460 research outputs found
The implications for ministry of the teachings of Kenneth Cracknell with special reference to former students
No full textTo be effective in ministry in the contemporary religious milieu, today's seminarians, tomorrow's church leaders, must receive more than a mere academic experience; they need practical experience as to how to function effectively within a socially diverse climate of faith. The author documents the long term impact of Kenneth Cracknell's attempts to nurture cross cultural understanding and cooperation within the seminary context. The intent of this exposition is to demonstrate that Kenneth Cracknell has purposefully created a tranformative environment using interfaith dialogue as an effective paradigm for informing today's diverse seminary population. To that end, opinions, reactions and musings of a dozen former students are documented and presented herein as models of appropriate conversation for interfaith dialogue
A Comparison of Concept Maps and Text Summaries: The Effects of Study Format on Memory
No full textA large body of research has provided evidence that concept maps offer a greater benefit for learning compared to traditional text (e.g., Nesbit & Adesope, 2006). Reder and Anderson (1980) compared text summaries to full-length texts and found text summaries to be more beneficial for learning, suggesting that details and elaborations can hurt retention. The current research compared concept maps and text summaries in two experiments. In Experiment 1, participants studied a science topic from a concept map or text summary. Immediately following study, all participants completed a concept map posttest and text summary posttest where the arrangement of both posttests did not match study condition. In Experiment 2 another topic was added and posttest arrangement was not manipulated. The results from both experiments provide evidence in support of transfer-appropriate processing. Additionally, findings suggest that the benefits of studying a concept map may depend on the subject matter
On the Placement of Retrieval Practice During a Lecture: How Does Lecture Quizzing Affect Memory, Attention, and Test Anxiety?
No full textAlthough lectures are a common method of teaching within higher education, critics argue that this traditional style of teaching encourages a passive approach to learning where students are not actively involved during the learning process. Prior reserach conducted in classroom settings suggests that clicker quizzes may encourage more student involvement and increase exam scores (Roschelle, Penuel, & Abrahamson, 2004). While the use of clicker quizzes during a lecture seems promising to promote more active learning, perhaps the greatest benefit of quizzing during a lecture is that it provides students with the opportunity to practice retrieval of what they learn, which may improve long-term retention (e.g., McDaniel, Roediger, & McDermott, 2007). The current study examined the effects of inserting quizzes during various segments of a lecture. A pre-recorded lecture was divided into three segments of equal lengths. Participants were randomly assigned to one of the following experimental conditions: (1) - quizzing after each segment; (2) quizzing only after the first segment; (3) quizzing only after the last segment; (4) no quizzing during the lecture. After a one-week retention interval, participants completed a final cumulative test. The results indicated that the interspersed condition significantly outperformed the beginning, end, and no quizzing conditions on the final test. This was especially the case among those with high test anxiety. Results also indicated that the interspersed condition reported significantly less episodes of mind wandering relative to the other conditions, and participants in the interspersed condition recorded significantly more notes
PSY-5 The Nose Smells What the Eyes See: The Effect of a Visual on Olfactory Perception
No full textThis experiment maintains the goal to understand if a visual can influence olfactory perception, or, if what someone sees may influence what they think they are smelling. Participants smelled jars that were all embossed with floral decorations but contained different smells (e.g., hot sauce, castor oil, old spice deodorant). After smelling each jar, participants filled out a survey based on a Likert scale that determined if the individual agreed that the jar was floral scented. The results indicated that the florally decorated jars made people think that they were smelling something floral as opposed to what they were truly smelling. These results suggest that visuals do influence olfactory perception through a process of priming. Implications of this work highlight the importance of chemical labeling for the safety of employees or individuals working in a laboratory setting
Lloyd (Sandy) H. Ellis Jr. Interview, 2011
No full textThis is an interview with author Lloyd (Sandy) H. Ellis Jr. about his book Sacred Landmarks and his forthcoming book which extends the first work beyond the city limits. In the first part of the interview there is discussion about the first book and how his new book will extend beyond the city limits to look at other sacred landmarks around the city. The next part of the interview Ellis notes the problems with getting access to some institutions and differences between religious groups and the clergy. Throughout the interview unique aspects of these landmarks are noted as well as religious differences. The later part of the interview Ellis notes how the churches have evolved and how parishioners have given insight to these landmarks. At the end of the interview discussion concludes with how the builders deserve credit along with the designers in construction of these landmarks. Ellis also points out how many founding pastors provided the initiative, fund raising, and drive for the construction of these institutions
Do Professor Characteristics Influence College Students\u27 Mental Health Disclosure?
No full textPrevious studies have provided some evidence that college students may hesitate to disclose their mental health status because of social stigma; however, more research is needed to identify and understand the factors that influence students’ willingness to disclose. For example, it is unclear how professor characteristics impact the likelihood of disclosure. In the current study we examined whether the gender of the professor (male vs. female) and the professor’s teaching discipline (STEM vs. humanities) affected students\u27 likelihood to disclose a mental health problem. Participants read a fictitious syllabus where the professor was either male or female and taught a chemistry or English course. Then, they were asked to respond to a questionnaire concerning whether they would disclose any mental health problems to the professor teaching the course. Results indicated that students would not disclose their mental health status to a professor via email or office hours. Instead, they would rather skip the class for a mental health day. This effect was especially present if the class was taught by a female professor in humanities. In addition, students of color were more likely to report skipping the class when compared to their White counterparts. These findings raise important implications for our understanding of the relationships between students and professors concerning mental health
Mot nguoi My o Viet Nam hom nay: Lepers and Lunacy: An American in Vietnam Today
No full textBy Kenneth J. Herrmann, Jr.
An autobiographical account of a war veteran who returned to Vietnam and started a study abroad program there. A unique perspective of the relationship today between Vietnam and America that not only takes the reader into the author\u27s life, but also into the lives of lepers, families who live in a garbage dump, and many others.https://digitalcommons.brockport.edu/bookshelf/1289/thumbnail.jp
SS-12 Clickbait or not? How headlines and tone shape reading comprehension and social behavior
No full textNews headlines are often the first element readers encounter before engaging with an article. The initial impression created by headlines may be affected by various factors, including the choice of wording. For example, media outlets commonly use “clickbait,” where appealing titles are used to attract reader engagement. However, these headlines can mislead the reader as they may not be relevant to the article’s content. Previous research has indicated that headlines influence reading comprehension by directing readers\u27 attention to specific aspects of the text. However, more research is needed to investigate how headlines and article contents interact to affect cognitive processes (e.g., reading comprehension) and social behaviors. This current study aimed to observe if there was a causal relationship between headline phrasing and article tone on reading comprehension and measures of reader perception of the article. In the experiment, college students were randomly assigned to read a news article written in a positive or negative tone, and the headline was either congruent or incongruent with the article’s tone. After reading the article, participants were presented with reading comprehension questions and behavioral items (e.g., would you share the article you just read?). It was hypothesized that an incongruent headline would negatively affect reading comprehension and reduce readers\u27 likelihood of engaging in social behaviors related to the article. Implications from this research would suggest that misleading readers for engagement may have detrimental effects on people’s ability to understand content information. This is especially a problem when the content is important to society’s well-being
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