This essay analyzes student learning through place‐based pedagogies in an American Religions course. In the course, students analyzed cultural meanings and practices of regional religious communities and participated in sensory awareness and ecological learning in a campus garden. Embodied learning increased student understanding and appreciation of land‐based religious practices and epistemologies, and promoted multiple student literacies. In Religious Studies, place‐based learning is vital to the examination of the rich dimensions and expressions of religious experience. Across disciplines, place‐based pedagogies can expand and deepen text‐based learning, cultivate recognition of various ways of knowing, foster affective connections to the local community, and develop critical skills for addressing patterns of displacement and ecological denigration.相似文献
Systematic observational studies of the chaplain's role and function in the secular health‐care setting are few. With an episode‐based diary recorded on handheld digital tablets, palliative care chaplains at a large urban hospital with a diverse patient population recorded details of patient visits in near‐real time. Cluster analysis revealed groups of activities we called "doing" and "being," and conversation topics of "practical matters" and "ultimate concerns”; chaplains were most satisfied with visits that involved all of these. Chaplains offer patients and families a space to express significant concerns; however, visits with spiritual or religious activities or topics were relatively rare. Broad quality of life concerns are central to the evolving professional role of chaplains in the secular setting of the modern hospital. 相似文献
In this essay, I explore an exam format that pairs multiple‐choice questions with required rationales. In a space adjacent to each multiple‐choice question, students explain why or how they arrived at the answer they selected. This exercise builds the critical thinking skill known as metacognition, thinking about thinking, into an exam that also engages students in the methods of the academic study of religion by asking them to compare familiar excerpts and images. As a form of assessment, the exam provides a record of students' knowledge and their thought processes, and as a learning strategy, it encourages students to examine the thought processes they use to understand religion(s) and its many manifestations.相似文献
Despite literature revealing the adverse consequences of objectifying gazes for women, little work has empirically examined origins of objectifying gazes by perceivers. Integrating alcohol myopia and objectification theories, we examined the effects of alcohol as well as perceived female attractiveness, warmth, and competence on objectifying gazes. Specifically, male undergraduates (n?=?49) from a large U.S. Midwestern university were administered either an alcoholic or placebo beverage. After consumption, participants were asked to focus on the appearance or personality (counterbalanced) of pictured women who were previously rated as high, average, or low in attractiveness, warmth, and competence. Replicating previous work, appearance focus increased objectifying gazes as measured by decreased visual dwell time on women’s faces and increased dwell time on women’s bodies. Additionally, alcohol increased objectifying gazes. Whereas greater perceived attractiveness increased objectifying gazes, more perceived warmth and perceived competence decreased objectifying gazes. Furthermore, the effects of warmth and competence perceptions on objectifying gazes were moderated by alcohol condition; intoxicated participants objectified women low in warmth and competence to a greater extent than did sober participants. Implications for understanding men’s objectifying perceptions of women are addressed, shedding light on potential interventions for clinicians and policymakers to reduce alcohol-involved objectification and related sexual aggression. 相似文献
Although absent from traditional diagnostic nosologies, Sluggish Cognitive Tempo (SCT) may have transdiagnostic utility given its robust associations with ADHD and internalizing symptoms as well as with cognitive impairments common to these conditions. Within-person variation in SCT symptoms may also serve to link ADHD, cognitive deficits, and internalizing psychopathology, however, few studies have utilized intensive longitudinal designs to probe within-person variation in SCT and its links to cognitive deficits and psychopathology. Ecological Momentary Assessment was used to measure between and within-person variance in SCT 4 times per day across 7 days (28 time-points) in 158 college students (approximately 51% with elevated ADHD and/or internalizing symptoms). Participants also completed ratings of current and childhood ADHD symptoms, cognitive function and internalizing psychopathology. Parameters derived from longitudinal multilevel models indexing between and within person variation in SCT were examined as mediators of the associations between (1) ADHD and internalizing symptoms and (2) self-reported cognitive functioning and internalizing symptoms. Results indicated that between-person differences in SCT, but not within-person variability, linked current and childhood ADHD and internalizing symptoms. Similarly, problems in time-management and organization influenced internalizing psychopathology via between-person differences in SCT. Results found that SCT may be a transdiagnostic link bridging mental health comorbidities, cognitive dysfunction, and internalizing psychopathology.
Two experiments investigated the effects of musicality and motivational orientation on auditory category learning. In both
experiments, participants learned to classify tone stimuli that varied in frequency and duration according to an initially
unknown disjunctive rule; feedback involved gaining points for correct responses (a gains reward structure) or losing points
for incorrect responses (a losses reward structure). For Experiment 1, participants were told at the start that musicians
typically outperform nonmusicians on the task, and then they were asked to identify themselves as either a “musician” or a
“nonmusician.” For Experiment 2, participants were given either a promotion focus prime (a performance-based opportunity to
gain entry into a raffle) or a prevention focus prime (a performance-based criterion that needed to be maintained to avoid
losing an entry into a raffle) at the start of the experiment. Consistent with a regulatory-fit hypothesis, self-identified
musicians and promotion-primed participants given a gains reward structure made more correct tone classifications and were
more likely to discover the optimal disjunctive rule than were musicians and promotion-primed participants experiencing losses.
Reward structure (gains vs. losses) had inconsistent effects on the performance of nonmusicians, and a weaker regulatory-fit
effect was found for the prevention focus prime. Overall, the findings from this study demonstrate a regulatory-fit effect
in the domain of auditory category learning and show that motivational orientation may contribute to musician performance
advantages in auditory perception. 相似文献
Oppositional-Defiant Disorder (ODD) and Attention-Deficit/Hyperactivity Disorder (ADHD) are highly comorbid, a phenomenon thought to be due to shared etiological factors and mechanisms. Little work has attempted to chart multiple-level-of-analysis pathways (i.e., simultaneously including biological, environmental, and trait influences) to ODD and ADHD, the goal of the present investigation. 559 children/adolescents (325 boys) between the ages of 6 and 18 participated in a multi-stage, comprehensive diagnostic procedure. 148 were classified as ODD; 309 were classified as ADHD, based on parent, teacher, and clinician ratings. Children provided buccal or salivary samples of DNA, assayed for select markers in DRD4 and 5HTT. Parents completed the Alabama Parenting Questionnaire and the California Q-Sort. Children completed the Child Perception of Interparental Conflict Scale. Correlational associations consistent with multiple-level-of-analysis pathways to ODD and ADHD emerged. For ODD, children with the short allele of the 5HTT promoter polymorphism had higher neuroticism and ODD symptoms regardless of level of self-blame in relation to inter-parental conflict, whereas children without this allele had more ODD symptoms only in the context of more self-blame for inter-parental conflict. For ADHD (and ODD), children homozygous for the long allele of DRD4 120?bp insertion polymorphism had lower conscientiousness when exposed to inconsistent parenting, whereas children without this genotype were more resilient to effects of inconsistent discipline on conscientiousness. Thus, ODD and ADHD appear to demonstrate somewhat distinct correlational associations between etiological factors and mechanisms consistent with pathway models using a multiple-level-of-analysis approach. 相似文献