bluuebunny/crossref_metadata_2025 huggingface dataset:
Scaffolding visual learning in the classroom for increased engagement
Authors: Goldenthal Ariel
Published: August 2016

Visual learning activities have the power to engage students across the disciplines. If, however, instructors rely solely on such an activity to teach the material, without scaffolding the visual learning properly, students are more likely to disengage and not retain the information. In my English 201: Reading and Writing About Texts course, I have been working to effectively scaffold visual learning activities to increase engagement and classroom community, make student learning more visible, and develop students’ analysis, critical thinking, writing, and problem-solving skills.This session will focus on best practices for the use of visual learning in the classroom, starting with and then going well beyond concept mapping and visual representation of ideas, and the pedagogy behind these choices. In my English 201 classroom, visual learning has allowed students to think and learn creatively; giving them new ways to dissect challenging texts and concepts. The tangible product of such activities leaves students with a clearer understanding of the material, and this fact is not limited to the study of literature. After attending this session, faculty across the disciplines will be able to effectively scaffold visual learning activities in order to foster creative and engaged learners in their classroom.
Team-Based Learning
Authors: Finn Andrew
Published: August 2016

Team-Based Learning (TBL) a comprehensive pedagogy that can be used in any college course. Hundreds of professors use TBL in thousands of courses: undergraduate and graduate; conceptual courses in the liberal arts; and training courses in business, law, engineering, and medical schools.This presentation is designed to present TBL by treating the attendees as members of a TBL class. Teams of 4-5 attendees will be provided materials about the specifics ofTBL and then will be asked to participate in two activities and take one team test.Features of TBL pedagogy include:25% lecture, 75% application of the materialTeams of 4-7 students maintained throughout the courseThe grade is 35-45% team performance, 55-65% individual performance5-6 Assessment Readiness Tests (ARTs) taken first as individuals, then immediately as a team (2 scores per student), graded quickly in class with immediate feedback that dayPeer evaluations within teams, and 10% of the grade to reward "Helping Behavior" mitigates student typical concerns about group work and grades.The emphasis on team learning has parallels in cooperative and collaborative learning models, and the emphasis on the application of the course material has parallels in models of active learning.
Using inquiry based simulations in the honors science laboratory
Authors: Crowell Anne D , Geller Harold
Published: August 2016

The project known as PhET, originally stood for Physics Education Technology, but was quickly expanded into the other natural sciences.  It is a project which, with a grant from the NSF and other sponsors, now provides free inquiry- based simulations in the natural sciences and mathematics.  The project was founded by Nobel Prize winner Carl Wieman. The simulations are highly interactive, easy to use, and based on the latest educational research. The GMU Honors College teaches several science courses geared to high achieving liberal arts students.  The courses cover a wide range of topics that include astrobiology, energy/environmental issues, and scientific thought and processes. Despite their high ability and motivation, these students often report a reluctance to engage in scientific inquiry.  PhET simulations were used as laboratory experiments to teach basic concepts in physics and chemistry. Students display high engagement and interest utilizing PhET simulations. Students also were able to demonstrate creativity in problem solving, and a reduced fear of making mistakes.  The PhET computer simulations allowed students to quickly identify cause and effect relationships between simulation inputs and outputs.
Discussing the Elephant in the Classroom: Are We Erasing Diversity with Globalization?
Authors: King Eden , Arminio Jan , Kamal Jumana , Crear Joya , Manuel-Scott Wendi
Published: August 2016

This session will involve a facilitated discussion to address an increasingly relevant issue in higher education broadly, and at George Mason University in particular. The overarching question driving this event asks, "In what ways might the process of internationalizing our institutions of higher education influence diversity in teaching and learning spaces?"Discussion facilitators will encourage participants to interrogate this idea with prompts such as:What does it mean to define diversity as international?Who is being "erased" or overlooked? Whose stories are told and whose are lost?What is being gained?Where and in what ways is this happening?Why might this be happening?By raising these questions, we hope to inspire continuing discussions about teaching and learning in internationalized institutions.
Creating the research and innovation ecosystem
Authors: Rytikova Ioulia , Olson Stephanie , Ha Thao , Winston Thomas , Boicu Mihai
Published: August 2016

Studies have found compelling evidence indicating the importance of mentoring in promoting the development of a scholar in higher education. Often it is viewed as a relationship between professors and graduate students or junior faculty members. It also assumes professors' influence on students' development through the courses they teach. The topic has been studied thoroughly but it still raises some concerns. As practice indicates, tenure-track/tenured professors mostly teach advanced courses, and term/adjunct instructors, who generally do not have extensive research experience, focus on undergraduate education. This creates a gap in how research and teaching are viewed and approached at different levels, and may have a negative impact on students’ success if they choose to pursue their education at a higher level. The Personalized Learning in Applied IT (PLAIT) laboratory offers a comprehensive approach by promoting a nourishing research environment in which professors (adjunct, term, tenure-track, tenured) and students at all levels are empowered in an innovative research ecosystem by participating in a wide variety of synergic research activities. This session gives an opportunity to PLAIT members to present their roles in the research process, describe how it helps them grow as a scholar, and discuss this replicable model.
Bringing History into the Lab: Innovations in Presentation of Experimental Concepts
Authors: Ewell Mary
Published: August 2016

