Lawrence University Research Articles

In the Wake of Darwin’s Voyage: Improving International Science Study for Students of Biological and Environmental Sciences

In the haphazard survey conducted of 19 U.S. colleges and universities, only about 11 percent of the students studying abroad were science students, a small fraction of the science students at these institutions. If students, faculty, and parents are all agreed on the value of international science study, why do so few students go? The obvious answer is that there is not agreement on the value of international science education. Even where there is agreement, significant obstacles still must be overcome. Below, I review some of these obstacles, which in turn will suggest some solutions. I then review recent successes at St. Lawrence University followed by ideas and plans still to be implemented. This chapter closes with two more examples of the value of attempting to improve international science education opportunities for students of the biological and environmental sciences.

Horizontal Violence and the Student Nurse

Horizontal violence is the overt or subtle aggression from one colleague to another in a verbal, physical, or emotional manner. Horizontal violence is becoming a growing concern in the nursing profession and several studies have indicated this might be a cause of students leaving the profession. This study aimed to examine St Lawrence College’s Bachelor of Science in Nursing (BScN) students’ experience/perception of horizontal violence during their clinical practice. The study received ethical clearance from the College’s Research Ethics Board and students from all four years of BScN program were invited to participate in a qualitative online questionnaire, administered via the student Learning Management System; Blackboard. Questions addressed students’ experiences with horizontal violence, its forms, frequency, suspected reasons and experienced effects. 94 students responded to the survey. 80% of students experienced horizontal violence with years 3 and 4 showing the highest incidences. Of those who experienced violence, 47% did not report the incident. The most common forms of violence were: belittling or undermining work (50%) and destructive criticism (41.5%). The most common effects of violence on students were: stress or illness (63%), fear or embarrassment (57%), poor self-esteem (43%) and thoughts of leaving the program (30%). Suspected reasons of violence were: rite of passage when entering nursing (56%) and desire for power (41%). We conclude horizontal violence has negative impacts on students’ overall clinical experience. Collaborative efforts by academic institutions and clinical placement organizations are necessary to strengthen/reinforce the policy of zero tolerance of violence in clinical settings.

Post-secondary Students’ Perception of Flu Immunization

During the H1N1 pandemic, young adults and college students were noted to be susceptible to influenza. Despite the guidelines for post-secondary education issued by the Center for Disease Control and despite informative campaigns implemented by all institutions, young adults still show low immunization rates. This study aims to examine post-secondary students’ perspectives on influenza immunization. A short online questionnaire was designed. The questionnaire included questions about the participants’ age, gender and program of study. Participants were asked if they have recently received the vaccine or if they chose not to, and what were their reasons/views on flu immunization. The study received ethical clearance by St Lawrence College’s (SLC) Research Ethics Board and the online questionnaire was administered via a mass email to all SLC students across the three campuses. Of the 186 participants, 78% were females and 69% were between 18-24 years. 19% of participants reported to receive the vaccination on campus, 38% were vaccinated off-campus, while 43% did not receive the vaccine. The most commonly reported reasons for vaccination among students were being a program requirement (74%) and believing vaccine makes illness milder if they ever contracted the flu (11%). 37% of the non-vaccinating participants perceive the vaccine as unnecessary, while 12% believed that flu vaccine can make them ill. We conclude a significant percentage of students remain unvaccinated and may not view the flu vaccine as important. Misconceptions concerning the flu vaccine exist and providing more clear and accurate information may enhance flu immunization efficiency among students.

The FCC and the all‐channel receiver bill of 1962

After nearly a decade of pinning its hopes for an expanded television service to American homes on such concepts as good will and deintermixture, the members of the Federal Communications Commission who wished to break the vicious circle of UHF television broadcasting (no audience‐no sponsors‐no money for the station‐no good programs‐no reason for people to watch or buy receivers‐no audience, etc.) decided to support the principle of using legislative methods to ensure that all new television receivers would have the capability of receiving UHF as well as VHF. This would reduce the impact of technology, and would allow stations to compete on more equal footing. This decision took several years to make, and several more years of political wrangling before it could be implemented . . . the topic of this article. Dr. Longley, who has contributed to the Journal in the past, is assistant professor of government at Lawrence University in Appleton, Wisconsin.

