Nursing student knowledge of plagiarism and its relationship to writing apprehension and writing self-efficacy

This session will provide the results of a cross-sectional study exploring how knowledge of plagiarism is related to writing apprehension, writing self-efficacy, and various demographic and writing history characteristics of nursing students. Our study gathered data by survey, including two established questionnaires for writing apprehension (Daly & Miller, 2013) and writing self-efficacy (Mitchell et al., 2017). Data were also gathered as part of the natural instructional and evaluation processes of the course Scholarly Writing (NRSG-1501), including a plagiarism questionnaire and feedback provided to students on course quizzes and a scholarly paper. Attendees of this session will explore plagiarism from students’ perspectives of their own writing apprehension and self-efficacy in comparison to their demonstration of academic integrity in a first year writing course for nursing students.

Give Peace (and Folk Song) a Chance: American Folk Song and the Vietnam Anti-War Movement

Folk narrative and folk song are often associated with antiquarian notions of the romanticized country ‘folk’ of times long past. This makes it difficult to conceptualize the folk and their songs in more contemporary, post-industrial societies. If we are to believe Alan Dundes’ assertion that the term folk can be applied to any group of people who share at least one common factor, it would seem to follow that any such group could create folk songs. Despite this, many folklorists still rely on traditional criteria of folk songs such as anonymous authorship and oral transmission. While my intent is not to negate this, I argue that it could and should be expanded. I have used the Vietnam Anti-War movement in America to explore how the idea of ‘authentic’ folk song can be expanded to include popular music taken by a social group to give a communal voice to their movement

Re-animating the Mathematical Concept: A Materialist Look at Students Practicing Mathematics with Digital Technology

This paper proposes a philosophical approach to the mathematical engagement involving students and a digital tool. This philosophical proposal aligns with other theories of learning that have been implemented in mathematics education but rearticulates some metaphors so as to promote insight and ideas to further support continued investigations into the learning of mathematics. In particular, this philosophical proposal takes seriously the notion that a priori to activity, there are no objects which in turn challenge the notions of intention, affordance and/or representation. To exemplify this perspective, two episodes of grade nine students using a dynamic geometry software are analysed to elaborate how mathematics can be seen to emerge from working with a tool

INVESTIGATIONS OF SOLID-STATE SINTERING BEHAVIOR OF BINARY REFRACTORY METAL OXIDE SYSTEMS

Refractory metals are commonly alloyed for improved corrosion resistance, thermal stability, and strength. In service, these alloys form highly stable oxides under mildly oxidizing conditions at relatively low temperatures. In order to recycle these materials, high temperature electrochemical processing is required to reduce the refractory metal oxides. To abet experimental evaluation of the electrochemical reduction process under development at the Idaho National Laboratory, binary mixtures of selected refractory metal oxide powders were sintered to produce cathode pellets, which could be suspended in the molten salt electrolyte during reduction experiments. Preparatory literature review revealed a paucity of published information relative to the formation of intermediate oxides in these binary systems, and particularly so for the tantalum oxide/hafnium oxide system. The subject research was undertaken to begin to fill the data void. Binary oxide mixtures were prepared to approximate the composition of known intermediate compounds in the Ta2O5 – WO3, Ta2O5 – Nb2O5, Ta2O5 – HfO2, and Ta2O5 – TiO2 systems. Differential thermal analysis was employed to identify heat flow inflections that could be associated with sintering in the subject systems. Based on the resultant data, each of the various binary oxide mixtures was sintered at two temperatures, one below and one above each significant thermal event. Each experimental product was characterized by scanning electron microscopy and x-ray diffraction to evaluate the degree of sintering. The characterization results firmly established that the minimum sintering temperatures corresponded to the DTA inflections identified in the Ta2O5 – WO3, Ta2O5 – Nb2O5, and Ta2O5 – TiO2 systems. However, the information obtained for the Ta2O5 – HfO2 system is inconclusive and warrants further study

Conceptions of Zero A Review of Amir D. Aczel’s Finding Zero: A Mathematician\u27s Odyssey to Uncover the Origins of Numbers

