bluuebunny/crossref_metadata_2025_split huggingface dataset:
Histological effect of Artichoke leaf extract on bone healing in rats
Authors: Kamil Nawar Bahjet , Majeed Sura Saad , Salman Mohammed A. 
Published: May 2022

Objectives: This study evaluated the effect of artichoke leaves extract on bone healing.
Methods: A total of 30 rabbits were used in the current study, 60 bone defects were made, divided into 30 bone defects left without treatment and an other 30 bone defects were treated with 0.5ml of Artichocke oil. Each group was divided randomly into three period intervals (1week, 2 and 5 weeks).
Results: Current study had showed a high significant difference between the control and the experimental group in osteoclast cells account, a significant difference in osteoblast and osteocyte cells account. Also there was a high significant difference in the formation of the blood vessels and the trabecular bone between the experimental and the control group.
Conclusion: Artichoke leaves extract was effective and faster in bone healing without any complication in comparison with the control group.
The Grace of Revision, the Profit of “Unconscious Cerebration”; or What Happened When Teaching the Canon Became Child's Play
Authors: Dalke Anne 
Published: May 2022

ABSTRACT
Academic study generally highlights the work of consciousness, which operates in terms of a few variables, simple causal relations, and coherent stories. A course on “Big Books of American Literature” brought to the foreground the activities of the more generally neglected unconscious: an extraordinarily rich repertoire of behavior that operates in terms of complex multidimensional values, and so is more likely to provide grist for interesting, productive, open-ended conversations.
Ideology, Life Practices, and Pop Culture: So Why Is This Called Writing Class?
Authors: Fitts Karen 
Published: May 2022

ABSTRACT
The author argues that first-year students understand “writing” narrowly and that introductory writing courses should deepen that understanding. The article describes class projects designed to help students see themselves as authors (closely related to “authorities”), create a “community of dissensus,” and raise awareness of ideology—their own and others'.
Motivation to Learn in General Education Programs
Authors: Glynn Shawn M. , Aultman Lori Price , Owens Ashley M. 
Published: May 2022

ABSTRACT
All members of the higher education community share the important goal of fostering college students' motivation to learn. Which contemporary constructs best explain students' motivation, however, is an issue of debate in this community. This article discusses motivational theory and research and draws implications for general education programs.
A Discourse-Based Theory of Interdisciplinary Connections
Authors: Nowacek Rebecca S. 
Published: May 2022

ABSTRACTWorking inductively from classroom research and guided by a Bakhtinian view of language, the author proposes a discourse-based theory of interdisciplinary connections. The article includes examples of four discursive resources individuals draw on to make interdisciplinary connections—content, propositions, ways of knowing, and classroom genres—with special focus on genres.
A Pedagogy of Force: Faculty Perspectives of Critical Thinking Capacity in Undergraduate Students
Authors: Halx Mark D. , Reybold L. Earle 
Published: May 2022

ABSTRACTInterviews at a liberal arts university explored faculty perspectives of undergraduate critical thinking capacity. Questions focused on definitions of critical thinking, how they influence pedagogy, and the role of institutional culture. Constant comparative analysis revealed four predominant themes: pedagogical experimentation, the content connection, pedagogy of force, and the resistance factor.
What Are You Thinking? Postsecondary Student Think-Alouds of Scientific and Quantitative Reasoning Items
Authors: Thelk Amy D. , Hoole Emily R. 
Published: May 2022

ABSTRACT
To investigate the cognitive validity of scientific and quantitative reasoning items, “think-alouds” (verbal solutions) were elicited for a general education instrument. Several items were not aligned in terms of anticipated versus actual content, and the instrument's accuracy is questioned. We discuss study weaknesses and merits of this framework and analysis.
Measuring Outcomes of Living-Learning Programs: Examining College Environments and Student Learning and Development
Authors: Inkelas Karen Kurotsuchi , Vogt Kristen E. , Longerbeam Susan D. , Owen Julie , Johnson Dawn 
Published: May 2022