James L. Mursell: An Annotated Bibliography

JAMES L. MURSELL was a prolific author of articles and books in the fields of music, psychology, and education which have had a pronounced effect on many aspects of American education. This writer has made a studyl of Mursell's views, concepts, and educational theories and has attempted to delineate the part that Mursell played in the development of school music in the United States. An annotated bibliography is presented with a hope that it will reveal the extent of Mursell's literary works and possibly engender further studies regarding the psychological, educational, and musical sources that influenced his thinking. Mursell was born in Derby, England, on June 1, 1893 and was educated at Edinburgh Academy in Scotland, Taunton School at Taunton, England, and at Kyre College, Adelaide, South Australia. He came to the United States in 1915 and studied at the Union Theological Seminary and at Harvard University where he received his doctor of philosophy degree in 1918. He taught psychology and education (1921-1923) at Lake Erie College and education (1923-1935) at Lawrence College. In 1935 he came to Teachers College, Columbia University, as an associate professor of education. He became a full professor in 1939 and head of the department of music and music education in 1940. Dr. Mursell retired in 1959 and died at his home in North Conway, New Hampshire, in January of 1963.

Bibliography: Evolution

Journal Article Bibliography Get access Kenneth L. Crowell Kenneth L. Crowell Department of Biology, St. Lawrence University, Canton, New York Search for other works by this author on: Oxford Academic Google Scholar BioScience, Volume 18, Issue 7, July 1968, Pages 744–745, https://doi.org/10.2307/1294209 Published: 01 July 1968

The Wilderness and The Garden: Metaphors for The American Landscape

MR. FRITZELL is assistant professor of English at Lawrence University, Appleton, Wisconsin. This article is based on research done for his doctoral dissertation, Landscapes of Anglo-America During Exploration and Early Settlement (Stanford University, 1966). Landscape and land are different things. By landscape I mean essentially what is meant by the historian of the fine arts, a descriptive picture with a frame, with clear visual limits. But one can convey an idea of the land or express a feeling about the land without descriptive aids. Approaches and attitudes toward the environment, ideas and images of the land also constitute landscapes. They are the methods by which the facts of geographical existence are ordered and made systematic. American landscapes, as they have been created by writers and artists, have given rise to a perplexing set of conditions, reactions, and attitudes-sometimes comic, sometimes absurd, and almost never consistent. Intentionally or unintentionally, Americans have continued to see their land in terms of conventions and preconceptions borrowed from their European heritage or constructed and derived from traditional systems of thought. Seventeenth century Americans were too busy surviving, trading, shipping, fighting, building, and cultivating to be much concerned with conceptualizing or representing the land. Sixteenth century explorers, on the other hand, were forced to describe the New World-to represent, report, and order the new materials of experience. Explorers like White, Harriot, Laudonniere, Cartier, and Verrazano tried to come to grips with the American land, and we owe them a debt of recognition all too often forgotten. But however hard they tried these explorers were bound to the use of descriptive tools forged in the Old Country. Even in the face of famine and death, America re-

Proceedings of the American Association of Physics Teachers: Summer Meeting at St. Lawrence University, Canton, New York, 15–17 June 1967

Proceedings of the American Association of Physics Teachers: Summer Meeting at St. Lawrence University, Canton, New York, 15–17 June 1967

The F.C.C.’s attempt to regulate commercial time

Because advertising is the bread‐and‐butter of broadcasting in the United States, any attempt to limit the number and length of commercials is, bound to meet with strong opposition. One such unsuccessful attempt was made by the FCC only four years ago, but already memories of the events and maneuverings that swirled around this proposal are fading. Lawrence D. Longley investigated this topic in connection with his doctoral dissertation on “The Politics of Broadcasting” which is nearing completion at Vanderbilt University. Mr. Longley is instructor in the Department of Government at Lawrence University, Appleton, Wisconsin.

