Journal articles: 'Davis and Elkins College'

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Andrés-Gallego, José. "Macro y microhistoria en el estudio de la esclavitud de los negros." Memoria y Civilización 4 (November 12, 2018): 115–47. http://dx.doi.org/10.15581/001.4.33840.

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Este trabajo sintetiza la polémica historiográfica en torno a la esclavitud de los negros en el continente americano: por un lado la interpretación economicista de E. Williams -esclavitud, en la América anglosajona como expresión de un sistema económico-social- continuada por autores como Stampp, Elkins, Genovese, Davis-; y, por otro, aquellos autores que destacan la actitud paternalista hacia los esclavos en Iberoamérica, gracias a los trabajos de Tannenbaum, Freyre y otros. Por su parte el autor propone que esclavitud en Hispanoamerica sea estudiada no sólo desde un necesario punto de vista macrohistórico, sino también desde una perspectiva microhistórica. Los historiadores evitarían así valoraciones generales equivocadas, y lograrían interpretar las ideas de las gentes ante los acontecimientos históricos y las transformaciones políticas y sociales.

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Pollock, Brad H., Charlotte L. Bergheimer, Thomas S. Nesbitt, Tod Stoltz, Sheri R. Belafsky, Kenneth C. Burtis, Kelly M. Carey, and Miriam Nuño. "Healthy Davis Together: Creating a Model for Community Control of COVID-19." American Journal of Public Health 112, no. 8 (August 2022): 1142–46. http://dx.doi.org/10.2105/ajph.2022.306880.

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While many higher-education institutions dramatically altered their operations and helped mitigate COVID-19 transmission on campuses, these efforts were rarely fully extended to surrounding communities. A community pandemic-response program was launched in a college town that deployed epidemiological infection-control measures and health behavior change interventions. An increase in self-reported preventive health behaviors and a lower relative case positivity proportion were observed. The program identified scalable approaches that may generalize to other college towns and community types. Building public health infrastructure with such programs may be pivotal in promoting health in the postpandemic era. (Am J Public Health. 2022;112(8):1142–1146. https://doi.org/10.2105/AJPH.2022.306880 )

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CHANDAVARKAR, RAJNARAYAN. "The Perils of Proximity: Rivalries and conflicts in the making of a neighbourhood in Bombay City in the twentieth century." Modern Asian Studies 52, no. 2 (March 2018): 351–93. http://dx.doi.org/10.1017/s0026749x17000348.

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Rajnarayan Chandavarkar—Fellow of Trinity College and Reader in History at the University of Cambridge—passed away on 23 April 2006. In addition to a rich legacy of books and articles that were published in his lifetime, he left behind an enormous amount of manuscript material, much of which was ready for publication. A selection of this material was published in his posthumous History, Culture and the Indian City (Cambridge University Press, 2009), but new manuscripts continue to come to light. His wife, Jennifer Davis, recently found this essay among his effects. There is good reason to believe that Raj felt it was ready for publication. Therefore, we publish this essay almost exactly as it appears in his typescript, only correcting typos and minor errors, and adding a map. The editors would like to thank David Washbrook and Jennifer Davis for proofing this article, Uttara Shahani and Binney Hare for researching and adapting the map, and Francoise Davis for the photograph of Raj.

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Vincent, Angela. "John Newsom-Davis. 18 October 1932—24 August 2007." Biographical Memoirs of Fellows of the Royal Society 67 (August 28, 2019): 327–55. http://dx.doi.org/10.1098/rsbm.2019.0028.