ABSTRACT
The National Study of Living-Learning Programs (NSLLP) survey instrument was designed to assess college environments and student learning and development outcomes associated with participation in living-learning programs. Data from the NSLLP show that students in living-learning programs demonstrate higher self-reported engagement and outcomes than students in traditional residence hall environments.
Grouped Out? Undergraduates' Default Strategies For Participating in Multiple Small Groups
Authors: Gillespie Diane , Rosamond Sally , Thomas Elizabeth 
Published: May 2022

ABSTRACTThis qualitative study examined students' descriptions of their experiences in classroom groups in an interdisciplinary arts and sciences program. Using a grounded theory approach, we found that students used descriptive names to navigate complex group demands. Their reductionist strategies interfered with learning, prevented flexibility, and pointed to small group fatigue.
Brief Daily Writing Activities and Perfomance on Major Multiple-Choice Exams
Authors: Turner Haley C. , Bliss Stacy L. , Hautau Briana , Carroll Erin , Jaspers Kathryn E. , Williams Robert L. 
Published: May 2022

ABSTRACT
Five-minute daily writing activities requiring students to compare and contrast pairs of concepts in instructor notes and PowerPoint slides increased performance on multiple-choice exams in a large undergraduate human development course. Compared with other established predictors of exam performance, scores on the writing activities proved to be the strongest predictor.
Linked Psychology and Writing Courses Across the Curriculum
Authors: Cargill Kima , Kalikoff Beth 
Published: May 2022

ABSTRACTTo enhance student performance, prevent attrition, and build a learning community, two courses were linked together by requiring concurrent enrollment. Students in an unlinked class were used as a comparison group. Grades, evaluations, and attrition rate suggest that linking courses can improve writing and exam scores and reduce attrition.
Developing an Integrated Strategy for Information Literacy Assessment in General Education
Authors: Mackey Thomas P. , Jacobson Trudi E. 
Published: May 2022

ABSTRACT
We examine an institutional assessment model for general education that effectively incorporates instructor-driven strategies. We argue that course-specific tools for assessing information literacy are integral to the process and must be used to enhance institutional efforts. This integrated strategy is applicable to a range of other courses and programs.
Classroom Research in a General Education Course: Exploring Implications Through an Investigation of the Sophomore Slump
Authors: Gump Steven E. 
Published: May 2022

ABSTRACT
General education classrooms provide a common milieu for understanding and appropriating results of classroom research projects, which are typically viewed as having little application outside their original contexts. Here, results of an investigation into the "sophomore slump," where grades and class attendance rates typically suffer, are explored for broader applicability.
Attitude Changes of Undergraduate University Students in General Education Courses
Authors: Anderson Mark W. , Teisl Mario , Criner George , Tisher Sharon , Smith Stewart , Hunter Malcolm , Norton Stephen A. , Jellison Jody , Alyokhin Andrei , Gallandt Eric , Haggard Sandra , Bicknell Elizabeth 
Published: May 2022

ABSTRACT
Assessing learning outcomes in general education is increasingly important to accrediting bodies. A fertile area of assessment is measuring changes in student attitudes/values in response to general education. University of Maine faculty experimented with such an attitude assessment. The results reveal interesting questions about general education and values education.
REVISING GENERAL EDUCATION: ASSESSING A CRITICAL THINKING INSTRUCTIONAL MODEL IN THE BASIC COMMUNICATION COURSE
Authors: Mazer Joseph P. , Hunt Stephen K. , Kuznekoff Jeffrey H. 
Published: May 2022

Abstract
This study examined critical thinking instruction in a required introductory communication course (N = 324). Experimental group participants received enhanced instruction using various active learning strategies, activities, and assignments. Results indicate significant improvement in their critical thinking skills. Implications for pedagogy and general education course design and assessment are discussed.
Preparing High School Students for College-Level Writing: Using ePortfolio to Support a Successful Transition
Authors: Acker Stephen R. , Halasek Kay 
Published: May 2022

Abstract
Seniors submitted and revised essays within ePortfolios for evaluation by high school faculty and university first-year writing instructors. The project also examined differences between high school and college teachers' responses and effects on students' assumptions about the writing expected and valued in college. Results suggest techniques useful for portfolio-supported instruction.
Making Health Happen on Campus: A Review of a Required General Education Health Course
Authors: Becker Craig M. , Johnson Hans , Vail-Smith Karen , Maahs-Fladung Cathy , Tavasso Debra , Elmore Barry , Blumell Charla 
Published: May 2022

