Honors Section Research Articles

Psychoanalysis and the Workings of the Mind: An Essay in Honor of Fred Pine

ABSTRACT This paper is a contribution to a special section in honor of Fred Pine. After briefly describing my personal relationship with Fred, I discuss some issues in which our perspectives converge. These issues include the pluralism of different psychoanalytic schools, the possibility of a unified psychoanalytic theory, the use of experience-near interpretation, and the importance of subjective experience. I then summarize a proposal for a revamping of some fundamental concepts and formulations of classical theory, including the concepts of unconscious mental contents and the dynamic unconscious, in order to render them more faithful to lived experience.

Flame thrower

SummaryThis poem is part of a special section in honor of Kathleen Stewart. Imagined as a staccato spoken word piece, the short lines with visual semantic and sonic parallelisms flow like an urgent, nonstop process of throwing flames, barbs, disruptions, and unexpected care into anthropological spaces. As such, the poetic layout pays tribute with an itemized list of Katie's interventions: surgical strikes, sharp, powerful presences, and gentle lyric clarity.

Dialectical improv

SummaryPart of a special section in honor of Kathleen Stewart, “Hundreds for Katie,” this piece compresses thirty years of interactions into a few pithy words to characterize one facet of the author's on‐going relationship with her.

Grace's paradise requiem beast‐time love story: Belize 2022

SummaryThis story is part of a special section in honor of Kathleen Stewart, who is ever mindful of how we language what we world. My story is written as an exercise in poetic force, generating the life of beast‐signs and backtalk, which were fundamental concepts in Stewart's early writing. In this “hundreds,” Miss Grace tells a disaster story meant to encourage a scanning for signs of “the beast” in the trauma of a deadly Caribbean hurricane that destroyed her beachside village leaving only anguish and hordes of tourist investors in its wake. Miss Grace worlds beast‐time encounters with some'ting crazy, as vibratory conjurations and transductions, as in some quality of an accidental discovery of feelings. I turn to the power of crazy, fluid connections through which Grace's sea‐stormy encounters became a make‐believe space that composed itself as a dense entanglement of sensation, attention, and matter. I re‐imagine the evidence of Grace's beast‐time affective economy as a dynamized force, co‐constituting enactments of trauma and curiosity, attempts to find room to maneuver in a new tourist real, on a beach, in Belize.

If We Treat Them, They May Live: A Single Center’s Experience with Treating Neonates Born at 22 Weeks of Gestation

Objective To describe a single center’s experience with the management of neonates born at 22 weeks of gestation. Study Design Retrospective review of 18 neonates born alive at 22 weeks GA to 16 mothers (cohort included 2 sets of twins) from January 2017 to December 2020, and admitted to a level IV Neonatal Intensive Care Unit. Data on antenatal management was collected from maternal charts. Results Nine mothers delivered due to preterm labor, 5 due to preterm pre-labor rupture of membranes with intra-amniotic infection, and 2 after antepartum hemorrhage. Fourteen mothers received antenatal counseling, 75% received antenatal steroids (25% received a full course), and 31% delivered via caesarean section in honor of parental wishes. All the neonates were actively resuscitated, with 5 surviving to discharge (28%). All survivors had at least 1 morbidity at discharge. None of the infants who underwent extensive resuscitation including chest compressions, epinephrine administration, or volume expansion survived to discharge. Conclusions Adequate antenatal counseling with personalized decision-making consistent with parental desires is the preferred approach at the limits of viability. Although not evident in this study, antenatal interventions such as corticosteroids may improve outcomes and should be considered for families who desire neonatal resuscitation at 22 weeks.

Editorial. Special Section in honor of Dr. William Z. Lidicker, Jr.

Editorial. Special Section in honor of Dr. William Z. Lidicker, Jr.

Introduction–A special section in honor of Peter Morris

Introduction–A special section in honor of Peter Morris

Introduction to the Special Section in Honor of the Mental Research Institute

Introduction to the Special Section in Honor of the Mental Research Institute

Special Section Guest Editorial: Pioneer in Biomedical Optics: Introduction to the Special Section in Honor of Steven L. Jacques

This guest editorial introduces the special section honoring Prof. Steven L. Jacques.

Explicitly Teaching Critical Thinking Skills in a History Course

Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking, (e.g, pseudoscience). Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and to historical thinking and analysis. We investigated the effects of a history course on epistemically unwarranted beliefs in two class sections. Beliefs were measured pre- and post-semester. Beliefs declined for history students compared to a control class and the effect was strongest for the honors section. This study provides evidence that a humanities education engenders critical thinking. Further, there may be individual differences in ability or preparedness in developing such skills, suggesting different foci for critical thinking coursework.

Promoting Equitable Biology Lab Instruction by Engaging All Students in a Broad Range of Science Practices: An Exploratory Study

This study examines what students enrolled in the honors and general sections of a high school biology course offered at the same school learn when they have an opportunity to participate in a broad or narrow range of science practices during their laboratory experiences. The results of our analysis suggest that the students enrolled in the general sections of the course made similar or larger gains than the students enrolled in the honors section of the course in their abilities to plan and carry out an investigation, argue from evidence, and write a science‐specific persuasive essay when these students had an opportunity to participate in a broad range of science practices. These findings suggest that laboratory experiences that give students an opportunity to participate in a broad range of science practices, although considered challenging by many teachers, have the potential to help all students become more proficient in science. The article concludes with a discussion of the implications of this study for classroom instruction and educational policy.

