Problem-based learning: A practical process for a more promising future

A perpetual issue m American society is that of the comprehensive goal of its educational system. A prevailing conviction among researchers, teachers, lawmakers, and parents is that the purpose of this country\u27s schools is to cultivate effective thinking in students. In a society that exhibits complex and threatening problems, noted Raymond Nickerson , we cannot afford not to develop good thinking (Baron & Sternberg, 1987)

The role of physicians in transitional justice: combatting the aftermath of mass rape in Bosnia-Herzegovina

Between 1992-1995, an estimated 20,000-50,000 women were raped during the war in Bosnia-Herzegovina. Twenty years later, victims of war rape continue to experience severe mental health disorders, Posttraumatic Stress Disorder (PTSD), and multiple co-morbidities. A recent comprehensive study of rape survivors who have utilized non-governmental organization (NGO) services demonstrate alarming reports of chronic gynecologic problems. The purpose of this paper is to discuss the role of war-related sexual violence in Bosnia-Herzegovina. Specifically, it will examine the role of medical professionals in post-conflict societies, through documenting human rights abuses and providing clinical care for victims

Happy Rural Seat: Book 4 of Paradise Lost

Over many years, Dr. Leland Ryken has taught Paradise Lost. In this fireside chat, Ryken discusses his favorite book of the epic poem, Book 4, including the wisdom he has gained from it

Who is us? Who are them? What is your role in continuing the conversation?

Keynote address which explores the parallels between lavender weddings and lavender graduations given by Amy E. Ryken at the Lavender Graduates\u27 Celebration in 2004 at the University of Puget Sound

Engaging Children’s Spontaneous Questions about Social Diversity

In this article the author shares conversations she has had with elementary students inquiring about her gender identity to make visible the daily-ness of conversations about sameness and difference and to surface her own struggles with, and pedagogical deliberations about, these conversations. The conversations are conceptualized as both the unit of participation and analysis. Analyzing transcripts of conversations creates a tool for teacher reflection and proactively surfaces discussions about identity and social participation

Attention to Melodic versus Phonetic Cues in 8-Month-Old Infants

Infant listeners have very sophisticated auditory processing skills. In the music domain, infants as young as 6-months of age can recognize familiar and novel melodies (e.g., Trainor, Wu, & Tsang, 2004), and in the speech domain 8-month-old infants can use the statistical frequency of syllables to recognize familiar and novel nonsense words (e.g., Saffran, Aslin, & Newport, 1996). Though infants can process music and speech information when presented separately, there has been little research to date on whether infants can process information from both streams simultaneously. Auditory streams such as lullabies often contain both a melody and lyrics, but can infants process both at once? To test this, the present study familiarized 8-month-old infants to one of two melodies with nonsense lyrics. The lyrics were syllables arranged in a non-random order to form nonsense “words”. Infants were then tested using a standard head-turn preference paradigm to determine whether they could recognize the melody or the “words”. No significant main effects or interactions were found, but several interactions approached significance. The trends of this study suggest that infant listeners may have the cognitive resources necessary to process both music and speech information simultaneously. The trends also suggest that adding a lyrical component to a melody appears to facilitate memory for the melody. Possible reasons for these findings as well as implications and suggestions for future research are discussed