The problem of church finance as it relates to Christian education

https://place.asburyseminary.edu/ecommonsatsdissertations/2218/thumbnail.jp

Yes, you can!: A Critical Questions Approach for Developing and Incorporating Intercultural Sensitivity Efforts into ANY classroom

The educational literature has blossomed with information on becoming interculturally competent (e.g., Bennett, 2004; 2009) discussions on theory and practice for intercultural education (e.g., Bleszynska, 2008), or how to identify and assess intercultural awareness as a learning outcome (e.g., Deardorff, 2006). Much of this work provides information on why an emphasis on intercultural education is important, and guidance on how to incorporate such an emphasis into particular courses. The difficulty, then, is not in locating a myriad of resources on the topic but how to simplify the concept of intercultural education so that it can be incorporated into the flow of any classroom. In other words, what would intercultural awareness or sensitivity “look like” in students as a result of what we DO in the classroom? The present article deconstructs the literature in an attempt to demonstrate how a “hands on” approach to intercultural sensitivity was gleaned from the literature and put into practice in a course on Prejudice, Discrimination and Hate

Tolerance for Ambiguity as a Potential Barrier to Intercultural Interactions

Online teaching brings both unique challenges and opportunities to students and faculty (e.g, Prensky, 2009). Some of these challenges and opportunities are in the area of perceptions of online teaching itself (e.g, Osborne, Kriese, Tobey and Johnson, 2009a), some involve unrealistic expectations or lack of appropriate preparation on the part of students (e.g, Clark, 2010) and others involve the match between faculty teaching styles, student learning styles and digital instruction (e.g, Chen, Kinshuk, Wei & Liu, 2010; Sheng-Wen, Yu-Ruei, Gwo-Jen & Nian-Shing, 2011). These challenges might present particular difficulties when the goal is to change attitudes (e.g, Bolliger & Martindale, 2004). The current study assessed the relationships between Tolerance for Ambiguity (Budner, 1962; MacDonald, 1970; McClain, 1993), Munroe Multicultural Attitudes (Munroe & Pearson, 2006) and student performance in an online course on the Prejudice, Discrimination and Hatred. As hypothesized, changes in Tolerance for Ambiguity and Munroe Multicultural Attitudes across the semester were predictive of course grades

It Can Be Taught: Explorations into Teaching the Foundations for Multicultural Effectiveness

Connections are drawn between the development of intercultural sensitivity, interpersonal skills, and critical thinking. A case is made that fostering particular critical thinking skills in courses enhances interpersonal skills, and that enhanced interpersonal skills facilitate movement along Bennett’s (1993) proposed continuum of development of intercultural sensitivity. Discussion centers on how to integrate these qualities (e.g., critical thinking, intercultural sensitivity, and interpersonal skills) and facilitate them in courses. Furthermore, it introduces a call for research on how to test these assumptions with experiences beyond the classroom

Putting It All Together: Incorporating

Views of critical thinking were culled from the literature and developed into a scholarship of teaching and learning (SoTL) model that was implemented into the Internet course, “The Politics and Psychology of Hatred.” Assessment of student course postings demonstrated a strong relationship between interpersonal skills (referred to in the curriculum as “course etiquette”) and advancement on the levels of critical thinking. The implications of these findings are discussed

Effects of Nitrogen and Planting Seed Size on Cotton Growth, Development, and Yield

A standardized experiment was conducted during 2009 and 2010 at 20 location-years across U.S. cotton (Gossypium hirsutum L.)-producing states to compare the N use requirement of contemporary cotton cultivars based on their planting seed size. Treatments consisted of three cotton varieties with planting seed of different numbers of seed per kg and N rates of 0, 45, 90, and 134 kg ha⁻¹. Soil at each trial location was sampled and tested for nitrate presence. High levels of soil nitrate (>91 N-NO₃⁻kg ha⁻¹) were found in Arizona and western Texas, and soil nitrate in the range of 45 to 73 kg N-NO₃⁻ ha⁻¹ was found at locations in the central United States. Cotton lint yield responded to applied N at 11 of 20 locations. Considering only sites that responded to applied N, highest lint yields were achieved with 112 to 224 kg ha⁻¹of applied plus pre-plant residual soil NO₃—translating to an optimal N requirement of 23 kg ha⁻¹ per 218 kg bale of lint produced. Among the varieties tested those with medium-sized seed produced higher yields in response to N than did larger and smaller seeded varieties. Varieties with larger seed had longer and stronger fibers, higher fiber length uniformity than small seeded varieties and decreased micronaire. Seed protein and oil increased and decreased slightly in response to increasing amounts of soil nitrate plus applied N, respectively

Dimeric SecA Couples the Preprotein Translocation in an Asymmetric Manner

The Sec translocase mediates the post-translational translocation of a number of preproteins through the inner membrane in bacteria. In the initiatory translocation step, SecB targets the preprotein to the translocase by specific interaction with its receptor SecA. The latter is the ATPase of Sec translocase which mediates the post-translational translocation of preprotein through the protein-conducting channel SecYEG in the bacterial inner membrane. We examined the structures of Escherichia coli Sec intermediates in solution as visualized by negatively stained electron microscopy in order to probe the oligomeric states of SecA during this process. The symmetric interaction pattern between the SecA dimer and SecB becomes asymmetric in the presence of proOmpA, and one of the SecA protomers predominantly binds to SecB/proOmpA. Our results suggest that during preprotein translocation, the two SecA protomers are different in structure and may play different roles

Comparing counselling alone versus counselling supplemented with guided use of a well-being app for university students experiencing anxiety or depression (CASELOAD): protocol for a feasibility trial.

BACKGROUND: University counselling services face a unique challenge to offer short-term therapeutic support to students presenting with complex mental health needs and in a setting which suits the academic timetable. The recent availability of mobile phone applications (apps) offers an opportunity to supplement face-to-face therapy and has the potential to reach a wider audience, maintain engagement between therapy sessions, and enhance therapeutic outcomes. The present study, entitled Counselling plus Apps for Students Experiencing Levels of Anxiety or Depression (CASELOAD), aims to explore the feasibility of supplementing counselling with guided use of a well-being app. METHODS/DESIGN: Forty help-seeking university students (aged 18 years and over) with symptoms of moderate anxiety or depression will be recruited from a University Counselling Service (UCS) in the United Kingdom (UK). Participants will be recruited via counsellors who provide the initial clinical assessment and who determine treatment allocation to one of two treatments on the basis of client-treatment fit. The two conditions comprise (1) counselling alone (treatment as usual/TAU) or (2) counselling supplemented with guided use of a well-being app (enhanced intervention). Trained counsellors will deliver up to six counselling sessions in each treatment arm across a 6-month period, and the session frequency will be decided by client-counsellor discussion. Assessments will occur at baseline, every counselling session, post-intervention (3 months after consent) and follow-up (6 months after consent). Assessments will include clinical measures of anxiety, depression, psychological functioning, specific mental health concerns (e.g. academic distress and substance misuse), resilience and therapeutic alliance. The usage, acceptability, feasibility and potential implications of combining counselling with guided use of the well-being app will be assessed through audio recordings of counselling sessions, telephone interviews with participants, focus groups with counsellors and counsellor notes. DISCUSSION: This study will inform the design of a randomised pilot trial and a definitive trial which aim to improve therapy engagement, reduce dropout and enhance clinical outcomes of student counselling. TRIAL REGISTRATION: ISRCTN55102899