New Service Being Established at St. Lawrence University

New Service Being Established at St. Lawrence University

A Comparison of Methodology on the Fakability of the Minnesota Teacher Attitude Inventory

THE BASIC question of the fakability of the I MTAI is centered around the assertion of Callis (1), one of the authors of the MTAI that the MTAI is only slightly susceptible to attempts to fake good, and the assertion of Rabinowitz (5) that it is highly susceptible to faking if the sub ject has some knowledge of the viewpoint en dorsed by the selection agency. The basic differ ence of opinion between Callis and Rabinowitz revolves around the difference in approach both authors used. In the faking situation, Callis in structed his subjects to attempt to make as high a score as possible and to answer the items as they thought an excellent teacher would. Rabinowitz, however, took exception to the Callis experimen tal instructions in that: Asking the subject to take the MTAI under instructions to secure as high a score as possible provides him with an ex plicit set which does not differ greatly from the set which, under standard instructions, he pro vides for himself. An adequate procedure would employ a faking situation in which the subject's set differs markedly from his set in the control situation. Therefore, Rabinowitz provided his subjects with faking instructions which defined the qualities of a permissive and authoritarian teacher. Stein and Hardy (9) and Sorensen and Sheldon (8) found in their studies that their sub jects could not fake the test good without an explicit set being provided for them. Coleman (2), Sorenson (7), Stein and Hardy (9), Shel don (6), and Polmantier and Ferguson (4) found the test could be faked good when a responding j set was provided for the subjects. The authors of this study felt that an approach which would in volve additional aspects of the Callis and Rabino witz studies might lend further enlightenment to the matter of fakability in relation to the MTAI. The Rabinowitz faking instructions were faithfully replicated in this study, but the Callis instructions were changed in part and will be explained later. The MTAI was administered to 272 subjects. Seventy-seven of these were freshmen who had taken no courses in psychology or education. Ninety-three were second semester juniors who were primarily majors in psychology or educa tion. One hundred and two were experienced pub lic school teachers taking graduate courses at St. Lawrence University. Each of these class groups was divided into four experimental subgroups. Each of these four experimental subgroups was subjected to one of the following experimental situations :

CAUSALITY

CAUSALITY Get access R. G. WEYANT R. G. WEYANT The St. Lawrence University Search for other works by this author on: Oxford Academic Google Scholar Mind, Volume LXXV, Issue 299, July 1966, Pages 426–428, https://doi.org/10.1093/mind/LXXV.299.426 Published: 01 July 1966

Reciprocal recombination of chromosome and F. merogenote in Escherichia coli.

Herman, Robert K. (Lawrence University, Appleton, Wis.). Reciprocal recombination of chromosome and F-merogenote in Escherichia coli. J. Bacteriol. 90:1664-1668. 1965.-Mitotic recombination of an F-merogenote with the bacterial chromosome was observed under conditions where both recombinant episome and reciprocally recombinant chromosome, if formed and if passed on to the same progeny, could be detected. Recombinant strains selected on the basis of having a recombinant F-merogenote were found frequently to contain a recombinant chromosome of the reciprocal type.

Precambrian Grenville or Paleozoic Quartzite in the DeKalb Area in Northern New York

Research Article| September 01, 1965 Precambrian Grenville or Paleozoic Quartzite in the DeKalb Area in Northern New York ROBERT O BLOOMER ROBERT O BLOOMER St. Lawrence University, Canton, New York Search for other works by this author on: GSW Google Scholar Author and Article Information ROBERT O BLOOMER St. Lawrence University, Canton, New York Publisher: Geological Society of America Received: 16 Jun 1964 First Online: 02 Mar 2017 Online ISSN: 1943-2674 Print ISSN: 0016-7606 Copyright © 1965, The Geological Society of America, Inc. Copyright is not claimed on any material prepared by U.S. government employees within the scope of their employment. GSA Bulletin (1965) 76 (9): 1015–1026. https://doi.org/10.1130/0016-7606(1965)76[1015:PGOPQI]2.0.CO;2 Article history Received: 16 Jun 1964 First Online: 02 Mar 2017 Cite View This Citation Add to Citation Manager Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Search Site Citation ROBERT O BLOOMER; Precambrian Grenville or Paleozoic Quartzite in the DeKalb Area in Northern New York. GSA Bulletin 1965;; 76 (9): 1015–1026. doi: https://doi.org/10.1130/0016-7606(1965)76[1015:PGOPQI]2.0.CO;2 Download citation file: Ris (Zotero) Refmanager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentBy SocietyGSA Bulletin Search Advanced Search Abstract Numerous scattered bodies of quartzite in marble in the Precambrian Grenville complex in northern New York have been identified and mapped as Paleozoic outliers for more than 50 years. Detailed examinations, however, show that some of these bodies of quartzite are stratigraphically and structurally an integral part of the Precambrian Grenville assemblage. They contain neominerals in equilibrium with the metamorphic minerals in the surrounding Precambrian rocks. The massiveness and relative competence of much of the quartzite and the relative incompetence and extensive flowage of marble adjacent to the quartzite masses are responsible for the preservation of sedimentary fabric features in the quartzite.Most of the quartzite bodies are in part conglomeratic, containing clasts of known derivation. These conglomerates indicate a pre-Grenville unconformity and the stratigraphic sequence and age relationships of some of the Grenville complex formations. This content is PDF only. Please click on the PDF icon to access. First Page Preview Close Modal You do not have access to this content, please speak to your institutional administrator if you feel you should have access.