In the 2003 Pixar animation Finding Nemo, a clownfish named Marlin is an overprotective father, and for good reason: he has recently gone through the trauma of losing both his wife and all their fertilized eggs save one. Nemo is his only remaining offspring, a son. On Nemo’s first day of school, he gets caught in a fishing net and is taken far away. Marlin spends the rest of the movie looking for Nemo. He gets to know a variety characters in his search, some providing comic relief, some providing leads. But in each interaction Marlin learns a more about himself, in particular, that he is too fearful and too protective. For some, Finding Nemo is about Nemo; for others, it is about Marlin. That is, instead of Marlin providing a subplot, he provides the central story. Finding Nemo is about Marlin’s personal journey of overcoming the trauma of losing his wife and almost-children. To give even more of a twist to a seemingly benign movie, there is a theory bouncing around on the Internet that Marlin imagines Nemo and everything that happens in the movie is only imagined. That is, he makes up Nemo to cope with his loss. This theory has some merit as Nemo means “nobody” in Latin. Amir D. Aczel is a professor of statistics. He has a doctorat

Fairness in political districting: exploring mathematical reasoning

For this paper, I explored the informal reasoning of undergraduate social science students in a mathematics class. They were looking into the mathematics of political districting, in particular gerrymandering. Using Sellars’ notion of the space of reasons and analytic categories from the socioscientific issues literature, I examined the reasons students gave for the positions they took. I observed the way mathematics played a role in their reasoning and, how, when they addressed a social issue, their reasoning was more holistic. The analytic categories illuminated my data on how mathematics was integrated into the students’ informal reasoning.The work presented in this paper was supported by the Social Science and Humanities Research Council Insight Development Grant 430-2020-0432

Today’s Physical Education Teachers: An Inquiry Into Exceptional Practice

The purpose of this article is to provide an overview of the findings from a study of the professional lives of four physical education specialist teachers considered exceptional and to explain why they engage in their practice as they do. The issues of how teachers develop as well as how they change during their careers is emphasized. The conclusion highlights some of the most important qualities of exemplary teachers of physical education and opens the discussion for all professional educators, not only those in physical education, but at all levels and curricular backgrounds to search within themselves to determine how they teach and how they have changed over time

Self-Disclosure and Gender of a Therapist: Its Effect on Adult Client Willingness to Self-Disclose

There has been much controversy over the past several decades concerning therapist self-disclosure with clients. Although many psychologists believe that revealing anything about themselves would be inappropriate, some psychologists believe in using various forms of self-disclosure with their clients. Society and culture have changed drastically in recent decades concerning gender roles and expectations of therapeutic interventions. In light of these changes, there is a lack of information about whether a client’s willingness to self-disclose is related to the type of therapist self-disclosure and to the gender of the therapist. Therefore, the purpose of this study was to explore whether there is a current relationship between a therapist’s gender and the type of therapist self-disclosure (i.e., factual, empathetic, or no self-disclosure) and a client’s willingness to self-disclose. To test these hypotheses, this quantitative study was designed to determine whether there are any main and interaction effects between a therapist’s gender and type of therapist self-disclosure and a client’s willingness to self-disclose. Using Bandura’s social learning theory and Beck’s modeling theory as the foundation for this study, adults were surveyed across the United States who had been in therapy. The data were collected using the Counselor Self-Disclosure Scale and the Emotional Self-Disclosure Scale via SurveyMonkey. A two-way ANOVA was used to analyze the data. A significant connection was found concerning the gender and type of therapist self-disclosure and a client’s willingness to self-disclose. Consequently, psychologists can implement types of therapist self-disclosure in order to generate client willingness to talk, which may facilitate positive therapeutic outcomes for the patient

Social status and behavioral observations of children exhibiting comorbid anxiety and ADHD symptoms

The development of strong and positive relationships early in childhood is key to later social adjustment. Many behaviors have been shown to be related to children\u27s status among their peers, defining whether they will be seen as popular, rejected, neglected, controversial, or of average status in the child\u27s peer group. Children who display anxious behaviors are often overlooked by their peers, while aggressive and disruptive behaviors can lead to rejection. A small proportion of students display both symptoms of anxiety and ADHD, and prior research fails to show what peer status group most represents these children, or what social interaction skills these children display in a school setting. This study investigated the peer social status of children who display anxious, ADHD, and comorbid behavioral patterns. To further understand the characteristics of these different types of children, playground observations were made to attempt to reveal the proportion of positive, negative, and solitary play exhibited by each group during freeplay interaction with peers in their school environment. Results indicated no significant difference between groups on sociometric status or freeplay behavior. Limitations and future directions are discussed