Articles de revues sur le sujet « American Unitarian Association. Division of Education »

Founded in 1945, Division Two of the American Psychological Association (Division on the Teaching of Psychology) has struggled for existence, an identity, and membership. As Division Two moves into its second 50 years, it continues to struggle with many of these issues. This article briefly recounts the 50-year history of Division Two.

The National Joint Committee on Learning Disabilities (NJCLD) was established in 1975 through the efforts of the Council for Learning Disabilities (formerly the Division for Children with Learning Disabilities) and the Disabled Reading Committee of the International Reading Association. Eight major national-level organizations are presently represented on the NJCLD, including: The American Speech-Language-Hearing Association (ASHA), the Association for Children and Adults with Learning Disabilities (ACLD), the Council for Learning Disabilities (CLD), the Division for Children with Communication Disorders (DCCD), the Division for Learning Disabilities (DLD), the International Reading Association (IRA), the National Association of School Psychologists (NASP), and The Orton Dyslexia Society (ODS).

Karen L. Fingerman is an assistant professor of Human Development and Family Studies at Pennsylvania State University. Her research examines positive and negative emotions in lifelong relationships, including mother-daughter ties, grandparent-grandchild relationships, and friendships. She recently received the Springer Award for Early Career Achievement in Research on Adult Development and Aging from Division 20 of the American Psychological Association. She teaches courses in life span development, adult development, and social gerontology. Susan Krauss Whitbourne is a professor of Psychology at the University of Massachusetts, Amherst; Coordinator of the Office of National Scholarship Advisement in Commonwealth College; the faculty adviser to the Psi Chi Chapter; and Coordinator of the Honors Program in Psychology. She conducts research on identity in adulthood and old age and its relation to physical functioning. A former president of Division 20 of the American Psychological Association, she is currently serving as Division 20 Council Representative. She has written 10 books and nearly 100 articles and chapters on the topic of aging and adult development and is active in teaching introductory psychology as well as courses on aging.

The division of American musical culture into a cultivated and vernacular tradition may be traced in large measure to developments in antebellum Boston. It was there that American writers first argued fervently for the association of Platonic idealism with secular instrumental music, and some of these same individuals established the symphony orchestra as the musical medium most capable of realizing their ideals. Musical developments in antebellum Boston were affected by the class structure, which was closely related to religious preference. The upper class, mostly Unitarian, did not participate significantly in music until the late 1830s. The middle class, mostly congregational, favored religious, amateur performing ensembles. The socioeconomic elite began to support music in the 1830s. Led by Samuel A. Eliot, three-time Mayor of Boston, they wrested control of the Boston Academy of Music from the Congregational evangelicals and made it the premier secular musical institution of the city. The Academy featured the first successful symphony orchestra in Boston and one of the first in the country. Ironically, however, Eliot's motivations, which were articulated in several important articles, harked back to early federal Republican concepts of creating a homogeneous society through a commonly shared culture. They contrasted sharply with the more insular goals of the nineteenth-century socioeconomic elite, who wished to use music as a means of distancing themselves from other segments of society. Eliot's vision ultimately was not realized, but his efforts did much to establish the symphony orchestra in American society as well as the notion of high musical culture itself. As such Eliot is an major, although hitherto ignored, figure in American musical history.

We examined the publication trends of faculty in 396 CACREP-accredited counselor education and supervision (CES) programs based on Carnegie classification by exploring 5,250 publications over the last decade in 21 American Counseling Association and American Counseling Association division journals. Using Bayesian statistics, this study expounded upon existing literature and differences that exist between institution classifications and total publications. The results of this study can be used to inform the training and preparation of doctoral students in CES programs through a Happenstance Learning Theory framework, specifically regarding their role as scholars and researchers. We present implications and argue for the importance of programs and faculty providing research experience for doctoral students in order to promote career success and satisfaction.

The Society for the Teaching of Psychology (STP) is celebrating its 75th anniversary as a division of the American Psychological Association. During its history, it has served as a repository of materials for the teaching of psychology. This article highlights the discussion among longtime STP members and officers who played key roles in the evolution of the repository and provides some suggestions as to its future.

For sixty years, the Association for Library Collections and Technical Services (ALCTS) has provided opportunities in education, discussion, publishing, and collaboration to the library community. A division of the American Library Association (ALA), ALCTS is the premier organization for professionals in acquisitions, collection management, cataloging and metadata, continuing resources, and preservation. Our engaged members lead the way in developing standards and best practices for creating, identifying, selecting, acquiring, organizing, managing, and preserving recorded knowledge in all formats. This annual report summarizes our activities for the 2016–17 year.

Wilbert J. McKeachie has been the president of the American Psychological Association (APA), the American Association of Higher Education, the American Psychological Foundation, the Division of Educational and School Psychology of the International Association of Applied Psychology, and APA's Divisions 2 and 15. He received his PhD at the University of Michigan in 1949 and is former Director of the University of Michigan Center for Research on Learning and Teaching. He also served as Chair of the Psychology Department at the University of Michigan from 1961 to 1971. Professor McKeachie has received eight honorary degrees, the American Psychological Foundation Gold Medal for Lifetime Contributions to Psychology, and the American Psychological Association Presidential Citation for exemplary service to the academic and scientific community. His classic book, Teaching Tips, is now in its 12th edition (McKeachie & Svinicki, 2006). Héfer Bembenutty is an Assistant Professor of Educational Psychology at Queens College of The City University of New York in the Department of Secondary and Youth Services. He received his BA in psychology from the University of Michigan, an MS in psychology from Eastern Michigan University, and an MA and PhD in educational psychology from The City University of New York. He maintains an active research agenda in students' and teachers' self-regulation of learning, the effects of test anxiety on learning, homework self-regulation, self-efficacy beliefs, multicultural education, and academic delay of gratification. He teaches undergraduate and graduate courses in educational psychology, cognition, instruction and technology, human development and learning, classroom management, and multicultural education.

The Society for the Teaching of Psychology (STP, Division 2 of the American Psychological Association) established its Excellence in Teaching Awards program in 1979.This article explores the history of STP’s teaching awards program: the establishment of the first four awards categories, the Committee on Teaching Awards, the awards’ endowment fund, expansion and refinement of awards criteria, changes in the venues for publicly honoring awardees, and the recent establishment of STP awards programs that honor achievements beyond teaching.

The Society for the Teaching of Psychology (Division Two) celebrated the 26th year of its annual Teaching Awards Program at the August convention of the American Psychological Association in Washington, D.C. The 2005 winners received a plaque and a check for 750. Recognition for outstanding teaching was given in each of the following categories: (a) Robert S. Daniel Award (4-year college or university professor), (b) 2-year College Award, (c) Moffett Memorial Award (high school teacher), and (d) McKeachie Graduate Student Teaching Excellence Award.