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John Newsom-Davis (‘JND’) was a neurologist who played an important role in the discovery of the causes of, and treatments for, myasthenia gravis (MG), and of other diseases of the nerve–muscle junction. He started his career at the National Hospital in London, becoming director of the Batten Unit there, with an interest in respiratory physiology. He began to work on MG in collaboration with Ricardo Miledi (FRS 1970) at University College London and in 1978, after performing the first study on plasma exchange in that disease, he established an MG research group at the Royal Free Hospital, subsequently identifying the role of the thymus in this disease and demonstrating an autoimmune basis for the Lambert–Eaton myasthenic syndrome and ‘seronegative’ myasthenia. He was awarded the first Medical Research Council Clinical Research Professorship in 1979 but moved to Oxford in 1987 when he was elected Action Research Professor of Neurology. While at Oxford he continued to run a very successful multidisciplinary group, and began the molecular work that identified the genetic basis for many forms of congenital myasthenic syndrome. He also helped to establish the Functional Magnetic Resonance Imaging of the Brain (FMRIB) Centre. Meanwhile he was also involved in university and college governance and contributed widely to the Medical Research Council, government committees, and the Association of British Neurologists (ABN). Among many honours, he was appointed Commander of the Order of the British Empire in 1996 and made a Foreign Associate Member of the Institute of Medicine (now the National Academy of Medicine) in the USA in 2001. Following retirement from Oxford, he was President of the ABN and Editor of Brain , and led a National Institutes of Health-funded international trial of thymectomy.

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Jones, J. L. "Early Occupational Therapy Education in Wisconsin: Elizabeth Upham Davis and Milwaukee-Downer College." American Journal of Occupational Therapy 42, no. 8 (August 1, 1988): 527–33. http://dx.doi.org/10.5014/ajot.42.8.527.

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Molina, Melody, Hiroko Arikawa, and Donald I. Templer. "Approval Versus Disapproval of Dogfighting and Cockfighting Among College Students." Social Behavior and Personality: an international journal 41, no. 2 (March 1, 2013): 345–51. http://dx.doi.org/10.2224/sbp.2013.41.2.345.

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We explored the extent of approval/disapproval of dogfighting and cockfighting in 206 community college students with 97.1% disapproving of dogfighting and 93.8% disapproving of cockfighting. Disapproval of dogfighting was associated with higher scores on the Pet Attitude Scale (Templer, Salter, Dickey, Baldwin, & Veleber, 1981), scoring in the continuous rather than dichotomous direction on the Animal-Human Continuity Scale (Templer, Connelly, Bassman, & Hart, 2006), and high scoring in empathy toward humans on the Interpersonal Reactivity Index (Davis, 1980). Disapproval of cockfighting was associated with women. Despite the finding of an extremely high percentage of disapproval of dogfighting and cockfighting, continued educational programs and preventive efforts are recommended to achieve our aim, which is zero dogfighting and cockfighting.

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Collins, Aidan. "Medicine in Trinity College Dublin – An Illustrated History. Edited by Davis Coakley (344pp.; ISBN 9781871408713). Trinity College Dublin: Dublin, 2014." Irish Journal of Psychological Medicine 33, no. 2 (February 23, 2015): 133. http://dx.doi.org/10.1017/ipm.2014.66.

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Classen, Albrecht. "Kimberly Klimek, Pamela L. Troyer, with Sarah Davis-Secord and Bryan C. Keene, Global Medieval Contexts 500–1500. New York and London: Routledge, 2021, xxvii, 520 pp., b/w and colored ill." Mediaevistik 34, no. 1 (January 1, 2021): 313–14. http://dx.doi.org/10.3726/med.2021.01.38.

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While numerous scholars have begun to explore the meaning and features of globalism in the pre-modern world, the four authors of this textbook have endeavored to translate those general ideas into pragmatic pedagogy, offering studying material for high school and undergraduate college classes. Klimek is a historian, Troyer a professor of English, Davis-Secord is also a historian, and Keene works as an art historian.

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Pulos, Steven, Jeff Elison, and Randy Lennon. "THE HIERARCHICAL STRUCTURE OF THE INTERPERSONAL REACTIVITY INDEX." Social Behavior and Personality: an international journal 32, no. 4 (January 1, 2004): 355–59. http://dx.doi.org/10.2224/sbp.2004.32.4.355.