Students in science laboratories often get theory presented to them in the context of today's test equipment for obvious reasons—to make learning more accessible. But, using this form of presentation students are not exposed to the progress of scientific development in different eras of our collective history. Therefore at times students cannot fully appreciate the evolution in scientific thought. Without context, students see the theories as a list of facts devoid of the excitement these experiments and subsequent theories initially imbued.To help students get exposure to this progress I have added two lab sessions in my second semester university physics laboratory that address a physical concept through the lens of history. Students are exposed to sections of original papers from the scientists themselves. They are tasked with deciphering the text and creating equivalent experiments with their laboratory equipment. Realizing that each era has a different scientific understanding students can explore the concepts first through the eyes of the scientists, and then, bring this understanding to the modern day. Thus, students are not only exposed to the science being taught, but the context of scientific discovery to the progress of human understanding.
Teaching in a world of ubiquitous data access
Authors: Ericson Rebecca , Goldman Jonathan , Kelly T. Mills , Muir Star , Reagle Colin
Published: August 2016

Today’s students are “digital natives”, having grown up with ready access to the internet and thus to a world of information. Do we still expect our students to memorize facts and formulae in this new era or should we be exploring new ways to prepare them for their chosen professions and to function in our participatory democracy? What should be taught – dates, names, workplace skills, ways of thinking, learning skills – and how? And how can we better assess that learning? A panel of four faculty members, representing the sciences, history, communication, and engineering, will discuss how their teaching and assessment methodologies have changed in response to technological advances affecting students. Our panel will also discuss the traits of the “digital native” and how their learning interactions might be different than earlier student cohorts. Effects on distance learning will also be addressed. After brief presentations by each panelist, attendees will be invited to ask questions and/or contribute to the learning process.
Assessment of Capstone Geology Mapping Course: Outdoor, Experiential Learning
Authors: Nord Julia , Mattietti Giuseppina Kyser
Published: August 2016

Geologists often state that “the best geologist is the one who sees the most rocks”, however, there is little to no documentation that directly supports this claim.  Very little has been done on assessment of field based, experiential learning classes except in the fields of outward bound and outdoor leadership.  All GMU students in BA Geology and BS Earth Science must take GEOL404 Geological Field Techniques.  Students spend 6 weeks in the field mapping (individually and in teams) the local geology to interpret the geologic history of the area. It is an interesting course to assess as students can take either a GMU-offered course, ran jointly with UNC, Chapel Hill, or another  equivalent course offered by a USA University. This gives a unique perspective on the student’s perceived preparation with respect to students from other Universities.  The SENCER-SALG tool is  used to examine student learning, engagement and long-term habit-forming outcomes. Students attending Field camp in 2013 complete a pre and post survey.  Students from past years complete a survey with  questions relating to pre and post Field Camp, and their views 2-3 years post field camp. This study offers a framework for assessing other field based courses in applied disciplines.
One Button Studio One Step Further: Using YouTube to Enhance Recordings
Authors: Byrd Jason , Hudson Sara , Jenemann Laura
Published: August 2016

Gateway Library's One Button Studio provides an easy way to record professional quality video, but many users want to take their recordings to the next level. In this compact session, attendees will learn how to prepare for effective video recording sessions, how to use easy video editing capabilities of YouTube, and how to ensure recordings comply with accessibility and copyright standards.Effective video recordings are the result of meticulous planning. The instructors will discuss how to best prepare for a recording, including storyboarding the finished product. The instructors will show resources for locating B-roll footage and background audio that complies with copyright restrictions. Using the editing tools of YouTube, attendees will learn the basics of combining clips from different recordings and incorporating audio. The instructors will demonstrate how to connect YouTube with Blackboard and how to ensure compliance with accessibility standards. The session will conclude with a discussion of Creative Commons license options and why one may wish to apply a Creative Commons license to their recording.
Insights into Student Engagement - Best Practices and Empirical Support
Authors: Gentemann Karen , Zhang Zhicheng
Published: August 2016

Student engagement in college impacts their learning and development. Currentresearch advocates a broad-based approach to promoting student engagementthrough high-impact practices on the part of faculty, students, and institutionalenvironment. During this session, presenters will share specific research-basedbest practices that faculty can adopt to promote student engagement andintroduce an empirical data source, including highlights from reports, availableto the Mason community based on the National Survey of Student Engagementto inform faculty and staff on Mason’s strengths and challenges in studentengagement, growth, and satisfaction within the context of a national landscape.
Integrating thought provoking conversation into writing: Blogging in the classroom
Authors: Corwin David , Hattery Angela
Published: August 2016