Established in 1945 as Division 2, one of the original divisions of the American Psychological Association, the Society for the Teaching of Psychology (STP) celebrates its 75th anniversary in 2020. On the occasion of STP’s 50th anniversary, Wight and Davis published a history of the Division’s first 50 years. Using that history, we summarize STP’s first 50 years and then focus on developments and changes during the last 25 years. We believe that STP has experienced greater change and growth in the last 25 years than it did in the first 50 years.

Division 2 of the American Psychological Association was practicing the scholarship of teaching long before Boyer (1990) coined the term, but Boyer brought the idea to academe's consciousness. Over time, however, the scholarship of teaching and “scholarly teaching” have become confused. Based on Richlin's (2001) work, I attempt to resolve this confusion by equating the scholarship of teaching with scholarly work by faculty. In addition, I point out the parallels between assessment and the scholarship of teaching and learning (SoTL) and provide tips for faculty who want to engage in SoTL research but see roadblocks in their way.

The Missouri Botanical Garden responded to an initative suggested nearly eleven years ago at a meeting of the American Association of Botanical Gardens and Arboreta, when future directions were discussed. One presentor, Roy L. Taylor, called for botanical gardens to "define and distinguish" their research and education roles. He cited that botanical gardens need to lead in the establishment of programs for overall ecosystem management. He saw them holding a unique position to assume responsibility for public education, for public school programs, for horticultural training, and for professional upgrading. The Stupp Teacher Resource Center, as part of the Education Division, identified its role in this mandate and prepared to support programs for public education and for schools, by assistingclassroom teachers and providing materials for horticultural training and for professional upgrading. (...)

This article grew out of a presentation at the 82nd Annual Meeting of the American Association for the Advancement of Science Pacific Division in Irvine, California in June 2001. The symposium “Sharing Science: Successful Scientist Expert-Teacher Practitioner Interactions” was organized by Drs. Nancy J. Pelaez and Barbara L. Gonzalez of California State University at Fullerton. Goodman’s presentation was entitled “The Team Approach to Outreach Activities for K-12 Teachers in a Large, Rural State.” This personal view report describes the development and evolution of educational outreach programs at the University of South Dakota School of Medicine (USDSM) and the support provided by the administration. The number and strength of the programs at USDSM have grown in direct proportion to the commitment that the institution has been willing to make to faculty members with interests in science education. Currently, USDSM has three Basic Science faculty members who spend significant effort working with K-12 students and teachers and who have been called upon nationally as consultants and reviewers for similar programs.

Objective: To determine the prevalence of lupus nephritis in patients diagnosed with systemic lupus erythematosis (SLE). Settings: This observational study was conducted at the department of nephrology, Khyber Teaching Hospital, Peshawar Pakistan. Participants were enrolled from 1st January 2023 to 31st March 2023. Materials and methods: Patients diagnosed with SLE were enrolled. SLE was confirmed based American college of rheumatology criteria for SLE (positive ANA ≥1:80 and clinical score 10 or more). Lupus nephritis was confirmed when serum creatinine was more than 1.5mg/dl and urinary protein loss more than 0.5gm/day. Results: A total of 109 patients were enrolled. Mean age of the patients was 29.80 ± 5.245 years. 68 participants (62.4%) were female. Lupus nephritis was observed in 56 patients (51.4%). Correlation of lupus nephritis showed significant association with age and gender of the patient. Conclusion: Lupus nephritis is fairly common in patients with SLE in our population. Young female patients are more likely having it.

The four articles in this clinical forum developed out of a series of two miniseminars presented at the 1992 and 1993 Annual Conventions of the American Speech-Language-Hearing Association (ASHA). The miniseminars, entitled "School-Age Children and Adolescents: Establishing Language Norms" (Parts I and II), were sponsored by Special Interest Division I, now known as "Language Learning and Education." The sessions were offered in response to requests from a number of public school speech-language pathologists for additional normative information on various aspects of later language development. The authors of the forum (and their topics) are Cheryl M. Scott and Sharon L. Stokes (syntax), Marilyn A. Nippold (word definition), Cynthia J. Johnson (narration), and Janet A. Norris (pragmatics).

The purpose of this study was to examine the professional contributions of Alice Carey Inskeep (1875-1942), who contributed significantly to music education through her positive and effective teaching, supervising, community service, and leadership in music education. Inskeep was born in Ottumwa, Iowa, and taught for five years in that city's school system after graduating from high school. She served as music supervisor in Cedar Rapids, Iowa, for most of the remainder of her career, where she provided progressive leadership to the schools and community. She was one of three people appointed to plan the initial meeting in Keokuk, Iowa, for what eventually became MENC: The National Association for Music Education, and she was one of sixty-nine founding members of the organization in 1907. The Keokuk meeting served as an impetus for Inskeep to travel to Chicago, where she studied with several notable music educators. Later, she sat on the organization's nominating committee, the first Educational Council (precursor to the Music Education Research Council) board of directors, and provided leadership to two of the organization's affiliates, the North Central Division and the Iowa Music Educators Association. She served as a part-time or summer faculty member at Iowa State Normal School and Coe College in Cedar Falls and Cedar Rapids, Iowa, respectively, and the American Institute of Normal Methods in Evanston, Illinois, and Auburndale, Massachusetts.

Professional advocacy associations such as the American Psychological Association (APA) and American Academy of Pediatrics commonly release policy statements regarding science and behavior. Policymakers and the general public may assume that such statements reflect objective conclusions, but their actual fidelity in representing science remains largely untested. For example, in recent decades, policy statements related to media effects have been released with increasing regularity. However, they have often provoked criticisms that they do not adequately reflect the state of the science on media effects. The News Media, Public Education and Public Policy Committee (a standing committee of APA’s Division 46, the Media Psychology and Technology division) reviewed all publicly available policy statements on media effects produced by professional organizations and evaluated them using a standardized rubric. It was found that current policy statements tend to be more definitive than is warranted by the underlying science, and often ignore conflicting research results. These findings have broad implications for policy statements more generally, outside the field of media effects. In general, the committee suggests that professional organizations run the risk of misinforming the public when they release policy statements that do not acknowledge debates and inconsistencies in a field, or limitations of methodology. In formulating policy statements, advocacy organizations may wish to focus less on claiming consensus and more on acknowledging areas of agreement, areas of disagreement, and limitations.

Mental illness is a serious problem in the United States. Based on “current epidemiological estimates, at least one in five people has a diagnosable mental disorder during the course of a year.” Fortunately, many of these disorders respond positively to psychotropic medications. While psychiatrists write some of the prescriptions for psychotropic medications, primary care physicians write more of them. State legislatures, seeking to expand patient access to pharmacological treatment, granted physician assistants and nurse practitioners prescriptive authority for psychotropic medications. Over the past decade other groups have gained some form of prescriptive authority. Currently, psychologists comprise the primary group seeking prescriptive authority for psychotropic medications.The American Society for the Advancement of Pharmacotherapy (“ASAP”), a division of the American Psychological Association (“APA”), spearheads the drive for psychologists to gain prescriptive authority. The American Psychological Association offers five main reasons why legislatures should grant psychologists this privilege: 1) psychologists’ education and clinical training better qualify them to diagnose and treat mental illness in comparison with primary care physicians; 2) the Department of Defense Psychopharmacology Demonstration Project (“PDP”) demonstrated non-physician psychologists can prescribe psychotropic medications safely; 3) the recommended post-doctoral training requirements adequately prepare psychologists to prescribe safely psychotropic medications; 4) this privilege will increase availability of mental healthcare services, especially in rural areas; and 5) this privilege will result in an overall reduction in medical expenses, because patients will visit only one healthcare provider instead of two–one for psychotherapy and one for medication.

