Impact of a Young-Earth Creationist Apologetics Course on Student Creation Worldview

Science educators holding an evolutionary worldview are concerned about the teaching of young -Earth creationism (YEC) and generally oppose its presentation in public schools. This paper examines the influence of a YEC apologetics course on Creation and evolution worldview attitudes of Liberty University students. The creation worldview test (CWT) was administered and a total scale score along with three subscales scores in theology, science and age were analyzed. Student pre-test scores indicated some weaknesses, suggesting departure from a solid YEC worldview. Following the course, students shifted significantly toward stronger agreement with the YEC position in total score, science and age. The results demonstrate that when Christian college students are taught from a YEC perspective, they shift toward stronger beliefs in YEC

Effects of a YEC Apologetics Class on Student Worldview

Creationism is a significant component of an overall Christian worldview. A Creation Worldview Test (CWT) was administered to students both before and after completion of a required Apologetics course dealing with the creation/evolution controversy. Pre-test analysis revealed that incoming students tend to have a creationist worldview, however their CWT scores reflected a degree of uncertainty or neutrality on scientific creation and the age of the earth. Post-test analysis showed a significant shift toward a young earth creationist (YEC) view. Implications for teaching apologetics and development of a Creationist worldview based on a Six-day Young Earth perspective were explored and identified

Effects of a YEC Apologetics Class on Student Worldview

Creationism is a significant component of an overall Christian worldview. A Creation Worldview Test (CWT) was administered to students both before and after completion of a required Apologetics course dealing with the creation/evolution controversy. Pre-test analysis revealed that incoming students tend to have a creationist worldview, however their CWT scores reflected a degree of uncertainty or neutrality on scientific creation and the age of the earth. Post-test analysis showed a significant shift toward a young earth creationist (YEC) view. Implications for teaching apologetics and development of a Creationist worldview based on a Six-day Young Earth perspective were explored and identified

Contemporary Dual Mobility Head Penetration at Five Years: Concern for the Additional Convex Bearing Surface?

Background Dual mobility (DM) bearings are increasingly popular and second-generation designs contain highly cross-linked polyethylene. The purpose of this study is to report head penetration rates in modern DM bearings. Methods A review of 63 consecutive DM bearings was performed. Radiographs were analyzed for head penetration using Martell methodology at regular postoperative intervals. Results Thirty-four DM bearings were analyzed. Mean linear head penetration was 1.59 mm/y at 1 year, 1.07 mm/y at 2 years, and 0.27 mm/y at 5 years following an exponential regression model (R2 = 0.999). Mean volumetric wear was 783 mm3/y at 1 year, 555 mm3/y at 2 years, and 104 mm3/y at 5 years following an exponential regression model (R2 = 0.986). Conclusion Initial head penetration of DM bearings is larger than contemporary cross-linked polyethylene bearings; however, rates approach steady state after 2 years, analogous to traditional bearings. The larger “bedding-in” head penetration may be due to the additional convex bearing surface, creating 2 surfaces for deformation/wear

Role of Educational Factors on College Students’ Creation Worldview

What one believes about origins is a significant component of an overall worldview. An ongoing study at Liberty University is being conducted to define and measure a creationist worldview while determining factors that influence the beliefs and attitudes about origins in a Christian college student population. The Creation Worldview Test (CWT) was administered before and after completion of a required apologetics course. Previous attendance at a creation seminar or course was associated with a stronger initial creation worldview, however prior completion of a college science course appeared to have no impact. Importantly, students who attended a public high school had a significantly weaker initial creation worldview than those who attended Christian high schools or home school. Following the apologetics course which was taught from a young-Earth Creation perspective, a large number of students showed a much stronger creation worldview. In particular, the number of students in the ‘conservative Biblical theism’ category doubled from 64 to 128 (out of 195 students in the study). These results demonstrate the importance and the clear impact of teaching students from a young-Earth Creation perspective

Utility of Two-Stage Laryngotracheal Reconstruction in the Management of Subglottic Stenosis in Adults

No abstract.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/83473/1/21521_ftp.pd

The Local Edge Machine: inference of dynamic models of gene regulation

We present a novel approach, the Local Edge Machine, for the inference of regulatory interactions directly from time-series gene expression data. We demonstrate its performance, robustness, and scalability on in silico datasets with varying behaviors, sizes, and degrees of complexity. Moreover, we demonstrate its ability to incorporate biological prior information and make informative predictions on a well-characterized in vivo system using data from budding yeast that have been synchronized in the cell cycle. Finally, we use an atlas of transcription data in a mammalian circadian system to illustrate how the method can be used for discovery in the context of large complex networks.Department of Applied Mathematic

Positive Youth Development: Parental Warmth, Values, and Prosocial Behavior in 11 Cultural Groups

The current cross-cultural study aimed to extend research on parenting and children\u27s prosocial behavior by examining relations among parental warmth, values related to family obligations (i.e., children\u27s support to and respect for their parents, siblings, and extended family), and prosocial behavior during the transition to adolescence (from ages 9 to 12). Mothers, fathers, and their children (N = 1107 families) from 8 countries including 11 cultural groups (Colombia; Rome and Naples, Italy; Jordan; Kenya; the Philippines; Sweden; Thailand; and African Americans, European Americans, and Latin Americans in the United States) provided data over 3 years in 3 waves (M-age of child in wave 1 = 9.34 years, SD = 0.75; 50.5% female). Overall, across all 11 cultural groups, multivariate change score analysis revealed positive associations among the change rates of parental warmth, values related to family obligations, and prosocial behavior during late childhood (from age 9 to 10) and early-adolescence (from age 10 to 12). In most cultural groups, more parental warmth at ages 9 and 10 predicted steeper mean-level increases in prosocial behavior in subsequent years. The findings highlight the prominent role of positive family context, characterized by warm relationships and shared prosocial values, in fostering children\u27s positive development in the transition to adolescence. The practical implications of these findings are discussed

Early stressful experiences are associated with reduced neural responses to naturalistic emotional and social content in children

How do children’s experiences relate to their naturalistic emotional and social processing? Because children can struggle with tasks in the scanner, we collected fMRI data while 4-to-11-year-olds watched a short film with positive and negative emotional events, and rich parent-child interactions (n = 70). We captured broad, normative stressful experiences by examining socioeconomic status (SES) and stressful life events, as well as children’s more proximal experiences with their parents. For a sub-sample (n = 30), parenting behaviors were measured during a parent-child interaction, consisting of a picture book, a challenging puzzle, and free play with novel toys. We characterized positive parenting behaviors (e.g., warmth, praise) and negative parenting behaviors (e.g., harsh tone, physical control). We found that higher SES was related to greater activity in medial orbitofrontal cortex during parent-child interaction movie events. Negative parenting behaviors were associated with less activation of the ventral tegmental area and cerebellum during positive emotional events. In a region-of-interest analysis, we found that stressful life events and negative parenting behaviors were associated with less activation of the amygdala during positive emotional events. These exploratory results demonstrate the promise of using movie fMRI to study how early experiences may shape emotional, social, and motivational processes