In this session, we will discuss a strategy to encourage students (both undergraduate and graduate) to read the material and engage in thoughtful conversation with their peers outside of class. In a blogging format, students are required to choose 1-2 partners from the class to discuss outside of class, on a regular (at least bi-weekly basis) the class the readings, the class discussion, and any other course materials, such as films, with each other. One advantage to this format is that often students who are not strong participators in the classroom are able to gather their thoughts and engage with their peers through this assignment. Not only does this technique encourage reading of the course texts in their entirety, but it encourages synthesis and applicability to daily life. We call these assignments “integrative essays” because they encourage students to integrate course readings and life experiences as well as the observations of their peers. These assignments have been used in Women and Gender Studies and sociology courses that focus on gender, race, sexuality, intimate partner violence, and institutional violence.
Strategies for Demystifying the Concept of Critical Thinking for International Students
Authors: Wang Lihong
Published: August 2016

Student mobility or study abroad seems to have become a "new normal" in this ever increasingly connected world and highlights the cultural issues of teaching and learning in the educational "contact zones." The presence of large population of international students poses teaching and learning challenges to the host universities. This presentation is based on an ethnographic longitudinal study of a group of Confucian heritage culture (CHC) learners' perceptions of the required practice of critical thinking during their overseas study in an Western (Anglophone) learning culture. In view of the ambivalent and inconsistent findings on international—especially Asian students'—receptiveness of critical learning in Western educational institutions, this study is intended to demystify "critical thinking" by depicting a learning trajectory of how these students were grappling with this learning requirement in the new learning culture. This presentation focuses on an intercultural educational and additive approach and their related strategies that can be adopted by the faculty of western host universities in order to develop international students' understanding and practice of critical thinking by focusing on what the student does instead of what the student is or which culture they are from.
A Participatory Action Research Study of Collaborative Course Development Across Higher Education Programs
Authors: Weiss Margaret , Pellegrino Anthony
Published: August 2016

Collaboration is a much-used term that connotes images of teams working together to facilitate better outcomes. Being able to work with others in professional environments has become an expected part of most careers. While many courses in higher education require students to collaborate in various capacities in order to learn about working together and value differing perspectives, few faculty members teach together to model effective collaborative partnerships.This presentation will highlight findings from a participatory action research study of two Mason faculty members from different programs who developed and co-taught an integrated course about school-based collaboration for prospective and practicing educators. We will describe results from interviews, observations, and analysis of course materials related to:Developing a collaborative philosophical framework and purpose for the courseNegotiating collaborative assignments and assessmentsIntegrating our expertise to coteach class sessionsIdentifying and resolving philosophical and infrastructure challengesInterpreting student feedback and outcomes.Discussion will include:The need for university dialogue about academic collaborationThe impact faculty interactions have on collaborative effortsThe importance of curricular vision and coherence in collaborative effortsFuture research directions.
Cultivating creative and engaged learners through strengths-based approaches
Authors: Lucas Nance , Schwartzstein Linda
Published: August 2016

Mason instructional faculty have the opportunity to use a Gallup self-discovery assessment, StrengthsFinder, free to Mason faculty, staff and students, that has been proven to enhance student engagement in and outside the classroom (Lopez, S. J., & Louis, M. C., 2009).  The strengths-based educational approach and applications can be applied universally across all disciplines and fields, enhancing students’ learning and engagement.  Once a student understands their top 5 talents, instructors can create and use a wide variety of activities and assignments to engage the students in reflective learning.  This interactive session will feature best practices using strengths-based approaches and the StrengthsFinder assessment from instructional faculty in various academic colleges.  Participants will explore the various ways they can integrate strengths in academic courses.
Helping to realize “computer science for all”: Student outcomes of self-pacing in introductory programming courses
Authors: Lester Jaime
Published: August 2016

Sparked by a series of national campaigns to increase interest in computer science, computer science departments are inundated with students who are interested in learning how to program. Despite the interest, introductory computer science course have relatively low completion rates (approximately 55% at Mason) and high rates of academic integrity violations. In response to this environment, the Computer Science department at Mason received an external grant to redesign their introductory programming courses to a self-paced, flipped format. Implementation began in Fall 2015 with a quasi-experimental methodology that tracks students from an experimental course and a control group (those who took more traditional introductory CS courses) over the course of the semester. Data collected includes grades on assignments, self-report surveys, and classroom observations.  The purpose of this study is to examine the impact of a self-paced, flipped curricular design in an introductory experiential computer science course on the immediate (in course) completion.   In this short lightning talk, we will present data from student surveys and classroom observations identifying any difference across the control and experimental groups. Preliminary results identify a significant increase in student completion upwards of a 20% difference across the groups. In addition to increasing knowledge of the impact of self-paced courses on student retention and success in computer science, we offer an alternative method to collect data on classroom observations via the Real-time Observation Classroom Application (ROCA). ROCA allows for efficient data collection and comparison of specific pedagogies to student engagement measures.
Using reflective writing to enhance student engagement, inquiry, critical thinking, and learning
Authors: Lister Lisa
Published: August 2016