Despite excellent performance on the field and years of academic and social attention, National Collegiate Athletic Association (NCAA) Division I African American male student-athletes continue to struggle to have an optimal and well-rounded college experience at predominantly White institutions of higher education. In particular, the first 2 years of college represent a difficult period during which this group would benefit from new ideas to support their multiple transitions. Mentoring, and more specifically constellation mentoring, provides great promise for aiding in the transition and success of this group (Kram, 1985). Mentoring, like other organizational transition management tools, focuses on helping people navigate a transition into a new setting (Noe, Hollenbeck, Gerhart, & Wright, 2010). However, constellation mentoring can be simultaneously broad (in terms of range of needs addressed) and specifically tailored to individual needs. This study seeks to establish a framework for how mentoring may provide a valuable tool for addressing the needs of African American male student-athletes as they transition into the college sport, social, and academic atmosphere.

The purpose of this mixed methods study was to investigate intragroup beliefs regarding participation in a National Collegiate Athletic Association (NCAA) Division II marching band throughout the university’s American football season. Fifty-three undergraduates from an urban midwestern university elected one of two options: (1) focus group only or (2) focus group and surveys. For the quantitative inquiry, it was hypothesized that members would report a downward concavity of group cohesion attributes and collective efficacy beliefs across time. A repeated measures multivariate analysis of variance (MANOVA) found group integration–task (GI-T) and collective efficacy dipped at the midpoint of the season while beliefs regarding members’ attraction to the group, both task and social (ATG-T, ATG-S), and group integration–social (GI-S) remained consistently high. Focus groups data analysis revealed five broad themes: (1) connections, their pride in the band and its connectedness to their school and beyond; (2) family, how the band represents a family environment; (3) acceptance, belonging to the group; (4) music, the role of music in their lives; and (5) time, the temporal beliefs of the group throughout the season. These findings provide insight into the dynamic nature of group beliefs over time with musical ensembles.

Context This report presents the proceedings of the African Pathologists Summit, held under the auspices of the African Organization for Research and Training in Cancer. Objectives To deliberate on the challenges and constraints of the practice of pathology in Sub-Saharan Africa and the avenues for addressing them. Participants Collaborating organizations included the American Society for Clinical Pathology; Association of Pathologists of Nigeria; British Division of the International Academy of Pathology; College of Pathologists of East, Central and Southern Africa; East African Division of the International Academy of Pathology; Friends of Africa–United States and Canadian Academy of Pathology Initiative; International Academy of Pathology; International Network for Cancer Treatment and Research; National Cancer Institute; National Health and Laboratory Service of South Africa; Nigerian Postgraduate Medical College; Royal College of Pathologists; West African Division of the International Academy of Pathology; and Faculty of Laboratory Medicine of the West African College of Physicians. Evidence Information on the status of the practice of pathology was based on the experience of the participants, who are current or past practitioners of pathology or are involved in pathology education and research in Sub-Saharan Africa. Consensus Process The deliberations were carried out through presentations and working discussion groups. Conclusions The significant lack of professional and technical personnel, inadequate infrastructure, limited training opportunities, poor funding of pathology services in Sub-Saharan Africa, and their significant impact on patient care were noted. The urgency of addressing these issues was recognized, and the recommendations that were made are contained in this report.

The purpose of this research was to gather information regarding current practices in training clinical faculty for supervision in Communication Sciences and Disorders programs. The research was designed to gather information regarding preparation in clinical supervision completed prior to supervising in university clinics, continuing education experiences in supervision, strategies that clinical educators may use as the result of experience and/or training, and training/support at the department/university level. Data were derived from a survey distributed to speech-language pathologists involved in clinical supervision using systematic random sampling of graduate programs accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA). Data were analyzed utilizing descriptive statistics. Preliminary results indicated the need for the development of additional strategies to support the advancement of training in clinical supervision and the design of new training tools consistent with the 2008 position statement from ASHA’s Special Interest Division 11, Administration and Supervision.

Background: Although a sex-based balance in US graduate medical education has been well-documented, a discrepancy remains in orthopaedic surgery. In orthopaedic sports medicine, the representation of women as team physicians has not previously been characterized. Purpose: To quantify the sex-related composition of team physicians of select National Collegiate Athletic Association (NCAA) Division I collegiate and professional teams. Additionally, the authors assess the sex-related composition of orthopaedic surgeon team physicians specifically and compare these proportions to the sex-related composition of orthopaedic surgeon membership of the American Orthopaedic Society for Sports Medicine (AOSSM). Study Design: Cross-sectional study. Methods: Publicly available sex-related data were collected for team physicians in select NCAA Division I collegiate conferences and professional sports organizations. Subspecialty characteristics and sex distribution were described by use of percentages. Chi-square tests were used to assess whether sex distributions of team physicians in collegiate and professional sports were (1) representative between the populations of female and male physicians compared with the general public and (2) representative of the sex-based composition of orthopaedic surgeons nationally. Results: Women represented 12.7% (112/879) of all team physicians and 6.8% (30/443) of all orthopaedic surgeons ( P < .0001). More than half (53.9%; 413/767) of male and 26.8% (30/112) of female team physicians were orthopaedic surgeons. In collegiate athletics, women comprised 18.1% of all team physicians and 7.7% of orthopaedic surgeon team physicians. In professional sports, women comprised 6.7% of all team physicians and 6.3% of orthopaedic surgeon team physicians, with the greatest proportion in the Women’s National Basketball Association (31.3%). Conclusion: Women comprise a minority of team physicians in select NCAA Division I collegiate and professional sports organizations. When compared with the composition of AOSSM orthopaedic surgeon membership, expected female orthopaedic surgeon representation varies between conferences and leagues with little statistical significance. Although efforts have been made to increase sex-based diversity in orthopaedic surgery, results of this study suggest that barriers affecting female orthopaedic surgeons as team physicians should be identified and addressed.

