Counting On Blood Donors: Increasing the Impact of Reminder Calls

Two experiments were conducted to see if blood drive attendance could be increased by altering the content of reminder calls. In Experiment 1 college students received either a standard reminder (the place, time, and necessity of eating beforehand) or a commitment-enhancing reminder in which they agreed to be "counted on". Those in the latter condition were significantly more likely (p <.007) to attend a blood drive. Experiment 2 demonstrated that an alternate wording for the commitment-enhancing message was possible; that a verbal response was necessary to ensure the commitment; and that a message enhancing altruism was not as effective. The studies suggest that asking for an additional commitment during a reminder call can appreciably increase blood drive participation rates.     

Examination of the “Theory of Guidance” in the View of ‘Ali ibn Abi Talib (a): An Exploration into the Nahj Al-Balaghah

This study examines the “Theory of Guidance” according to ‘Ali ibn Abi Talib (a). This theory is based on three divine covenants or fundamentals in guidance including the divine Prophet, the divine Book, and the divine human nature (fitrat). Research in this regard seems essential because this theory has not been previously considered or researched in the discipline of education. Research findings indicate that all three of the pedagogic fundamentals—namely the teacher, the student, and the subject matter—are essential elements in guidance. Education can be properly realized through the interaction of these constituents enabling attainment of a status worthy of humankind. It is important to note that the teacher, the student, and the subject matter each have their own place, and none can take the place of another. In this relationship, the teacher begins the educational process. It is the teacher who must understand the role of each of these elements and guide them wisely. In order to fulfill the process of education, the teacher must be prepared to receive guidance, understand the position and character of the student, and have a good command of the topic in a way that matches the nature and needs of the student.