Student engagement is often touted as a key component of enhancing student’s ability to learn and helping students becomes lifelong learners. But engaging students, helping them invest in the class, making their learning more visible, and helping them see how various course components connect can be challenging, particularly in active learning classes. One approach is to implement more reflection and reflective writing throughout our courses and assignments.This session will explore a range of strategies for integrating student reflection throughout complex writing assignments or long-term projects and throughout the course to enhance engagement and intrinsic motivation, facilitate critical thinking, help students be more aware and in control of their learning and learning processes, and facilitate learning transfer. While focused on practices developed in composition and literature classes, particularly in a Students as Scholars based research-writing class, these strategies can be successfully implemented in any course.
Establishing a learning community with an online orientation
Authors: Balzano Anne-Marie , Kuo Ying-Ying
Published: August 2016

Students new to distance education need to be prepared for learning in a fully online environment. While many undergraduate and graduate programs offer face-to-face orientation sessions to welcome new students and introduce them to general requirements, the sessions are often short, optional, and focus mainly on policies and procedures. Students entering a fully online degree program have a unique set of questions and concerns, including hardware/software requirements, building relationships with their professors, and creating a sense of community among their peers.  In order to address the needs of their distance-learning students, the Education Leadership program designed a five-day interactive orientation on Blackboard for new online cohorts. This orientation module not only cultivates creative and reflective learners, but also utilizes technology-enhanced tools and strategies to establish a cohesive learning community. The orientation includes daily components such as community building activities and opportunities to practice using Blackboard features, as well as a summative, guided reflection. The EDLE online orientation was offered in 2015/2016 for two cohorts totaling 44 students. An overwhelming majority reported feeling more prepared to begin the program, comfortable with using the required technology, and engaged with their colleagues and professors. More importantly, evidence shows that students in 2015/2016 who participated in the orientation performed better in group activities and demonstrated high levels of engagement in their courses, compared to students in 2014 who did not have access to the orientation. Faculty attending this session will learn how to design an effective and innovative orientation module for an entire program or how to use the techniques illustrated in a single course setting.
Keynote Q & A
Authors: James Alison
Published: August 2016

This session provides attendees an opportunity to have an informal Q and A session with the keynote speaker in a smaller setting.
Ten Strategies for Teaching with a Language-Supported Approach
Authors: Mallett Karyn , Habib Anna
Published: August 2016

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Reading, Writing, and Research for Undergraduates: Introducing Scholarly Inquiry by Writing a Grant Proposal
Authors: Cavazos Chen Ann
Published: August 2016

George Mason University is committed to developing students as scholars. This course project strives to introduce scholarly inquiry to undergraduates with a real-world, hands-on assignment. Working through an actual RFP, students practice a wide variety of skills related to research and scholarship. This project can be taught in English composition courses, community health courses, nursing courses, and health promotion courses.The American College Health Foundation makes annual awards of $2500 for proposals that foster healthy behaviors on college campuses. The proposals must follow specific guidelines and incorporate objectives from the Healthy Campus 2020 Program. Over approximately six weeks, students use the actual award proposal guidelines to: Identify the most important factors framing the proposal guidelinesIdentify a student objective from the Healthy Campus 2020 Program Research the health issue related to the Healthy Campus 2020 Student Objective Write an individual literature review about the student health objective Write a tentative proposal that addresses the student health objective Present individual proposals to the class Select some of the proposals for further development Work in groups to submit a full proposal that follows the award guidelines Work in groups to evaluate the proposals using the actual award guidelines Select some of the proposals for funding and provide written evaluations of the proposals
Effect of Instructional Design on Students' Motivation to Learn in an Online Psychology Course
Authors: Brielmaier Jennifer , Kuo Ying-Ying
Published: August 2016

Instructional design can enhance students' motivation to learn by providing relevant course content while encouraging them to achieve specific learning goals. An effective course design increases student satisfaction and competency in the subject matter and helps them to enjoy the learning process (Keller, 1983, 2010). The effect of course design on student motivation was investigated in a fully-online physiological psychology (PSYC 372) course, taught in fall 2014. The course provided lecture videos, individual and group activities, weekly quizzes, and study notes in a flexible format where students had full control of their study strategies and schedule. A total of 25 students enrolled in the course. Upon the completion of the semester, 20 students shared their learning experiences with regards to course design, satisfaction, and learning motivation in a survey of online learning.Results from the survey indicated that students overall felt satisfied with the course (mean = 5.2, s.d. = 0.83) with a 6-point Likert scale from Strongly Dissatisfactory (1) to Strongly Satisfactory (6). The top five items that motivated students to learn included "course structure and navigation," "content/resources provided," "competency in the subject area," "performance," and "fostering of critical thinking." Both qualitative and quantitative data collected from the course survey support the conclusion that good course design can promote students' learning motivation, satisfaction, and course performance.
Using Institutional Data to Inform Course and Curriculum Planning
Authors: Hazel Stephanie , Detlev Angela
Published: August 2016