THE SCIENTIFIC SPIRIT OF AMERICAN HUMANISM by Stephen P. Weldon. Baltimore, MD: Johns Hopkins University Press, 2020. 285 pages. Hardcover; $49.95. ISBN: 9781421438580. *The Scientific Spirit of American Humanism by Stephen Weldon recounts with approval the rise of non-theistic, and even antitheistic, thought in modern science. At the outset, I will confess to being a biased reviewer (perhaps, even, an antireviewer). If I were to tell this story, I would lament, rather than celebrate, the seemingly antireligious stance lauded in this history. I must also confess to being an active participant in this history, both as an amateur student in the fundamentalist/modernist controversy in the Presbyterian churches and in my own active involvement in faith-science discussions among evangelicals in the American Scientific Affiliation (ASA). No historical account is objective--it will always reflect its author's perspective. This is true of this book and of this review. *Weldon tells the history episodically highlighting key people who contributed to this story. He begins in chapter 1, "Liberal Christianity and the Frontiers of American Belief," with Unitarians (theists/deists who reject the deity of Christ), liberal Protestants, and atheistic freethinkers. After a few chapters, he turns to a largely secular story dominated by philosophers rather than ministers. Chapter 12 presents charts that show how the 1933 Humanist Manifesto had 50% signatories who were liberal and Unitarian ministers, while the 1973 Humanist Manifesto II had only 21%. By the end of book, humanism becomes secular/atheistic humanism. Weldon describes humanism as "a view of the world that emphasizes human dignity, democracy as the ideal form of government, universal education, and scientific rationality" (p. 5). While not explicitly mentioned, but likely included in the phrase "scientific rationality," is atheism. The 1973 Humanist Manifest II begins with this theme in its opening article about religion: "We find insufficient evidence for belief in the existence of a supernatural; it is either meaningless or irrelevant to the question of survival and fulfillment of the human race. As non-theists, we begin with humans not God, nature not deity." *Chapter 2, "The Birth of Religious Humanism," tells the early 1900s story of ministers John Dietrich, Curtis Reese, and philosopher Roy Wood Sellers, all who were or became Unitarians. "'God-talk' was no longer useful." Unitarianism ends up being a haven for religious humanists, even for those who have eliminated traditional religious language. These are the roots of today's secular humanism. *In many ways, this era is the other side of the religious history of America that this journal's readers may know. The ASA has roots in the more conservative and traditional end of American Protestantism. The old Princeton Presbyterians, Charles Hodge, A. A. Hodge, and B. B. Warfield, represent a strictly orthodox Christianity, but one open to the advances of modern science. One did not have to be theologically liberal to be proscience. The phenomenon of young-earth creationism is a relatively recent development. Conservative Protestants were not as opposed to conventional science as Weldon's treatment suggests. *The Humanist Manifesto (1933) is the subject of chapter 3, "Manifesto for an Age of Science." It was written by Unitarian Roy Wood Sellers and spearheaded by people associated with Meadville Theological School, a small Unitarian seminary, originally in Pennsylvania; after relocating, it had a close association with the University of Chicago. The Manifesto begins with the words, "The time has come for widespread recognition of the radical changes in religious beliefs throughout the modern world. The time is past for mere revision of traditional attitudes." The first affirmation is "Religious humanists regard the universe as self-existing and not created." *"Philosophers in the Pulpit" (chap. 4) highlights the University of Columbia philosophy department and John Dewey, in particular. Dewey was one of the more prominent signers of the Humanist Manifesto and a leading advocate of philosophical pragmatism. This chapter also tells the story of Felix Adler, also associated with Columbia, and the founder of Ethical Culture, an organization with nontheistic, Jewish roots. *"Humanists at War" (chap. 5) and "Scientists on the World Stage" (chap. 6) recount the increased secularization of humanism. Humanists in the 1940s increasingly struggled with the religious character of humanism. Should the category of religion be used at all? During this era, natural scientists, such as evolutionary biologist Julian Huxley and Drosophila geneticist Hermann Muller, rather than philosophers, led the most prominent forms of humanism. This humanism was increasingly secular, scientific, and even atheistic. *Weldon is not hesitant to expose the foibles of this movement. Chapter 7, "Eugenics and the Question of Race," traces how selective population control became part of the conversation. In addition to Huxley and Muller, Margaret Sanger is also part of this story. Philosopher Paul Kurtz makes his first appearance in this chapter and continues to be a significant player in the rest of the book. He was the editor of the Humanist Manifesto and used its pages to explore the question of race and IQ. *Chapter 8, entitled "Inside the Humanist Counter'culture," describes a period dominated by questions of human sexuality and psychology. Weldon's use of the word "counterculture" is apt. In the 1960s, the feminist Patricia Robertson and lawyer/activist Tolbert McCarroll expressed the zeitgeist of the sexual revolution. The psychology of Carl Rogers, Erich Fromm, and Abraham Maslow moved humanism from a more objective/scientific focus to a more experiential one. They are representatives of the third force (or humanistic) school of psychology, in contrast to Freudian psychoanalysis or Skinnerian behaviorism. Although agreement was rare, by the end of the decade, under Paul Kurtz (influenced by B. F. Skinner), the public face of humanism returned to a more scientific leaning. *Chapter 9, "Skeptics in the Age of Aquarius," is one chapter where I found myself, as a traditional evangelical, to be in nearly complete agreement. This chapter describes how New Age beliefs, along with an ascending occultism, came under fire from the scientific humanists under the leadership of Paul Kurtz. Weldon even cites a Christianity Today article that makes common cause with the secular humanists in their resistance to the growing occultism of western culture. I found this chapter to be a useful critique of New Age thinking. *"The Fundamentalist Challenge" (chap. 10) and "Battling Creationism and Christian Pseudoscience" (chap. 11) recount the clash between secular evolutionists and fundamentalist creationists, especially regarding the public-school science curriculum and the teaching of evolution. Here the author clearly demonstrates his prosecularist/anti-fundamentalist inclinations. On a more personal note, the mention of Francis Schaeffer, R. J. Rushdoony, and Cornelius Van Til, strikes at my own history. While some elements of this conservative Presbyterianism were clearly anti-evolutionist, others in the conservative Reformed camp were open to the proscience (including evolutionary biology) views of Warfield and Hodge, even in the early days of anti-evolutionism among fundamentalists. While some in the ASA would count themselves among young-earth creationists or flood geologists, the majority are open to old-earth geology and even to evolutionary biology. The reaction of Weldon himself, and other critics of this era, seems more akin to a religious fundamentalism of its own--albeit a fundamentalism of naturalism. Fundamentalists are not the only ones engaging in a culture war. My own view is that old-earth geology, old universe (big bang) cosmology, and evolutionary biology should be taught as the mainstream scientific consensus even in private religious schools. But dissent and disagreement should be allowed among teachers and students alike. Sometimes it seems to me that these fundamentalist creationists and atheistic evolutionists are all more interested in indoctrination than education. *Embedded in chapter 10 is the history of the Humanist Manifesto II (coauthored by Paul Kurtz). It clearly espouses positions antithetical to traditional Christian orthodoxy, especially in the explicit anti-theistic and prosexual revolution statements. But it is striking to me how much agreement I can find with people who so strongly disagree with traditional Christian faith. This tells me two things: while fundamental religious differences may exist between people, there is something about being human in this world that brings Christians and non-Christians together on many very fundamental questions such as liberty, human dignity, friendship, and peaceful co-existence. Such values are not the unique provenance of humanists or Christians or other religious groups. The second thing is that we are much better at emphasizing differences and seeking to force others to conform to our way than we are at tolerating differences and persuading those who disagree. *The opening of chapter 12, "The Humanist Ethos of Science and Modern America," brought me once again to a personal reflection that is relevant in reviewing this book. My own love of the natural sciences can be traced to Sagan, Asimov, Clarke, Gould, Dawkins, and others who brought the wonder of science to the broader public. Without denying their a-religious, and even antireligious posture, it is noteworthy that the truths about the natural world are independent of who discovered them or communicates them. And they are wondrous whether or not you acknowledge the hand of God in creating them. The process of science works whether the world was created by God or is the result of properties of the universe that just are. It is interesting to me that a brief discussion of post-modernism appears in this chapter. Postmodernism's undermining of the objectivity of natural science leads one to wonder whether this undermines the whole book by hinting that a postmodernist perspective is the consistent non'religious/atheist view. In contrast, the ASA's faith statement states: "We believe that in creating and preserving the universe God has endowed it with contingent order and intelligibility, the basis of scientific investigation." According to Christians, natural science is possible because creation is orderly and intelligible. Atheists and skeptics simply assert the world's orderliness and intelligibility. *Like myself, readers of this journal are likely to have a different perspective on the events traced in Weldon's book. Nevertheless, the history recounted here helps us to see why there is such a divide between science and those who continue to be influenced by more conservative religious views. As such, it is a worthwhile read and of interest to those who follow the science-faith literature. *Reviewed by Terry Gray, Instructor in Chemistry, Colorado State University, Fort Collins, CO 80523.