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The hierarchical factor structure of the Interpersonal Reactivity Index (IRI) (Davis, 1980) inventory was investigated with the Schmid-Leiman orthogonalization procedure (Schmid & Leiman, 1957). The sample consisted of 409 college students. The analysis found that the IRI could be factored into four first-order factors, corresponding to the four scales of the IRI, and two second-order orthogonal factors, a general empathy factor and an emotional control factor.

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Davis, R. G. "Deep Culture: Thoughts on Third–World Theatre." New Theatre Quarterly 6, no. 24 (November 1990): 335–42. http://dx.doi.org/10.1017/s0266464x00004899.

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Does vague approval for the social objectives of much third-world theatre blind sympathetic western observers to its defects? And, where those objectives are specifically socialist, are the complex dialectics which generate revolution too readily supplanted in favour of simplistic affirmation? R. G. Davis takes examples from his own experience in Cuba, Nicaragua, and Algeria to propose a closer, more active, and inter active attention to the relationship between theatre and national needs, based in a lateral approach to what theatre can and cannot do well. R. G. Davis was founding director of the San Francisco Mime Troupe, and is currently teaching at San Francisco New College, while working on two films and a book. He has been a regular contributor to Theatre Quarterly and NTQ – most recently, on ‘The Politics and Packaging of Performance Art’ in NTQ13 (1988).

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Davis, Angela. "Radical Perspectives on the Empowerment of Afro-American Women: Lessons for the 1980s." Harvard Educational Review 58, no. 3 (September 1, 1988): 348–54. http://dx.doi.org/10.17763/haer.58.3.32147541624550x3.

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This paper is a revised version of a speech delivered at the Tenth National Women's Studies Association(NWSA) Conference, co-sponsored by Emory University and Agnes Scott College, held at Emory College in Atlanta, Georgia, in June 1987. Angela Davis was invited by NWSA conference organizers to address the audience as one of the keynote speakers because of her ability to provide historical information often missing from mainstream text and to present conceptions of political systems and vehicles for social change that are different from those usually thought about. The Editors offer her remarks as one point of departure for movement toward an education for the liberation of both women and men in our society.

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Lawrence, Barry A. M. "IPad Acceptance by English Learners in Saudi Arabia." English Language Teaching 9, no. 12 (November 6, 2016): 34. http://dx.doi.org/10.5539/elt.v9n12p34.

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<p>This study used the Unified Theory of Acceptance and Use of Technology (UTAUT; Venkatesh, Morris, Davis, & Davis, 2003) model to investigate factors predicting the acceptance of iPad tablets by learners of English as a foreign language (EFL) at a technical vocational college in Saudi Arabia. An online survey was conducted on 199 male learners, and a simultaneous multiple regression analysis was conducted on the data. The results indicated that a belief in the device’s educational potential, a sense that it was straightforward to use, and the perception that the infrastructure would support usage were all significant predictors of the behavioral intention to use iPads. Social factors did not indicate an acceptance of the device. The findings highlighted areas of importance for educators intending to adopt mobile devices in second language instruction and partially supported the application of the UTAUT.</p>

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Dobbs-Oates, Jennifer. "Internships and Work-Based Learning: Strategies for Enhancing Key Relationships." Journal of Family & Consumer Sciences 111, no. 4 (December 15, 2019): 62–65. http://dx.doi.org/10.14307/jfcs111.4.62.

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Internships and other work-based learning experiences provide significant learning and professional development opportunities for students at both high school and college levels. Work-based learning has been shown to have positive effects on retention and graduation rates as well as career development and motivation (Davis & Snyder, 2009). Employers report valuing internship experiences highly when filling entry-level positions, and surveys indicate that students find internships to be valuable and satisfying experiences (Brooks & Simpson, 2014).

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Philipp, Randolph A. "The Many Uses of Algebraic Variables." Mathematics Teacher 85, no. 7 (October 1992): 557–61. http://dx.doi.org/10.5951/mt.85.7.0557.