Faculty often ask what they can learn about their students before the semesterbegins so that they can plan instruction that will better engage students inlearning. While most individual-level data are protected, Mason makes availablea great deal of information through student-level data, statistical profiles, theCommon Data Set, student surveys, and learning outcomes assessment reports.We will guide participants through a brief case study and discuss the implications,limitations, and inferences that can be reasonably drawn from institutional data.
Student-Centered Learning Using Feature Films
Authors: Meamber Laurie
Published: August 2016

This Demonstration session will showcase the use of commercial films to enhance student engagement and learning. The session will detail a project that asks undergraduate students to analyze a film for its marketing and consumer behavior content. The innovation was first profiled in December 2012 in an Office of Media and Public Relations story "Marketing Students Head to the Movies to Learn about Consumer Behavior". Students completing this assignment learn to think comprehensively about consumer behavior and to explain the behavior that is depicted in a film. The goal of the innovation is for students to apply and synthesize knowledge in order to understand their own consumer decision-making behavior and how marketers can influence behavior. This project can be utilized variety of humanities and social science courses. For example, students discuss a variety of topics illustrated in a film—isuch as interpersonal communication and persuasion strategies used by the film characters in "Love and Other Drugs" for a communications class; organization leadership demonstrated "Office Space" for an I/O psychology class; historical inaccuracies as presented in the film "Lincoln" for a history class. Alternatively, the instructor teaching a particular course can take a film and analyze it for use in class.
A Call to Train: Graduate Teaching Assistants, Writing, and the STEM Curriculum
Authors: Gostel Morgan , Schwebach Reid
Published: August 2016

Priorities for university STEM curriculum emphasize the development of student-centered, inquiry-based classrooms that engage students beyond the traditional lecture. Much of this occurs in the laboratory, where a majority of instruction is led by educators-in-training or graduate teaching assistants (GTAs). GTA-based learning environments in laboratories extend far beyond traditional "cookbook" labs, and often GTAs play a principle role in evaluating student inquiry through writing—usually a laboratory report. We have surveyed a representative population of GTAs to gauge their attitudes toward education preparation and training, with an emphasis on writing assignments. Our findings indicate that this population of GTAs are not well-prepared for their roles, and GTAs are largely unaware of education-based literature and research to support and improve pedagogy for supporting student writing. Furthermore, GTAs do not seem aware of resources that might serve as evidence-based support for teaching. As a result, we have outlined recommendations for improved GTA training that will be implemented in future training of GTA cohorts at George Mason University.
New Approaches to Service-Learning Pedagogy - Transformational Learning through Community Engagement
Authors: Wagner Wendy , Mathison Patty
Published: August 2016

Service-Learning is a proven pedagogy for fostering transformational learningin every discipline. Many Mason faculty have found that engaging students inaddressing some of the challenges in our local communities is the best way to meettheir course learning objectives. These projects not only provide opportunities toapply classroom learning, they also challenge students to deal with the complexityof the "real world." Community engagement requires students to wrestle withthe influences of cultural values, power and privilege, social capital, economicsystems, corporate and government policies, and other factors that contribute tothe problems of our times.
Telling Stories, Making Arguments: Responding to Personal Experience in Classroom Discussions of Social Justice Issues
Authors: Scott Constantine Lynne , Scott Constantine Suzanne
Published: August 2016

Storytelling is among the most powerful tools in a university professor's pedagogy. Students, too, tell stories—but while the professor's story is usually an example meant to introduce or support an argument based on other forms of evidence, students often deploy their personal stories as arguments, conflating pathos and logos and presenting personal experience as the ultimate evidence. This session examines the complex dynamics of this common classroom situation and explores a variety of ways to use such moments positively to deepen the classroom encounter.
Transforming a Research Project into Teaching RS Intensive Undergraduate Course
Authors: Ahn Changwoo
Published: August 2016

The session will focus on describing the process of creating and running a research and scholarship intensive, undergraduate course in Environmental Science and Biology. Ecological Sustainability course (EVPP 378/BIOL 379) was taught first time as a RS course in Spring 2013. The course teaches students a process of doing a natural, experimental, hypotheses-driven science. The activities include conducting an experiment, collecting and analyzing data, critical reading and discussion of peer-reviewed journal articles, and communicating the results of the research project with the public (e.g., K-12 students). The session will present the whole experience with this new course and what may be improved. Also there will be discussion on how the course improves students' analytical thinking, writing skills, and ability to communicate science more effectively. There will also be discussion on how a research project in the area of the instructor's expertise can be incorporated into designing and teaching a RS course.
Resilience in the classroom: Wise interventions to enhance creative and reflective learning
Authors: Goodman Fallon R , Mehlenbeck Robyn
Published: August 2016