AbstractObjectiveIncreasing childhood asthma rates may be due to changing dietary lifestyle. We investigated the association of dietary intake of antioxidant vitamins and fatty acids with asthma in Japanese pre-school children.DesignCross-sectional study.SettingSchool-based survey on lifestyle/diet and health status in children in Japan.SubjectsParents of 452 children aged 3–6 years completed a questionnaire on the children's and parents’ lifestyle and demographics. Children were classified into asthma cases and non-asthma cases in accordance with the ATS-DLD (American Thoracic Society and Division of Lung Diseases of the National Heart, Lung, and Blood Institute) questionnaire. Children's diet was assessed using a 3 d dietary record completed by parents. Children's age, sex, BMI, history of food allergy, maternal age, parental history of allergy, maternal education, family size and second-hand smoking were included as covariates. Logistic regression models were used to examine the association between children's diet and asthma.ResultsCompared with children with the lowest intake tertile for vitamin C and vitamin E, those in the highest were significantly inversely associated with asthma; adjusted OR (95 % CI) were 0·35 (0·14, 0·88) and 0·32 (0·12, 0·85), respectively. A statistically significant trend was also observed. Fruit intake showed an inverse but insignificant association with asthma. There were no associations of any type of fatty acids with asthma.ConclusionsThese data suggest that children with high intakes of vitamins C and E may be associated with a reduced prevalence of asthma.

The Trayvon Martin tragedy (the shooting of a Black male adolescent in a Florida gated community) was covered frequently by media outlets for a few months before the level of coverage gradually became only periodic updates on the status of the case and court proceedings. In response to the coverage, the listserv of the American Psychological Association (APA) Division 45 (Society for the Psychological Study of Ethnic Minority Issues) became a site for sharing information about the case, resources, comments and recommendations. Inspired by one of the comments regarding the importance of taking action in the form of conversations and dialogues in counseling and psychology training settings and psychotherapy, this article (1) reviews guidelines such as the APA Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists, (2) notes applicable literature on the importance of promoting discussions about multicultural issues in training settings and psychotherapy, (3) describes examples of discussions held in training settings following the tragedy, and (4) lists several recommendations for facilitating conversations about the tragedy.

AbstractKnee ultrasonography has been used effectively as a screening tool for determining risk for knee injuries in athletes. Ultrasonography may be a valuable screening tool for relative risk of noncontact knee injuries that occur over a typical playing career in collegiate American football players. In this prospective longitudinal study, we evaluated American football players (n = 48) in an academic institution affiliated with the National Collegiate Athletic Association Division I athletic program. Players underwent comprehensive ultrasonography of both knees prior to beginning their collegiate careers. Anatomic structures were evaluated for presence and severity of abnormalities. Noncontact lower extremity injuries sustained over the collegiate career of the subjects were documented. Data were analyzed for correlations, differences in proportions, and odds ratio (OR). Seventy-nine percent of the athletes had at least one ultrasonographic abnormality, with quadriceps tendon (47.9%) and patellar tendon (39.6%) abnormalities predominating. Seventy-nine percent of players had at least one noncontact lower extremity injury (23.5% involving the knee) during their careers with an average of 2.8 injuries per career. The majority of injuries occurred in the second and third playing years. There was a significantly higher likelihood of patellar tendon injury based on the presence of patellar tendon ultrasonographic pathology (p = 0.024; OR = 11x). There was a significantly higher likelihood of quadriceps muscle–tendon injury based on the presence of quadriceps tendon ultrasonography pathology (p = 0.0012; OR = 140x). All athletes sustaining meniscal injuries had preexisting joint effusion but no preexisting ultrasonographic meniscal pathology. Knee ultrasonography along with patient history and complete physical examination may help reduce injury risk through education, prevention, and training programs.

Purpose Biennially, the Association of College & Research Libraries (ACRL), a division of the American Library Association, publishes a report on the top trends and issues affecting academic libraries in higher education. Harris (2016) used the trends and issues reported by the ACRL to inform a document and thematic analysis of publications written on Jamaican academic librarianship 2010-2016, to investigate the trends and issues in Jamaican academic librarianship. Harris’ (2016) paper however noted that a survey of the chief librarian in each library, regarding their perceptions of the trends and issues would be a useful follow-up to her study, and cited this as a limitation/implication of her paper. The purpose of this paper is to address the above limitation and is therefore the follow-up to Harris’ (2016) paper. Design/methodology/approach The chief librarians in five of the six local university libraries were surveyed to provide insights into the trends and issues in Jamaican academic libraries at the university level. Findings Acquisitions, budget, staffing, communicating value, digital preservation and curation, mobile environment, collaboration, scholarly communication, information technology, space, higher education, user behaviour and expectations and information literacy are the top trends and issues in Jamaican academic libraries at the university level. Research limitations/implications This survey seeks to complement rather than contest Harris’ (2016) research. Perhaps a useful follow-up to both papers would be biennial updates. Additionally, a survey of the trends and issues in all types of academic libraries throughout the English-speaking Caribbean would be a useful follow-up. Originality/value This paper is of value, as it is the first survey of trends and issues in Jamaican academic librarianship. It enriches the existing document and thematic analytical research on trends and issues in Jamaican academic libraries by adding an empirical component. It also increases the number of publications, on trends and issues in Jamaican academic librarianship, from one to two, and allows voices from the English-speaking Caribbean (Jamaica) to be incorporated into the literature dedicated to trends and issues in academic libraries.