Evaluation of sources: a new sustainable approach

Purpose– The purpose of this study was to test a method of teaching information literacy, using the Toulmin method of argumentation, to aid students in developing topics, evaluating sources and creating stronger arguments that avoided “myside” or confirmation bias.Design/methodology/approach– The Toulmin method of argument analysis was tested in two related studies. A quasi-experimental comparison study in six sections of English composition courses was implemented at a small liberal arts college. A traditional one-shot session was compared to a flipped class, incorporating Toulmin argumentation. A Standardized Assessment of Information Literacy Skills (SAILS) test was administered and research papers analyzed using a rubric. A modified version of the Toulmin method, using images, was implemented in a two-unit information literacy course at a state university. Pretest and posttest information literacy test scores and research papers were analyzed.Findings– The first study showed that the experimental group performed better on the rubric scores for research papers when results were adjusted by excluding the one honors section. The survey results from this study showed mixed results for the flipped classroom approach. The second study showed a statistically significant improvement in pretest and posttest scores from the information literacy achievement test and the research paper rubric analysis showed that instructional goals were at least partly met.Research limitations/implications– Further research in incorporating instruction in argument into information literacy instruction is indicated. These studies integrated the Toulmin method successfully but represent fairly unique situations and thus more studies are needed to assess the overall impact of using this method in the context of information literacy instruction.Social implications– This study was implemented with two different population groups and shows how instruction can impact different groups differently and can be adapted to increase its effectiveness.Originality/value– The study highlights the value of collaborative assessment and of inclusion of critical thinking goals in information literacy instruction through instruction in argumentation using textual and visual means.

Returning “region” to world regional geography

World regional geography textbooks rarely focus on the process of region formation, despite frequent calls to reincorporate a regional approach to teaching global geography. An instructional strategy using problem-based learning in a small honors section of a large world regional geography course is described. Using a hypothetical scenario reorganizing the US State Department's metaregional structure, students conducted group research and presentations on the geopolitical consequences of allocating states to a metaregion. Results indicated that honors students acquired as much content knowledge as those in the regular lecture section and significantly greater awareness about the implications of metaregional membership.

Inexpensive Options for a High-Tech Learning Environment

Radford University was recently configured with a campus-wide wireless local area network. Using these new capabilities, a classroom-based Honors section of Concepts of Biology was conducted solely using electronic technologies (paper was never transferred from professor to student). To accomplish this, students used common software and freeware. Commercial versions of similar software are designed solely for academic use, however, here the students were trained to use software and technologies that will be available to them once leaving the institution. Overall, students in this course responded favorably to the use of technology and reported that it aided in their learning process.

Revealing the Beauty of Molecules

Revealing the Beauty of Molecules

A Tribute to Ingram Olkin

It is with pleasure and pride that I introduce this special section in honor of Ingram Olkin. This tribute is especially fitting because, among the many profound and far-reaching contributions that he has made to our profession, Ingram Olkin was the key force behind the genesis of Statistical Science. As put so eloquently by Morrie DeGroot [1], the founding Executive Editor of Statistical Science.

Mentoring and Developing Doctoral Students and Junior Faculty: Introduction to the Special Section in Honor of the Contribution of Gary W. Dickson to Student and Colleague Mentoring

Gary W. Dickson is one of the founders of the field of Information Systems, and his influence is fundamental. From among the many contributions he has made, his mentoring and development of doctoral students especially stands out. This Special Section of the Communications of the Association for Information Systems has been developed to recognize that contribution and serve as a repository of knowledge for current and future doctoral students, faculty, and their mentors.

AWHONN Honors Section Membership Efforts

AWHONN Honors Section Membership Efforts

Introduction to special section in honor of Professor Amartya Sen. Fairness and welfare: An introduction

After a very brief review of Sen and his contributions, Sen’s views on capability egalitarianism are discussed. At the ultimate level, equality in welfare weights (the utilitarian objective of maximizing the equally weighted sum of individual welfares) is the morally right objective. Ultimately, everyone wants to have high welfare, not equal welfare with others. Capability and welfare egalitarianisms may lead to very low welfare levels for all and hence be unacceptable. However, Sen’s capability egalitarianism may be very useful at the practical level, as a means to promote harmony and ultimately high levels of welfare. Other contributions (including one from Sen himself) to this volume are summarized and commented on.

Special Section in Honor of Professor Ernst Lüder on His 65th Birthday

Journal of the Society for Information DisplayVolume 8, Issue 1 p. 1-1 Introduction Andras I. Lakatos, Andras I. Lakatos EditorSearch for more papers by this author Andras I. Lakatos, Andras I. Lakatos EditorSearch for more papers by this author First published: 18 June 2012 https://doi.org/10.1889/1.1828693Citations: 11AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article.Citing Literature Volume8, Issue1March 2000Pages 1-1 RelatedInformation