Wise interventions are short, targeted interventions that aim to alter a specific aspect of a person’s daily functioning in order to help them flourish. In the context of well-being scholarship, wise interventions can promote growth in knowledge and personal well-being, and data suggests that increases in resilience promote academic excellence. In this presentation, we discuss and demonstrate how instructors across academic disciplines and levels can deliver brief (30 minute) wise interventions to teach students the foundational concepts of resilience and in turn, help students build their personal reservoirs of resilience. We demonstrate an interactive framework for presenting these interventions: do, understanding, learn, and apply. In particular, we share modules that are already prepared and available for all faculty to access from the Center for the Advancement of Well-Being.  While a range of resilience topics will be provided, this presentation highlights two key data driven resilience topics: 1) affirming one’s values and 2) exercising one’s personal strengths. Other modules will be introduced so that faculty can pick what best meets their students’ needs, knowing that all modules have existing data suggesting effectiveness of these interventions.  We will also discuss ways that instructors can address potential challenges in delivering these interventions, including managing students’ uncomfortable or distressing emotions. In summary, this presentation will offer tools for instructors that engage creative and reflective learning, teach the latest science behind resilience, and ultimately build students’ capacity to be resilient in the face of adversity.
Freshwater fish diversity in an oil palm concession area in Mimika, Papua
Authors: OHEE HENDERITE L.
Published: August 2016

Ohee HL. 2016. Freshwater fish diversity in an oil palm concession area in Mimika, Papua. Biodiversitas 17: 665-672. New Guineaâ€™s freshwater fish diversity may reach 400 species, twice the number of fish recorded in Australia. However, New Guineaâ€™s freshwater fishes are facing rapid and poorly-planned social and economic developments, which have accelerated both habitat loss and degradation, impacting its unique biodiversity and threatening natural ecosystems. This study documents freshwater fish diversity and threats due to habitat conservation from oil palm development in the Timika Region, Papua. Fishes were sampled in canals, creeks, streams and rivers in the concession area of Pusaka Agro Lestari Company (PT. PAL) using seine and hand nets and a spear gun. Twenty two freshwater fish species in 15 families and 15 genera were recorded from the area. One of them is an endemic species ofTimika (Glossamia timika), one rainbowfish species with a restricted Southern New Guinea distribution, and 12 other native fishes. Land clearing leads to increase water turbidity and sedimentation, water temperature, and pollution which are potential threats to native fishes and their habitats. The fact that PALâ€™s concession is part of distribution area of known distribution of G. timika in Timika vicinity, habitat conversion to palm oil elevates the threat to this species. Hopefully, PT. PAL will adopt necessary conservation measures to mitigate the potential impact during the land clearing, especially, if they leave riparian buffer regions intact to protect aquatic habitats when clearing land.
Emergence of qualia from brain activity or from an interaction of proto-consciousness with the brain: which one is the weirder? Available evidence and a research agenda
Authors: Tressoldi Patrizio , Facco Enrico , Lucangeli Daniela
Published: August 2016

This contribution to the science of consciousness aims at comparing how two different theories can explain the emergence of different qualia experiences: meta-awareness, meta-cognition, the placebo effect, out-of-body experiences, cognitive therapy, meditation-induced brain changes, etc. The first theory postulates that qualia experiences derive from specific neural patterns, and the second one that qualia experiences derive from the interaction of a proto-consciousness with the brain’s neural activity. From this comparison, it will be possible to judge which one seems to better explain the different qualia experiences and to offer a more promising research agenda.
Monitoramento do Aquífero Jandaíra na região de Baraúna – RN
Authors: Demétrio José Geilson Alves , Melo José Geraldo de , Diniz Filho Jose Braz , Batista Ana Gabriella Dos Santos , Oliveira Renan Da Costa
Published: August 2016

O monitoramento de um aquífero é uma atividade fundamental para o gerenciamento adequado dos recursos e reservas disponíveis. O ideal seria o registro das descargas extraídas (ou injetadas, caso existam), dos níveis freáticos ou potenciométricos e da qualidade da água. Apesar de ser extra aquífero, o monitoramento da precipitação é fundamental na interpretação dos dados obtidos no aquífero. Um exemplo muito importante, e elogiável, de monitoramento de aquífero é o executado pela Secretaria do Meio Ambiente e dos Recursos Hídricos do Rio Grande do Norte – Semarh-RN desde maio de 2003. Hoje esse monitoramento já está no seu décimo segundo ano, cujos dados levantados, juntamente com os dados de precipitação, monitorado pela Emater da cidade de Baraúna, permitem mostrar que as variações da superfície freática do aquífero Jandaíra, naquela região, está muito mais ligada ao regime pluviométrico do que as retiradas por bombeamento dos poços, usados, principalmente, na agricultura irrigada. É como se o aquífero funcionasse em regime de fluxo permanente.
Avaliação da qualidade da água subterrânea para consumo humano: estudo de caso no Distrito de Jaci-Paraná, Porto Velho – RO
Authors: Lauthartte Leidiane Caroline , De Holanda Ígor Bruno Barbosa , Luz Cleber Calado , Mussy Marília Higino , Pansini Susamar , Manzatto Ângelo Gilberto , Yamashita Miyuki , Bastos Wanderley Rodrigues
Published: August 2016