This article is the fifth in a series on the relationship of evaluation theory and practice. It was commissioned by the Eastern Evaluation Research Society and the American Evaluation Association as part of The Chelimsky Forum, launched in 2013 to honor Eleanor Chelimsky, one of the most influential and respected program evaluators of our era, and the former director of the Program Evaluation and Methodology Division of the U.S. Government Accountability Office. Supported by the Robert Wood Johnson Foundation, the forum is aimed at discussing challenges in the fit between theory and practice and strategies for addressing them. This article focuses on the relationships between evaluators and their users, especially policy makers. It tries to see things through the eyes of these users, recognizing their values and concepts related to evidence, proof, and “the truth” as they see it. It therefore tries to come to grips with the common core of evaluation thinking among a host of such clients, aiming to speak to them in their own language, but without sacrificing evaluator independence. It also recognizes the modern world of electronic reports and the possibility of both widespread and targeted dissemination of evaluation results. Finally, it offers some hints about evaluator development in this modern world, especially in the volatile world of policy and politics.

Background: Garment workers are susceptible to various health problems by virtue of their workplace and working conditions. The present study was conducted to estimate the prevalence of certain health problems and to assess association between socio demographic factors, occupational factors and certain health problems among garment workers.Methods: A cross sectional study was conducted among garment industry workers, at Tirupur. Interview was conducted using a structured pretested questionnaire including information on visual problems, hypertension, diabetes, gastrointestinal symptom rating scale, American thoracic society, and division of lung disease –78 adult respiratory questionnaires. Clinical examination was done to assess body mass index and blood pressure was recorded. Visual acuity for distant and near vision was tested. Haemoglobin estimation was performed. Data entry and analysis was done using SPSS version 15 software. Chi-square test was used as a test of significance.Results: In this study, 87.4% of the workers reported any one health problem. The common problems reported were musculoskeletal problems (77.6%) followed by anaemia (57%), visual problems (51.6%), symptoms of respiratory problems (31.3%), hypertension (12.9%), diabetes (6.6%) and obesity (2.1%). 49.7% of the workers had any one symptoms of gastrointestinal problems in the last 7 days. The study has shown a possibility of older age, sewing work, sitting posture, and increased work experience as potential risk factors in the development of various health problems.Conclusions: Garment workers probably need long term on site awareness programs, continuous motivation and health education to prevent and treat these problems at an earlier stage.

In the United States higher education, collegiate athletes mostly have a four-year eligibility within a five-year time frame to compete for and represent their institutions. During this period, collegiate athletes are expected to perform successfully in both academic and athletic roles so that they can maintain benefits, such as scholarships and eligibility. In other words, being a collegiate athlete brings about a multitude of pressures and stressors from handling this dual role, which include but are not limited to, scheduling classes, fatigue, financial pressure, and inflexibility of coaches (Cosh & Tully, 2015). According to the National Collegiate Athletic Association (NCAA) (2020), collegiate athletes are only allowed to participate in athletic-related activities for 20 hours per week, four hours a day in season, and eight hours per week during off season (NCAA, 2020). However, previous empirical research has indicated that Division I level collegiate athletes spend about 40 hours per week participating in sport-related activities (Smith & Hardin, 2018). Even though collegiate athletes invest tremendous time and effort in athletics, less than two percent of collegiate athletes become professional athletes after college (NCAA, 2018). For collegiate athletes, both athletic and academic performances require tremendous amounts of efforts due to their intense schedule. That is, it is convoluted for collegiate athletes to have identical motivation or reasons for attending college and participating in their sport. While collegiate athletes strive to balance in both academic and athletic responsibilities, they exhibit various types of motivation factors. According to Doupona Topic (2005), female collegiate athletes seem to be more academically motivated and less athletically motivated compared to male collegiate athletes. Also, Beamon and Bell (2006) found that African American collegiate athletes place less emphasis on academics than athletics, and they place less emphasis on education than Caucasian collegiate athletes. For African American collegiate athletes’ academic underperformance and negative psychosocial experiences can happen due to unwelcoming campus climate, inadequate academic support, and an overemphasis on their athletic roles (Beamon, 2008). As mentioned above, only a few collegiate athletes have a chance to move on to professional sport after their collegiate career. That is, majority of collegiate athletes go through a transitioning process moving out from sport. Numerous studies within the literature support that collegiate athletes often have a difficult time transitioning out of sport (Lally, 2007; Smith & Hardin, 2018). Motivation may be one of the solutions to overcome this abstruse moment. To foster effective and successful higher education environments in collegiate athletics, it is essential to understand what motivates collegiate athletes in their dual roles and how collegiate athletes set up create and implement their goals.

Abstract It has been concluded that until recently debates on what is understood as African Studies have involved American scholars or have been mainly located within the African Studies Association (ASA) in the USA. Lately, European scholars have begun to occupy more discursive space and challenged Afrocentric orientations as well. African Studies emerged, on the one hand, predominantly due to the states’ participation in either the colonisation or decolonisation of Africa and its people. On the other hand, powerful strategic geopolitical dimensions have motivated the emphasis on area studies and, in particular, African studies, in the United States after Second World War. It has been stated that American curricula consist of the following groups of subjects: 1) the major, i.e. the subjects which provide the required level of knowledge, abilities and skills in a particular area; 2) the minor, i.e. the subjects, that are necessary for better mastering of specialization subjects; 3) other areas of concentration, which are also a part of the curriculum (optional classes, etc.); 4) liberal studies courses, that provide mastering necessary skills and understanding of the interconnectedness of different fields of knowledge; 5) upper division courses, that are studied at the third and fourth years of study; 6) electives, which students can choose to explore new fields or expand the list of both professionally oriented and non-oriented courses. Based on the results generated by the official websites providing applicants with relevant information about degree programs, we have found out that African Studies are offered by numerous American higher education institutions, namely, Stanford University, Yale University, Columbia University in the City of New York, University of Pennsylvania, Duke University, University of Chicago, Brown University, University of Richmond, University of Kansas, University of Iowa and others. It has been indicated that African studies provide students with the understanding of the interactions among the social, economic, cultural, historical, linguistic, genetic, geopolitical, ecological and biomedical factors that shape and have shaped African societies. The interdisciplinary structure of the programs offers students an opportunity to satisfy the increasingly rigorous expectations of admissions committees and prospective employers for a broad liberal arts perspective that complements a specialized knowledge of a field. In addition, students are encouraged to pursue Study Abroad to enhance their understanding of African diasporic experiences.