BOOK NOTES

Journal Article BOOK NOTES Get access Religion and Social Conflict. Edited by ROBERT LEEand MABUN E. MARTY. New York: Oxford University Press, 1964. vii + 193 pages. $ 5.00. J. CALVIN KEENE J. CALVIN KEENE St. Lawrence University Search for other works by this author on: Oxford Academic Google Scholar Journal of the American Academy of Religion, Volume XXXIII, Issue 2, April 1965, Pages 202–203, https://doi.org/10.1093/jaarel/XXXIII.2.202 Published: 01 April 1965

Aethelberht's Code and the King's Number

Journal Article Aethelberht's Code and the King's Number Get access William A. Chaney William A. Chaney Associate Professor *Department of History, Lawrence College, Appleton, Wisconsin Search for other works by this author on: Oxford Academic Google Scholar American Journal of Legal History, Volume 6, Issue 2, April 1962, Pages 151–177, https://doi.org/10.2307/844151 Published: 01 April 1962

Norman Dwight Harris, 1870–1958

Norman Dwight Harris, patron of the Journal of Asian Studies, after an illness of several months, passed away on September 4, 1958, in his home in Daytona Beach, Florida. Professor Harris was born in Cincinnati, Ohio, on January 25, 1870. In 1892, he graduated from the Sheffield Scientific School of Yale University. After studying a year in the University of Chicago, he spent three years at the Universities of Berlin and Leipzig. In 1901, he received his degree of doctor of philosophy at the University of Chicago. For the next four years, he served as instructor in history in Lawrence College, in Appleton, Wisconsin. In 1906, he was appointed Professor of European Diplomatic History in Northwestern University. Ten years later, he oragnized the Department of Political Science at Northwestern, and remained chairman of this department until his retirement in 1928.

Articulation in Freshman Studies at Lawrence College

Articulation in Freshman Studies at Lawrence College

RISE OF CHRISTIANITY

RISE OF CHRISTIANITY Get access St. Stephen and the Hellenists. By MARCEL SIMON. New York: Longmans, Green and Co., 1958. vii + 130 pages. $3.00. MORTON S. ENSLIN MORTON S. ENSLIN Theological School of St. Lawrence University Search for other works by this author on: Oxford Academic Google Scholar Journal of the American Academy of Religion, Volume XXVII, Issue 4, October 1959, Pages 350–352, https://doi.org/10.1093/jaarel/XXVII.4.350 Published: 01 October 1959

Power Along the St. Lawrence

Essay| May 01 1958 Power Along the St. Lawrence William R. Willoughby William R. Willoughby Associate Professor of History and Government, St. Lawrence University William R. Willoughbyhas specialized for many years in Canadian-American relations. He has been research associate in international relations with the Department of State and a member of the Institute for Advanced Study, Princeton. A contributor to many journals, he is collecting material in preparation for a study of “The Politics and Diplomacy of the St. Lawrence Waterway” Search for other works by this author on: This Site PubMed Google Scholar Current History (1958) 34 (201): 283–290. https://doi.org/10.1525/curh.1958.34.201.283 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation William R. Willoughby; Power Along the St. Lawrence. Current History 1 May 1958; 34 (201): 283–290. doi: https://doi.org/10.1525/curh.1958.34.201.283 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentCurrent History Search This content is only available via PDF. © 1958 by The Regents of the University of California1958 Article PDF first page preview Close Modal You do not currently have access to this content.