O Distrito de Jaci-Paraná possui uma população média de 18.000 habitantes e está situado a 87 km do município de Porto Velho, Rondônia, Amazônia Ocidental. Neste distrito o saneamento básico é inexistente. Assim, a captação de água é realizada por meio de poços, principalmente “poços amazonas” e os rejeitos de esgotos são lançados a céu aberto, fossas negras ou pequenos igarapés. O presente trabalho teve como objetivo avaliar a qualidade dos recursos hídricos subterrâneos por meio dos seguintes parâmetros: condutividade elétrica, cor aparente, pH, constituintes iônicos, tais como: fluoreto, cloreto, nitrito, brometo, nitrato, fosfato, sulfato, lítio, sódio, amônio, potássio, cálcio e magnésio, além de análises microbiológicas de coliformes fecais e coliformes totais. A coleta das amostras foi realizada nos meses de dezembro/2011 e maio/2012. Todas as 82 amostras analisadas apresentaram contaminação por coliformes totais e 42,3% das amostras de água apresentaram níveis de nitrato acima do valor máximo permitido pela Portaria MS nº 2.914/2011 para potabilidade de água, que é de 10 mg L-1.
Cultural and Economic Impacts on Global Cultural Products: Evidence from U.S. Movies
Authors: Moon Sangkil , Mishra Arul , Mishra Himanshu , Kang Moon Young
Published: August 2016

Existing international product diffusion studies have identified economic and cultural factors that influence consumers’ acceptance of new products, but they have not fully examined these factors’ roles in the international diffusion of global cultural products. The authors examine country-level economic and cultural factors that influence consumers’ acceptance of new global cultural products across countries. Using 846 recent U.S. movies’ box office performances in 48 national markets as the empirical context, the authors obtain the following key novel findings on product sales: (1) an inverse U-shaped impact of economic development status, (2) a positive impact of the cultural compatibility of the product and the market, and (3) a U-shaped impact of intercountry cultural distance in the presence of cultural compatibility and a decreasing linear impact of cultural distance in the absence of cultural compatibility.
The Gospel of Matthew and Galilee. An Evaluation of an Emerging Hypothesis
Authors: Sim David C.
Published: August 2016

Die Ansicht, dass das Matthäusevangelium in Galiläa abgefasst wurde, hat in der jüngeren Matthäusforschung zunehmend Zustimmung gefunden. Dieser Beitrag unterwirft die Galiläa-Hypothese einer detaillierten kritischen Sichtung. Er prüft die Indizien, die für diese Verortung vorgebracht wurden, und sucht zu zeigen, dass diese nicht als sonderlich stark und überzeugend zu werten sind. Ferner wird aufgewiesen, dass die These einer Lokalisierung des Matthäusevangeliums in Galiläa eine Reihe von gewichtigen Schwachpunkten birgt, die die Vertreter der Galiläa-Hypothese in den Blick nehmen müssten, um mit ihrer Sicht die nach wie vor geläufigere These, dass das Matthäusevangelium im syrischen Antiochien verfasst wurde, in Frage stellen zu können.
Der Vergleich des Lebens mit einem Gastmahl als Verhaltensanweisung: Lk 14,7–11 und 22,26–27 im Lichte von Texten Epiktets und Dions von Prusa
Authors: Becker Matthias
Published: August 2016

Similes comparing life to a banquet or symposium can be found in different genres of ancient Greco-Roman literature. On the one hand, the imagery of leaving a symposium was used to euphemistically describe suicide or death. On the other hand, the notion of man being a guest on earth hosted by the gods aided philosophers like Epictetus and orators like Dio Chrysostom in illustrating ethical and philosophical advice. In this article, it is argued that in two passages of the Gospel of Luke (14,7–11; 22,26–27) previously unnoticed analogies can be found that are reminiscent of these ancient similes. Like Epictetus and Dio, Luke uses sympotic and banquet imagery to illustrate a certain ideal behaviour, in particular the humble conduct of Christians and their willingness to serve other believers. In addition to revealing a previously unnoticed aspect of the topic of the meal in Luke’s writings, these similarities between the literary technique of the gospel writer and his pagan contemporaries also shed new light on the literary quality of Luke’s narrative art within the context of ancient Greek literature.
Moral Progress in Philippians: Epaphroditus’ “Near-Death Weakness” in Paul’s Rhetorical Strategy
Authors: Hicks Richard J.
Published: August 2016