We consider current problems of scientific and theoretical representations development about competitive infrastructure of Sports and ballroom dancing which are not provided with sufficient scientific comprehension. The purpose is to determine the basis of division used in the world practice of international organizations for sports and ballroom dancing for the classification of competitions, performers, their skills, etc. Interest in sports and ballroom dancing, as a form of social, cultural and leisure activities, increases every year not only abroad but also in Russia. Sports and ballroom dancing in its structure have two programs: Latin American, which includes dances – Cha-cha-cha, Rumba, Samba, Jive, Pasodoble and European, dance – slow waltz, Viennese (fast) waltz, Slow Foxtrot, Quickstep, Tango. Dance and sports clubs cover in their work all age categories from children of three years to people of retirement age. Dance associations are based in cultural institutions, cultural and leisure type, in secondary schools, and in higher educa-tion institutions in the framework of additional education or the organization of cultural and leisure activities. Each dance and sports club, as an element of the structure, is registered in any Russian official organization for ballroom dancing, which, in turn, is a regional and part of the international organization for ballroom dancing. Now, there are actively there are four: 1) WDSF – World DanceSport Federation; 2) WDC – World Dance Council; 3) IDSU – International Dance Sport Union; 4) IDSCA – International Dance Studios and Clubs Association. Each of the organizations provides, contests, competitions, tournaments, Championships of Europe, Asia, world, etc. To analyze the material, we use a comparative typological method. We discover the similarities features and differences in the international organizations activities in sports and ballroom dancing, this information is scientifically investigated for the first time. We define the importance of sports and ballroom dancing competitive and amateur infrastructure for the development of culture and strengthening of a population healthy lifestyle. Also, for the first time in scientific circulation we introduce a systematic material on the activities of international organizations in sports and ballroom dancing.

Background: Sickle cell trait (SCT) has been associated with an increased risk of sudden death in athletes during strenuous exercise. In August 2010, the National Collegiate Athletic Association (NCAA) began requiring athletes to be screened for SCT, provide proof of SCT status, or sign a waiver and launched an educational campaign for athletes, coaches, and medical staff. The impact of this program is unknown. The purpose of this study was to determine the incidence of death associated with sickle cell trait (daSCT) in NCAA athletes before and after legislation. Hypothesis: NCAA SCT legislation will decrease the incidence of daSCT. Study Design: Observational study. Level of Evidence: Level 2. Methods: A database of NCAA athlete deaths from 2000 to 2019 was reviewed for daSCT. A total of 8,309,050 athlete-years (AY) were included. Incidence of death was calculated before and after legislation. Results: The incidence of daSCT in Division I (DI) football athletes before legislation (n = 9) was 1:28,145 AY and after legislation (n = 1) was 1:250,468 AY (relative risk [RR], 0.112; 95% CI, 0.003-0.811; P = 0.022), an 89% reduction in risk after legislation was enacted. The incidence of daSCT in African American DI football athletes before legislation (n = 9) was 1:12,519 AY and after legislation (n = 1) was 1:118,464 AY (RR, 0.106; 95% CI, 0.002-0.763; P = 0.017), also an 89% risk reduction after legislation was enacted. For all NCAA athletes, the incidence of daSCT was 1:489,749 AY before legislation (n = 10) and 1:1,705,780 AY after legislation (n = 2) (RR, 0.288; 95% CI, 0.031-1.347; P = 0.146). Conclusion: The incidence of daSCT in DI football athletes has decreased significantly since legislation was enacted. Cases of daSCT outside of football are rare. It is unclear whether the decrease is related to screening for SCT, education, or both. Clinical Relevance: This is the first evidence that NCAA SCT legislation may save lives.

Abstract The topic we are referring to has been debated on various occasions, but our approach aims on one hand the importance of physical exercises and their impact on a category of students, namely those in higher art education system, and on the other hand brings to attention some age-related changes, namely the succession of forms corresponding to the functional changes in time of our body. The period of evolution within this context corresponds to the growth stage up to 20 years. The growth and development of the musculoskeletal system in length, width and depth alternate according to a specific rhythm that allows periods of division. Thus, there are periods of growth in human life, mainly in terms of width and periods of growth in height, which alternate once at 3 or 4 years. Seeveral chronicles and statistics prove that young people’s body with good physical condition has withstood the hardships of life in a much higher ratio than those who are not in fit. We know very well that a harmonious body is a preventative medicine against diseases and a body accustomed to physical exercises gives teenagers an extra dose of protection. According to the American Heart Association, physical inactivity increases the risk of stroke and amplifies other risk factors for cardiovascular disease, such as: obesity, high blood pressure, LDL cholesterol (“bad”) and diabetes. This topic is all the more important as it’s about student artists who face certain problems related to the development of the human body under the conditions imposed by a profession, many of them being forced to adopt certain body positions for a long time either in front of the easel or with the violin in their hand, or on scaffolding, on mural or restoration sites. In fact, we have raised these issues in other articles and also at some symposium communications. We want to contribute to the training of young artists through the recommendations and programs provided in anatomy and sports culture so that this information is understandable and, at the same time, becomes a decision-maker in psycho-physical and, implicitly, in professional development.

This Proceedings is dedicated to Dr. Robert George Dean. For more than 12 years (1992-2004), Dr. Dean served as Chairman of the Coastal Engineering Research Council, the organization that is responsible for providing the coastal engineering profession with its most important conference, the ICCE. His motto was “the Coastal Engineering Research Council does one thing and we do it well”—ensuring that a high-quality conference is held every two years and that a proceedings is created as a record of the state of the art. We all can agree with that. Dr. Dean was one of the most influential coastal engineers of this era. On the academic side, he educated a large number of masters and PhD students, many who have carried on his teachings in the field. He wrote or co-wrote several hundred articles and three books—Water Wave Mechanics for Engineers and Scientists, Beach Nourishment: Theory and Practice, and Coastal Processes with Engineering Implications. The first book, in print since 1984, provided to generations of coastal engineers the derivation of water wave mechanics from fluid mechanics and reflected some of his contributions to the field: such as wavemaker theory and the Stream Function wave theory. The second book (2003) provided a new rational basis for the design of beach nourishments from sand selection and beach profile to planform layout, while the third book (2004) provided a scientific bases for coastal engineering, including some of his novel work on sediment transport and tidal inlet hydraulics and stability. He was born in Wyoming, USA, on November 1, 1930. His education included Long Beach City College and then UC Berkeley for the BS in Civil Engineering (1954), an MS in Physical Oceanography at Texas A&M (1956), and then the Doctor of Science (Civil Engineering) from MIT (1959). His professional career started in industry with five years at Chevron Research Corporation, when he developed the Stream Function theory for use in wave force calculations on offshore structures. He then became the chair of the Department of Coastal and Oceanographical Engineering at the University of Florida in 1966. For seven years (1975-1982) he served as Unidel Professor at the University of Delaware, where, among other things, he worked on equilibrium beach profiles, providing several scientific explanations and field verification of the Bruun beach profile. Then he returned to the University of Florida as a Graduate Research Professor until his retirement in 2003 as an Emeritus Graduate Research Professor (2003). Even in retirement he continued working in the field, often producing more than eight publications a year! He was very active in consulting and service to the profession. He served on the U.S. Army Corps of Engineers’ Coastal Engineering Research Board, which provides advice to the Corps on coastal topics (1968-1980; 1993-1998). He served on six National Research Council (of the National Academies of Science, Engineering and Medicine) committees on such topics as sea level rise, coastal erosion, coastal nourishment, and Louisiana, and the Marine Board (beginning in 1981). As a Floridian, he worked as the Director of the Division of Beach and Shores of the State of Florida, working on such topics as the basis of implementing the State’s coastal setback line for development. He also was Chair of the Florida Shore and Beach Preservation Association and a director of the American Shore and Beach Preservation Association. Bob possessed a tremendous skill for examine a problem and recognizing the appropriate physics to apply to it. With this skill, he was able to bring new insights into beach profiles, alongshore sediment transport rates, beach nourishment guidelines, tidal inlet stability, wave theory, and a host of other topics. For this, he was recognized by the ASCE’s John G. Moffatt-Frank E. Nichol Harbor and Coastal Engineering Award (1987), the Gold Medal of the Florida Shore and Beach Preservation Association (1987), the ASCE International Coastal Engineer Award (1983) and the Outstanding Civilian Service Medal by the Department of the Army (1981 and 2008) among others. In 1980, he was elected to the National Academy of Engineering. For a man of his professional stature and accomplishment, Bob was just as happy talking with the top people in the field as newcomers. He treated them all with the same graciousness. Even when someone he was listening to was saying something scientifically wrong, Bob would ask polite questions, such as “would your solution satisfy conservation of energy?” or “I don’t understand where this term came from?” I know, because it happened to me on occasions. Bob is survived by his wife Phyllis, his daughter Julie Dean Rosati (another contribution to coastal engineering), his son Tim, and five grandchildren.