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The concept of variable is one of the most fundamental ideas in mathematics from elementary school through college (Davis 1964; Hirsch and Lappan 1989). This concept is so important that its invention constituted a turning point in the history of mathematics (Rajaratnam 1957). However, research indicates that students experience difficulty with the concept of variable, a difficulty that might partially be explained by the fact that within mathematics, variables can be used in many different ways (Rosnick 1981; Schoenfeld and Arcavi 1988; Wagner 1983).

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Russell, Carrie. "Washington Hotline." College & Research Libraries News 79, no. 6 (June 5, 2018): 332. http://dx.doi.org/10.5860/crln.79.6.332.

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Four college and research librarians who won ACRL scholarships to the 2018 National Library Legislative Day (NLLD) and ACRL leaders, including Immediate Past President Irene Herold and Executive Director Mary Ellen Davis, were hosted by ALA’s Washington Office for an in-depth briefing on the federal policymaking process. The meeting, which took place during National Library Legislative Day on May 8, focused on two case studies illustrating the unpredictability of the current political environment and the need for sustained, year-round advocacy—a common theme of the 2018 NLLD.

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Holland, Jason M., Joseph M. Currier, and Robert A. Neimeyer. "Meaning Reconstruction in the First Two Years of Bereavement: The Role of Sense-Making and Benefit-Finding." OMEGA - Journal of Death and Dying 53, no. 3 (November 2006): 175–91. http://dx.doi.org/10.2190/fkm2-yjty-f9vv-9xwy.

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Contemporary grief theories have highlighted the role of meaning-making in adaptation to bereavement, focusing on two major construals of meaning: making sense of the loss and finding benefit in the experience. The current investigation attempted a conceptual replication of the findings of Davis, Nolen-Hoeksema, and Larson (1998) that suggested that sense-making predicts adaptation to loss in the early period of bereavement, whereas benefit-finding primarily plays an ameliorative role as time progresses. To this end, an ethnically diverse sample of 1,022 recently bereaved college students completed the Inventory of Complicated Grief (ICG) as well as questions that assessed sense-making, benefit-finding, and the circumstances surrounding their losses. Results only partially replicated the findings of Davis and his colleagues, demonstrating that: 1) time since loss bore no relation to grief complications; 2) sense-making emerged as the most robust predictor of adjustment to bereavement; and 3) benefit finding interacted with sense making, with the fewest complications predicted when participants reported high sense, but low personal benefit, in the loss.

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Freitas Mendes, Marta. "DAVIS, Lydia. Nem vem. Tradução de Branca Vianna. São Paulo: Companhia das Letras, 2017. 126 p." Cadernos de Tradução 39, no. 3 (September 12, 2019): 409–16. http://dx.doi.org/10.5007/2175-7968.2019v39n3p409.

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Nem vem (Companhia das Letras, 2017), traduzido por Vianna, é o terceiro livro da autora traduzido no Brasil. Publicado pela primeira vez em 2014, em Nova Iorque, pela editora Farrar, Straus & Giroux, é uma antologia de textos lançados anteriormente, com poucas alterações, em importantes periódicos, como Harper’s Magazine, The New York Times e The Paris Review. A norte-americana Lydia Davis, nascida em 1947, é uma escritora, tradutora e professora de escrita criativa da Universidade de Albany, NY. Especialista na tradução da literatura francesa para o inglês, traduziu Flaubert, Proust e Jouve, além de ter ganhado o French-American Foundation Translation Prize de 2003, por sua tradução de No caminho de Swann, de Proust. Entre suas obras ficcionais estão o romance O fim da história (José Olympio, 2016) e quatro antologias de histórias curtas, dentre as quais está Tipos de perturbação (Companhia das Letras, 2013). Em 2013, ganhou o Man Booker Prize, pelo conjunto de sua obra. Davis é apontada como uma renovadora da prosa de língua inglesa e uma das precursoras da escrita de narrativas curtas (as chamadas flash fictions) e inclassificáveis, próximas da poesia e da reflexão metafísica. Branca Vianna é linguista, tradutora, intérprete e professora da PUC-Rio. Bacharel em Letras e especialista em Interpretação Simultânea (ambos pela PUC-Rio), mestre em Linguística (University College London) e mestre em Formação de Intérpretes (Université de Genève). Traduziu duas obras de Lydia Davis para a Companhia das Letras (Tipos de Perturbação e Nem vem).