Abstract
College general education courses provide fundamental knowledge and abilities essential for future success. People with risky behaviors, diabetes, obesity, depression, and other problems represent reasons for health status concerns. This article describes the need for a required general education health course in college and evaluates an example personal health course.
Investigating Differences Between Low- and High-Stakes Test Performance on a General Education Exam
Authors: Cole James S. , Osterlind Steven J. 
Published: May 2022

Abstract
This study investigated whether test performance on a general education test differs by test consequence: high versus low stakes. Our analysis indicates significant differences between low- and high-stakes test takers. Given the results, it may be appropriate to compare institution-level data from low-stakes conditions with data collected under similar conditions.
Arts and Humanities General Education Assessment: A Qualitative Approach to Developing Program Objectives
Authors: Joe Jilliam N. , Harmes J. Christine , Barry Carol L. 
Published: May 2022

Abstract
A critical stage of the assessment process is the development of learning objectives. In this study, learning outcomes for general education in the arts and humanities were identified through content analysis with thematic networks. The findings provide additional support for qualitative approaches in developing program-level learning objectives.
Achievement Goal Orientation Toward General Education Versus Overall Coursework
Authors: Miller B. J. , Sundre Donna L. 
Published: May 2022

Abstract
Two studies were conducted regarding the achievement goal orientations of college students within two contexts: coursework in all courses and in general education courses. Interactions were detected for achievement goals by class level and context. Findings raise concern about student attitudes toward general education, despite its importance to other stakeholders.
Interdisciplinary Curriculum and Student Outcomes: The Case of a General Education Course at a Research University
Authors: Orillion Marie-France 
Published: May 2022

Abstract
Interdisciplinary courses have become a standard component in general education programs. The assumption is that they improve student outcomes. This article is an ethnographic case study of an interdisciplinary course at a research university. It examines the relationship among interdisciplinary curriculum, institutional context, and student outcomes.
The Utility of a College Major: Do Students of Psychology Learn Discipline-Specific Knowledge?
Authors: Sanders-Dewey Neva E. J. , Zaleski Stephanie A. 
Published: May 2022

Abstract
The research focuses on the assumption that the completion of courses subsumed within a college major results in a heightened knowledge base of information and ultimately increases the likelihood of successful employment within that field. Results support the primary principle underlying the college major model currently espoused by higher education.
What General Education Courses Contribute to Essential Learning Outcomes
Authors: Laird Thomas F. Nelson , Niskodé-Dossett Amanda Suniti , Kuh George D. 
Published: May 2022

Abstract
Based on data from eleven thousand faculty members, this study shows that general education courses place greater emphasis on developing intellectual skills, personal and social responsibility, deep approaches to learning, and diverse interactions. In contrast, other courses emphasize practical skills and are linked with greater levels of student–faculty interaction.
"Making Connections" at The University of North Carolina: Moving Toward a Global Curriculum at a Flagship Research University
Authors: Smith Jay M. , Kruse Julia 
Published: May 2022

Abstract
The University of North Carolina at Chapel Hill has reformed its undergraduate curriculum to create connections across disciplines and advance efforts to internationalize its campus. As a result, global issues, experiential learning, study abroad, and international course clusters have become an integral part of a curriculum that emphasizes "Making Connections."
Strategies for Managing the Problem of Unmotivated Examinees in Low-Stakes Testing Programs
Authors: Wise Steven L. 
Published: May 2022

Abstract
Low examinee effort distorts low-stakes general education assessment results and thereby diminishes the validity of score-based inferences regarding what students know and can do. Several issues concerning examinee effort are noted, the research literature on examinee motivation is reviewed, and several approaches proposed for effectively managing this threat are discussed.
Skipping the Test: Using Empirical Evidence to Inform Policy Related to Students Who Avoid Taking Low-Stakes Assessments in College
Authors: Swerdzewski Peter J. , Harmes J. Christine , Finney Sara J. 
Published: May 2022

