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How Heaven became a place among the stars
No full textWhere God dwelt
For hundreds of years, Christians knew exactly where heaven was: above us and above the stars. Then came the new cosmologists
A Curriculum Designed to Teach Elementary-Age Children in Diverse Settings the Kingdom Concept of Loving One\u27s Neighbor
Get PDFUnited States Census data from 2020 show that the country is becoming increasingly diverse and urbanized. Other research shows children are aware of race from an early age and can pick up biases and stereotypes by watching the adults around them. However, there are no children’s ministry curricula that specifically address how children should navigate differences from a biblical perspective. To fill this gap, a children’s ministry curriculum was written to model how children can love their neighbors like Jesus did, especially those who look different from themselves. The curriculum is comprised of an introduction for the ministry leader, five weekly lessons, and a resource list. The weekly lessons include an introduction, a leader note and devotion, preparation instructions, opening activity ideas, the large group lesson, prayer and reflection stations, a closing, and family take-home sheets. The curriculum was reviewed by seven practitioners and professors and revised according to their comments. The goal of this curriculum is to be a valuable resource to churches, parachurch organizations, and families as they seek to point children to where God is already at work in their neighborhoods and how they can make Jesus known there
The Impact of Peer and Adult Formative Feedback on Writing Identity in Advanced Placement Composition Courses
No full textOnline presentation: https://us02web.zoom.us/j/7795013240 Zoom Room ID: 779 501 3240
The College Board designs their courses to “cultivate the reading and writing skills that students need for college success and for intellectually responsible civic engagement” (AP Central, 2019, para. 1). As such, high school English teachers implement best writing instructional practices. However, most English teachers agree that a student’s authorial identity- how a student defines him/herself as a writer- is crucial to become a good writer and that mastery of writing is connected to “adolescents seeing themselves as writers” (Hasty & Hauptman, 2019, p. 28). However, many students do not see themselves as writers (Hasty & Hauptman, 2019). In this study, the researcher addressed the problem that high school students do not perceive themselves as good writers. The purpose was to understand how feedback from peers and adult tutors during the formative phases of writing impacted a writer’s sense of writing identity and agency. The focus was regarding writers’ perceptions of their writing skills, the agency to improve their skills, and the impact on these perceptions as a result of conversations with tutors. The purpose and focus called for a qualitative, phenomenological approach to explore the writing growth of high school students and the extent to which dialogue and feedback impacted their perceptions. Based on the findings, the four conclusions are that students needed time to sharpen their grammar skills in order to feel like a writer; students’ writing identity was strengthened when they discussed their process and their topic; students’ experiences with formative feedback boosted their confidence in their writing abilities, thus making them feel like a writer; and students’ concept of what it means to be a writer expanded after having conversations about writing. As such, the following implications can guide writing teachers in the instruction of writing: a) devote time in class to write; b) allow time for writers to offer their own explanations and ask individual questions about writing during the formative stages; c) give specific, encouraging comments that motivate students to apply the feedback; and d) include a discussion of the complexity and creativity of ideas
The Department of Behavioral Sciences: Selected Student Research Projects
No full textThis session features undergraduate research projects conducted by students in the Department of Behavioral Sciences. Specifically, psychology majors in pursuit of their Bachelor of Science degrees belong to one of two research laboratory groups and will complete a Quantitative Research Project of their own choosing. For this session, select students from undergraduate research laboratories supervised by Dr. John Adams and Dr. Kristian Veit will present their projects.
Janelle Parish will be presenting her study entitled, “Investigating Attitudes Toward the COVID-19 Booster Shot.”
ABSTRACT
This study examines the impact of source credibility on attitudes toward the COVID-19 booster shot, as well as the relationships between vaccine hesitancy (VH), political party affiliation (PPA), and attitudes toward the COVID-19 booster shot. It was hypothesized that participants in the high credibility condition would have more favorable attitudes toward the COVID-19 booster shot than participants in the low credibility condition, there would be a negative relationship between VH and attitudes toward the booster shot, and that those who tend toward the right politically would have a more negative attitude toward the booster shot. A convenience sample of undergraduate students (N = 69) took part in this one-way between-subjects experiment. Using an independent samples t-test, results showed no significant differences between the high credibility and low credibility conditions on booster shot attitudes. However, those with higher VH tended to have a more negative attitude toward the booster shot (r = -0.77, p = \u3c .001). In addition, participants who had a right-leaning PPA had a more negative attitude toward the booster shot (rs = -0.58, p= \u3c .001). These findings may provide further implications for analyzing COVID-19 booster shot behaviors. Seeking a correlation between these elements from a larger demographic for a wider range of political affiliations would benefit from future research as well.
This study examines the impact of source credibility on attitudes toward the COVID-19 booster shot, as well as the relationships between vaccine hesitancy (VH), political party affiliation (PPA), and attitudes toward the COVID-19 booster shot. It was hypothesized that participants in the high credibility condition would have more favorable attitudes toward the COVID-19 booster shot than participants in the low credibility condition, there would be a negative relationship between VH and attitudes toward the booster shot, and that those who tend toward the right politically would have a more negative attitude toward the booster shot. A convenience sample of undergraduate students (N = 69) took part in this one-way between-subjects experiment. Using an independent samples t-test, results showed no significant differences between the high credibility and low credibility conditions on booster shot attitudes. However, those with higher VH tended to have a more negative attitude toward the booster shot (r = -0.77, p = \u3c .001). In addition, participants who had a right-leaning PPA had a more negative attitude toward the booster shot (rs = -0.58, p = \u3c .001). These findings may provide further implications for analyzing COVID-19 booster shot behaviors. Seeking a correlation between these elements from a larger demographic for a wider range of political affiliations would benefit from future research as well
Framing the Concept of Trauma for Teachers
No full textTrauma informed instruction (TII) is a nascent movement that is shaping the way teachers think about their students and about themselves. Just a decade into the TII movement, though, there is variance in the way trauma is described in and around the field of education. The purpose of this presentation is to examine two competing views of trauma, and explore the implications of both views for teachers’ thought and action. Philosophical differences that underlie the two views of trauma will be discussed, along with a recommendation that teachers conceptualize students as beings in time rather than behavior management problems
Gender Roles Reviewed through Shakespeare’s Twelfth Night with Twenty-first Century Applications
Get PDFThis thesis accompanies a modern-day adaptation of Shakespeare’s Twelfth Night, which aims to emphasize the importance of gender equality as a moral imperative in the twenty-first century. In his original play, Shakespeare drew attention to gender stereotypes in the Elizabethan age through character representation. Although Shakespeare does not put much emphasis on gender equality in Twelfth Night, this equality is an important factor in the modern adaptation, in which a young woman named Vivian pursues her desire to start a business but is faced with financial issues and seeks a job under a misogynistic boss named Owen. Owen questions her ability to succeed in the business world, but Vivian’s mature influence brings about a change in his perspective on gender roles as Vivian proves to be a strong, independent character. This thesis informs the adaptation by exploring gender roles in both the Elizabethan age and the twenty-first century to critique gender stereotypes and promote gender equality