory. These questions have proven particularly challenging in states that authorize indeterminate sentences, when statutes that delay the timing of eligibility for release are keyed to judicial findings at sentencing. The same questions also arise, in both determinate and indeterminate sentencing jurisdictions, under statutes that limit the option of imposing either probation or a suspended sentence upon judicial fact finding. In this Article, we argue that Alleyne invalidates such statutes. We provide analyses that litigants and judges might find useful as these Alleyne challenges make their way through the courts, and offer a menu of options for state lawmakers who would prefer to amend their sentencing law proactively in order to minimize disruption of their criminal justice systems