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ABSTRACT This research aimed to compare BRIS stock performance before and after the merger. The research method was comparative quantitative that is by comparing the data used to determine differences in variables from two different groups or from the same variable in different time periods. The population and sample for this study are monthly reports of Price to Book Value, Earning per Share, Return on Equity, Debt to Equity Ratio, and Price Earning Ratio from BRIS for the period January 2020-January 2022 so that a total sample of 25 is obtained. The data analysis were the normality test and the Wilcoxon test. The requirement to carry out this test is the data normality test which functions to measure whether the data is normally distributed or not. Meanwhile, the Wilcoxon test is a non-parametric test to measure the significance of differences between two groups of paired data or similar data but at different times. This study found that stock performance as measured by PBV and EPS showed differences in performance before and after the merger. Whereas ROE, DER, PER there is no difference in stock performance before and after the merger. With this research, it can be used reference for investors to choose an analytical method as a decisive step in investing. For company owners, this research can be used as a consideration when merging. Keywords: Stock performance, BRIS, Merger, Islamic banking. ABSTRAK Penelitian ini bertujuan untuk membandingkan kinerja saham BRIS sebelum dan setelah merger. Metode yang digunakan dalam penelitian ini adalah kuantitatif komparatif yakni dengan membandingkan data-data yang digunakan untuk mengetahui perbedaan variabel dari dua kelompok berbeda ataupun dari variabel yang sama dalam jangka waktu yang berbeda. Untuk teknik pengambilan data menggunakan teknik pengambilan data dokumentasi. Pada penelitian ini menggunakan populasi dan sampel laporan bulanan Price to Book Value, Earning per Share, Return on Equity, Debt to Equity Ratio, dan Price Earning Ratio dari BRIS dengan jangka waktu Januari 2020-Januari 2022 sehingga mendapatkan total sampel 25 sampel. Untuk menguji hipotesis teknik pengujian data yang dilakukan yakni uji normalitas dan uji Wilcoxon. Syarat untuk melakukan pengujian ini yakni uji normalitas data yang berfungsi untuk mengukur apakah data berdistribusi normal atau tidak normal. Sedangkan uji Wilcoxon adalah pengujian non-parametris untuk mengukur signifikansi perbedaan dua kelompok data berpasangan ataupun data sejenis tetapi berbeda waktu. Penelitian ini mendapatkan hasil bahwa kinerja saham yang diukur melalui proksi Price to Book Value dan Earning per Share terdapat adanya perbedaan kinerja sebelum dan setelah merger. Sedangkan pada proksi Return on Equity, Debt to Equity Ratio, dan Price Earning Ratio tidak terdapat adanya perbedaan kinerja saham sebelum dan setelah merger. Dengan adanya penelitian ini dapat menjadi referensi bagi investor untuk memilih metode analisis sebagai langkah untuk menentukan dalam menanam modal. Bagi pemilik perusahaan dengan adanya penelitian ini dapat digunakan sebagai pertimbangan ketika akan melakukan merger. Kata Kunci: Kinerja saham, BRIS, Merger, perbankan syariah. DAFTAR PUSTAKA Adawiyah, A. R., & Lisiantara, G. A. (2022). Pengaruh pandemi covid-19 terhadap kinerja keuangan perbankan. Jurnal Ilmiah Komputer Akuntansi, 15(2), 465–474. https://doi.org/10.51903/kompak.v15i2.834 Alfi. (2020). Aset perbankan syariah tetap bertumbuh di tengah pandemi. Retrieved from https://finansial.bisnis.com/read/20200923/231/1295698/aset-perbankan-syariah-tetap-bertumbuh-di-tengah-pandemi Amalia. (2022). Kinerja keuangan PT. 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Anita Woolfolk Hoy received her BA in Psychology in 1969 and her PhDin Educational Psychology both from the University of Texas at Austin. Sheworked briefly as a school psychologist in Texas, and then joined the facultyin Department of Educational Psychology of the Graduate School of Educationat Rutgers University in 1979. She remained there until 1993 and servedas Chair of the department from 1990 to 1993. Presently she is a Professorin the College of Education at The Ohio State University. Her professionaloffices include Vice-President for Division K (Teaching and Teacher Education)of the American Educational Research Association and President of Division 15 (EducationalPsychology) of the American Psychological Association.

Nineteen eighty-eight marked the 9th year of Division Two's Teaching Awards Program. This program provides annual awards in recognition of outstanding performance in each of three teaching environments: (a) 4-year colleges and universities, (b) 2-year colleges, and (c) high schools. The Division also offers an Early Career Award for exemplary performance as a teacher by a graduate student. This year's winners received a plaque and a check for $100. The following award winners were announced at the August convention of the American Psychological Association in Atlanta, Georgia.

Nineteen eighty-nine marked the 10th year of Division Two's Teaching Awards Program. This program provides annual awards in recognition of outstanding performance in each of three teaching environments: (a) 4-year colleges and universities, (b) 2-year colleges, and (c) high schools. The Division also offers an Early Career Award for exemplary performance as a teacher by a graduate student. This year's winners received a plaque and a check for $200. The following award winners were announced at the August Convention of the American Psychological Association in New Orleans, Louisiana.