Abstract
We studied the scores of students who avoided low-stakes testing and those who attended required testing. "Avoiders" who did exert effort on makeup tests scored similarly to students who initially attended testing. Practitioners should consider effort and include scores from avoiders to ensure that results reflect the entire student population.
Objectivist Atheology
Authors: Toner Patrick 
Published: May 2022

Abstract
Objectivists insist on the primacy of existence—the axiom that existence exists. This axiom is taken to entail that the universe exists independent of any consciousness, human or divine. Objectivists hold that a straightforward consequence of this axiom is that God does not exist. The central argument of this paper is that the Objectivist atheological argument based on the primacy of existence fails. Atheological arguments based on the alleged incoherence of the Divine attributes are at best inconclusive. Theism has not been shown to be incompatible with Objectivism.
Isabel Paterson and the Idea of America
Authors: Beito David T. 
Published: May 2022

Abstract
Stephen Cox's book, The Woman and the Dynamo: Isabel Paterson and the Idea of America, is a wellwritten, thoughtful, and exhaustively researched biography of a key pioneer in the libertarian movement. Isabel Paterson, who was a mentor to and close friend of Ayn Rand, had an accomplished career in her own right. From the 1920s to 1940s, she was a nationally respected, and sometimes feared, literary critic and best-selling novelist. Her masterwork, The God of the Machine, appeared in the same year as The Fountainhead and The Discovery of Freedom by Rose Wilder Lane.
Unilateral Transfers and a Reinterpretation of Objectivist Ethics
Authors: Ozgen Eren 
Published: May 2022

Abstract
Kathleen Touchstone's Then Athena Said: Unilateral Transfers and the Transformation of Objectivist Ethics is an intriguing book on unilateral transfers within the context of Objectivism. Touchstone examines Rand's primary social ethic, the Trader Principle—the bilateral exchange of value between independent equals. In reconsidering Rand's thoughts, she raises many arguments and provides thought-provoking insights especially on charity, reproductivity, retaliation and rights. Touchstone reinterprets Objectivism through the prism of economics, applying economic tools such as consumer theory, capital theory, game theory, and decision making under uncertainty to address the questions she raises.
Reply to David Graham and Nathan Nobis, "Putting Humans First?" (Fall 2006): Putting Humans First? YES!
Authors: Altick John 
Published: May 2022

Abstract
In "Putting Humans First?" David Graham and Nathan Nobis question Tibor Machan's critique of the idea of "animal rights." They suggest that Machan does not adequately respond to arguments about the impact of ' marginal cases' on theories such as his, which claim that natural rights stem from the manner in which human beings as a species interact with the world. Altick argues that Graham and Nobis' critique is misdirected and that it misses Machan's underlying argument, thus leaving his defense of distinctly human natural rights relatively untarnished.
A Critique of Ayn Rand's Theory of Intellectual Property Rights
Authors: Sandefur Timothy 
Published: May 2022

Abstract
Ayn Rand viewed copyrights and patents as natural rights that were secured by legislation, rather than as monopoly privileges that were created by the state. Other Objectivist writers have followed suit. This article disputes this thesis on the grounds that it fails to recognize the distinction between the right to use and the right to exclude, the latter of which cannot be justified with regard to intellectual property on Objectivist premises. In addition, the article discusses three significant objections to the natural-rights interpretation of copyright that Objectivist authors have failed so far adequately to address.
Reply to Fred Seddon, "Recent Writings on Ethics" (Spring 2007): On Behalf of Ethical Intuitionism
Authors: Huemer Michael 
Published: May 2022

Abstract
This is a response by the author of Ethical Intuitionism to criticisms raised by Fred Seddon (Jars, Spring 2007). Among other things, Huemer observes that his attack on ethical reductionism does not depend upon excluding relational properties from consideration at the start; that he does not claim that all philosophers are intuitionists; and that Objectivism is susceptible to the general arguments he discusses against the possibility of deriving an "ought" from an "is".
Rand on Hume's Moral Skepticism
Authors: Machan Tibor R. 
Published: May 2022