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Green, George D. "Rhetoric as Currency: Hoover, Roosevelt, and the Great Depression. By Davis W. Houck. College Station: Texas A&M University Press, 2001. Pp. 226. $39.95." Journal of Economic History 61, no. 4 (December 2001): 1155–56. http://dx.doi.org/10.1017/s0022050701005885.

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In this study of the economic rhetoric of Herbert Hoover and Franklin Roosevelt, 1929–1933, Davis Houck tries boldly to link the fields of rhetoric, history, and economics. He claims to “have established the crucial relationship between rhetoric and economics. Specifically, economic recovery is premised, in part, on collective confidence, which, in turn, is influenced by both presidential speech and cooperative legislative action” (p. 199).

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Fears, Arthurina, Dustin Garnet, James P. Werner, and Ami Kantawala. "REVIEWS." Visual Inquiry 1, no. 3 (December 6, 2012): 239–50. http://dx.doi.org/10.1386/vi.1.3.239_5.

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WHY OUR HIGH SCHOOLS NEED THE ARTS, JESSICA HOFFMANN DAVIS (2012) New York: Teachers College Press/Reston, VA: National Art Education Association, 118 pp., ISBN 978-0-8077-5286-9, $23.95MATTER MATTERS: ART EDUCATION AND MATERIAL CULTURE STUDIES, PAUL E. BOLIN AND DOUG BLANDY (EDS) (2011) National Art Education Association, 157 pp., 62 mono illustrations, ISBN: 978-1-890160-51-7, $42.00. Reston, VA. Paperback.ART'S WAY OUT - EXIT PEDAGOGY AND THE CULTURAL CONDITION, JOHN BALDACCHINO (2012) Rotterdam; Boston, Sense Publishers, 204 pp., ISBN: 978-94-6091-792-6, Hardback: $99.00, Paperback: $39.00NATIONAL ART EDUCATION ASSOCIATION: ANNUAL CONVENTION, NEW YORK, 2012

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Brown, Jacqueline M. "Unspoken Indigenous History on the Stage: The Postcolonial Plays of Jack Davis." New Theatre Quarterly 38, no. 4 (October 18, 2022): 333–45. http://dx.doi.org/10.1017/s0266464x22000240.

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Literary scholars and linguists have argued extensively that language is not simply a purely representational vehicle of thought but its determining medium, whose ordering powers not only shape cognizance of reality but are also actively involved in processes of imperialism and cultural erasure. It is the determinative yet slippery quality of language, prompting the loss of meaning in attempts at translation, that colonial powers manipulated to violent effect and which, as enacted in the plays of Nyoongah Indigenous Australian playwright Jack Davis, continue to haunt history and the present. This article considers how a history and culture made unspeakable by colonialism through the erasure of Indigenous Australian oral traditions, languages, and historical perspectives is translated on to the Anglophone stage in the plays of Davis, one of the first Indigenous playwrights to be published and performed internationally, and how this was received by the witnessing audience. Davis achieves this theatrical translation not only through the negotiation and manipulation of colonial language and verbatim history alongside Indigenous languages, enacting a kind of linguistic double consciousness, but also through physical theatre and dance. The latter are the central means of communicating meaning and knowledge in Nyoongah culture. Jacqueline M. Brown is a graduate student at Worcester College, University of Oxford, studying for a Master of Studies in English (1900–present). This article received first prize in the 2022 TORCH Reimagining Performance Network Graduate Essay Prize competition run in collaboration between the University of Oxford and New Theatre Quarterly. For more information on the Reimagining Performance Network, see <https://torch.ox.ac.uk/reimagining-performance-network>.