Im Philipperbrief stehen Paulus und Epaphroditus verschiedenen Graden von „emotionalem“ Leiden gegenüber: Paulus behandelt in Kapitel 1 die Angst angesichts eines möglichen Martyriums; Epaphroditus hingegen hat es in 2,25–30 mit einem Leiden in der Art einer „nahtodartigen Schwachheit“ zu tun. Von griechisch-römischen Moralpredigern wird non-emotionales oder antiemotionales Verhalten als ein Anzeichen für den Fortschritt in der Tugend gewertet. Paulus und Epaphroditus bezwingen die aufkommenden Emotionen letztendlich mithilfe von „kampfartigen“ Methoden, die denen ähneln, welche die Moralprediger verfechten. Die Philipper hingegen scheinen angesichts von Verfolgung im Allgemeinen und Tod im Besonderen nach wie vor ängstlich zu sein. Ihr unzureichender moralischer Fortschritt gefährdet aber ihre Arbeit für den Herrn; Paulus sendet Epaphroditus daher als Modell, dem sie ihn seiner Abwesenheit nacheifern können, zu ihnen zurück.
Pigeonholing a Prooftexter? The Citations in 2Clement 2 and Their Allegedly Gnostic Background
Authors: Kelhoffer James A.
Published: August 2016

Einige zentrale Auslegungsfragen des 2Clem lauten: Welche Schriften werden zitiert? Wie werden sie ausgelegt? Was könnten die Zitate und Auslegungen über die Ansichten des Verfassers des 2Clem zeigen – insbesondere hinsichtlich seiner Ansichten über die „Gnosis“? Auffällige Unstimmigkeiten zwischen den Zitaten und den Auslegungen lassen die verbreitete Annahme problematisch erscheinen, dass die Ansichten des Verfassers mit den Positionen gleichgesetzt werden können, die sich in den Zitaten widerspiegeln. Die anscheinend willkürliche oder konfuse Art der Auslegungen macht es zudem schwierig festzustellen, welche Ansichten der Verfasser übermitteln möchte. Auch aufgrund dieser Schwierigkeiten werden Versuche, antignostische Polemik in 2Clem 2 aufzuzeigen, in diesem Artikel als nicht überzeugend abgelehnt. Stattdessen weist der Verfasser des 2Clem, indem er in 2,5 von den „Verlorengehenden“ redet und in 2,6 eine Warnung im Blick auf das, „was dabei ist zu fallen“, ausspricht, auf ein soteriologisches Grenzgebiet zwischen den Bereichen der „Gerechten“ und der „Sünder“ hin (2,4; vgl. Mk 2,17 par.). Das Zitat in 2,4 soll daher möglicherweise die auf dem zitierten Logion beruhende Ansicht von der Zweiteilung der Menschheit ins Wanken bringen und die Adressaten dadurch darauf aufmerksam machen, dass es notwendig ist, sich zur Vorbereitung auf das Jüngste Gericht ethisch angemessen zu verhalten.
A case of low serum insulin levels in a patient with insulinoma
Authors: Lo Chun-Han , Sun Ding-Ping
Published: August 2016

Insulinomas are the most common cause of hypoglycemia resulting from endogenous hyperinsulinism. Traditionally, inappropriately elevated levels of insulin in the face of hypoglycemia are the key to diagnosis. However, contradictory levels of insulin and C-peptide do not necessarily exclude the diagnosis. A 50-year-old female was brought to our emergency department because of conscious disturbance on the previous night. She had no history of diabetes mellitus, and was not using any medications or alcohol. Laboratory data showed low sugar, a significantly low insulin level, and elevated C-peptide. After admission, she had multiple episodes of spontaneous hypoglycemia after overnight fasts without discomfort. It was considered that a neuroendocrine tumor was the source of her hypoglycemia. CT scan of the abdomen revealed a 1.1cm hypervascular nodule in the pancreatic tail. Elective laparoscopic distal pancreatectomy was incorporated into her treatment course. A 1.2×1.0cm homogenous well-encapsulated tumor was resected. We monitored her glucose levels in the outpatient clinic every month for a period of six months. She did not have another episode of spontaneous hypoglycemia.

Learning points

Insulinoma causes endogenous hypoglycemia – it cannot be ruled out in patients presenting with hypoglycemia and low insulin levels; history and imaging studies should be done for further assessment

A 24-h fast test has the same clinical significance as that of 72-h fast test

C-peptide is a useful biochemical marker in addition to serum insulin, which can be used to diagnose insulinomas

CT scan is used to measure the tumor size and localize the tumor. However, definitive diagnosis is only achieved through histopathologic evaluation of diseased tissue