Abstract
This brief discussion argues that Ayn Rand misconstrued David Hume's famous "is/ought" gap, just as innumerable others have. Hume objected to deducing ought claims (or judgments or statements) from is claims and not to deriving the former from the latter. He was silent about this but his own work in ethics and politics suggests that he would agree that one can infer ethical, moral or political beliefs from an understanding of facts (such as those of history).
Toward the Development of a Paradigm of Human Flourishing in a Free Society
Authors: Younkins Edward W. 
Published: May 2022

Abstract
This essay presents a skeleton of a potential conceptual framework for human flourishing in a free society. Its aim is to present a diagram that illustrates the ways in which its topics relate to one another and why they do. It argues for a plan of conceptualization rather than for the topics themselves. It emphasizes the interconnections among the components of the schema presented. It sees an essential interconnection between objective concepts, arguing that all of the disciplines of human action can be integrated into a paradigm of human flourishing based on the nature of man and the world.
Rejoinder to Adam Reed, "Not Even False: A Commentary on Parrish and Toner" (Spring 2008): What's Good for the Goose and Related Matters
Authors: Parrish Stephen E. , Parrish Stephen R. 
Published: May 2022

Abstract
This is a response to Adam Reed's critique ("Not Even False," The Journal of Ayn Rand Studies, Spring 2008) of Parrish's essay, "God and Objectivism" (The Journal of Ayn Rand Studies, Spring 2007). Parrish argues that Reed ignores most of his critical points with regard to Objectivism, while committing several fallacies and embracing his own arbitrary positions.
Rejoinder to Adam Reed, "Not Even False: A Commentary on Parrish and Toner" (Spring 2008): God-Talk and the Arbitrary
Authors: Toner Patrick 
Published: May 2022

Abstract
In this brief note, Toner discusses Adam Reed's reply ("Not Even False," The Journal of Ayn Rand Studies, Spring 2008) to his earlier paper, "Objectivist Atheology" (The Journal of Ayn Rand Studies, Spring 2007). He argues that Reed's criticisms do not hold up under scrutiny.
Mind, Introspection, and "The Objective"
Authors: Bissell Roger E. 
Published: May 2022

Abstract
In this sequel to his essay "Ayn Rand and The Objective'" (JARS, Fall 2007), the author warns against "the seduction of 'the basic"' and uses ideas by Efron, Peikoff, and Aristotle to argue that introspection and mental data (including mind) are objective and that causal efficacy of mind and mind-body interaction only make sense if mind is conceived of not as an attribute, but as an entity (viz., the conscious human brain). None of this, however, implies Epiphenomenalism or that consciousness is irrelevant to human history.
The Peikovian Doctrine of the Arbitrary Assertion
Authors: Campbell Robert L. 
Published: May 2022

Abstract
The doctrine of the arbitrary assertion is a key part of Objectivist epistemology as elaborated by Leonard Peikoff. For Peikoff, assertions unsupported by evidence are neither true nor false; they have no context or place in the hierarchy of conceptual knowledge; they are meaningless and paralyze rational cognition; their production is proof of irrationality. A thorough examination of the doctrine reveals worrisomely unclear standards of evidence and a jumble of contradictory claims about which assertions are arbitrary, when they are arbitrary, and what ought to be done about them when they are. A wholesale rejection of the doctrine is recommended.
Plato, Aristotle, Rand, and Sexuality
Authors: Seddon Fred 
Published: May 2022

Abstract
This essay offers a critical review of Robert Mayhew's translation oí Plato: I aws 10, Chris Matthew Sciabarra's monograph, Ayn Rand, Homosexuality, and Human I iberation, and Roderick T. Long's monograph, Reason and Value: Aristotle versus Rand. Seddon finds especially questionable Long's treatment of Plato.
Reply to Fred Seddon, "Plato, Aristotle, Rand, and Sexuality" (Fall 2008): Interpreting Plato's Dialogues: Aristotle versus Seddon
Authors: Long Roderick T. 
Published: May 2022

Abstract
In reply to Seddon's charge that Long's analysis in Reason and Value rests on a mistaken reading of Plato, Long both defends his interpretation of Plato and argues that nothing in Reason and Value depends on Plato interpretation in any case.