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Chung, Pak-Kwong, and Chun-Qing Zhang. "Psychometric Validation of the Toronto Mindfulness Scale – Trait Version in Chinese College Students." Europe’s Journal of Psychology 10, no. 4 (November 28, 2014): 726–39. http://dx.doi.org/10.5964/ejop.v10i4.776.

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The Toronto Mindfulness Scale (TMS; Lau et al., 2006) has been widely used to assess the state mindfulness of participants after practicing mindfulness. Recently, a trait version of the Toronto Mindfulness Scale was developed and initially validated (TMS-T; Davis et al., 2009). We further examined the psychometric properties of TMS-T using three hundred and sixty-eight Chinese college students (233 females and 135 males) from a public university in Hong Kong. We found that factor analyses failed to support the existence of two-dimensional structure of the Chinese version of the TMS-T (C-TMS-T). The model fit indices indicated a marginal model fit, and the concurrent and convergent validities of the C-TMS-T were not confirmed. The moderate item-to-subscale fit of the decentering subscale indicated that its structural validity was not satisfactory. In addition, the internal consistency coefficient of the decentering subscale using composite reliability (p = .61) was under the acceptable level. Based on the results, we concluded that the application of the C-TMS-T to the Chinese population is premature. Further validation of the C-TMS-T using another sample of participants is recommended, in particular, individuals with meditation experiences.

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Fernández, Ana Maria, Michele Dufey, and Uwe Kramp. "Testing the Psychometric Properties of the Interpersonal Reactivity Index (IRI) in Chile." European Journal of Psychological Assessment 27, no. 3 (January 2011): 179–85. http://dx.doi.org/10.1027/1015-5759/a000065.

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The psychometric properties of Davis’ (1980) Interpersonal Reactivity Index (IRI) in Chile were assessed. The IRI was applied to a sample of 435 college students. Appropriate internal consistencies and test-retest stability resulted. The instrument’s validity was evidenced by the interrelations among the scales, in addition to its correlations in the predicted direction to other related psychological constructs, and sex differences emerged in three of its dimensions. A confirmatory factor analysis corroborated the theoretical structure of the IRI in Chile, and the suitability of both the four-factor model and a second order factor that integrates three of the dimensions . The implications and comparison of the results with other adaptations of the IRI are discussed.

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Forsbach-Rothman, Terri, Fernando F. Padró, and Jennifer Rice-Mason. "Course Substitution Practices, Policies, and Implications for Students with Disabilities." NACADA Journal 25, no. 1 (March 1, 2005): 17–25. http://dx.doi.org/10.12930/0271-9517-25.1.17.

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Data from 65 colleges and universities across the United State were used to study course substitution practices for postsecondary students with disabilities. Data indicate that the majority of surveyed institutions (90.8%) allow course substitutions, yet only 50% had written policies directing substitution decisions. At responding institutions (N = 65), foreign language and math are the most common courses requested for substitution. In addition, at surveyed institutions, students with learning disabilities are more likely than other students with disabilities to request and be offered substitutions. These findings are discussed in regard to §504 of the Rehabilitation Act of 1973, subsequent legislation, and two key cases, Southeastern Community College v. Davis (1979) and Guckenberger et al. v. Boston University (1998).

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Davis, Jim. "Disrupting the Quotidian: Hoaxes, Fires, and Non-theatrical Performance in Nineteenth-century London." New Theatre Quarterly 29, no. 1 (February 2013): 3–12. http://dx.doi.org/10.1017/s0266464x13000018.

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In this essay Jim Davis considers two examples of everyday non-theatrical performance in nineteenth-century London: hoaxes and fires. Whereas an element of hoaxing can be perceived in some contemporary performance events and in the practice of ‘invisible theatre’, usually with some ethical intention, hoaxes in early nineteenth-century London were perpetrated for the sake of creating disruption and making dupes of unsuspecting witnesses. A more visible form of disruption and spectacle was created by fires and firefighting itself, which, at least after Captain Eyre Massie Shaw took control of the London fire brigade, became a form of public performance. Although hoaxes were common in pantomime and farce, and conflagrations often strengthened the impact of sensation melodramas, the disruptive effects of extra-theatrical hoaxes and fires on everyday life created a less reassuring and more dystopian sense of the metropolis. An earlier version of this paper was originally delivered at ‘The Audience through Time’ conference at Queen Mary College, University of London, in December 2011. Jim Davis is Professor of Theatre Studies at the University of Warwick. His his most recent books are Victorian Pantomime: a Collection of Critical Essays (2010) and Lives of the Great Shakespearian Actors: Edmund Kean (2009). He is also joint author of Reflecting the Audience: London Theatregoing 1840–1880 (2001).

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Bécares, Laia, and Castellano Turner. "Sex, College Major, and Attribution of Responsibility in Empathic Responding to Persons with HIV Infection." Psychological Reports 95, no. 2 (October 2004): 467–76. http://dx.doi.org/10.2466/pr0.95.2.467-476.

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This investigation studied the influence of sex, college major, and attributed responsibility on college students' empathic responding towards persons infected with HIV. We hypothesized that (1) women would score higher on empathy than men; (2) nursing and psychology majors would score higher on empathy than business and computer science majors; and (3) participants would score higher on empathy towards a target who contracted HIV through blood transfusion (presented as a Nonresponsible target) rather than through unprotected sex (presented as a Responsible target). Two hundred and fifty-eight undergraduate students (110 male, 148 female) attending a large urban university in the northeast filled out an anonymous demographic questionnaire, the Interpersonal Reactivity Index of Davis (1983), and an Empathy Reaction Scale that was developed by the authors. Results indicated a higher mean Empathy Reaction score from nursing and psychology students as compared to business and computer science students. There was no difference in Empathy Reaction scores between men and women. A higher Empathy Reaction score was found among participants who had read a diary from the target portrayed as Nonresponsible, as opposed to those who read a diary from the target portrayed as Responsible.

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ARBELAIZ, ASUNCIÓN MARTÍNEZ. "Toward Useful Program Evaluation in College Foreign Language Educationedited by NORRIS, JOHN M., JOHNMCE. DAVIS, CASTLE SINICROPE, & YUKIKO WATANABE." Modern Language Journal 95, no. 1 (March 2011): 147–48. http://dx.doi.org/10.1111/j.1540-4781.2011.01154.x.

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Klimenkova, E. N. "Empaty ability and the quality of interpersonal relations in youth." Консультативная психология и психотерапия 25, no. 4 (2017): 59–70. http://dx.doi.org/10.17759/cpp.2017250405.

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We present the results of the study of the relationship between empathy and the quality of interpersonal relations in adolescents and students. Interpersonal relations are operationalized through attachment styles — secure, anxious—preoccupied and avoiding. We review studies of the impact of attachment on empathy development. The present study involved 169 people, including school, college, and university students. We used the Interpersonal Reactivity Index by M. Davis and forced-choice attachment paragraphs by C. Hazan and F. Shaver. Students with secure attachment have the lowest level of personal distress. Empathic concern and the perspective taking indicators are higher in the ambivalent attachment group in comparison with the avoidantly attached students. It is concluded that avoidance of intimacy with other people is accompanied by less pronounced empathy than striving for intimacy and a simultaneous fear of rejection.

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Ismail, Ilyas. "MENJADI PEMBELAJAR SEJATI DI ERA BARU GLOBALISASI." Al-Risalah 8, no. 2 (July 2, 2018): 1–10. http://dx.doi.org/10.34005/alrisalah.v8i2.367.

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The paper is titled, "Becoming True Learners in a New Era of Globalization." This title is important for two reasons. First, internal cause, that is the tendency in society where people only attach importance to degree, certificate or diploma, not science or competence. Second, external cause, that is arising from the digital revolution that gave rise to global competition, where everyone was expected to become true learners. Otherwise, he will be marginalized, as a human being, which according to Michael Fullan, is not feasible, morally, socially, and economically. True learners, as James R. Davis and Adelaide B. Davis point out, refer to people who love new things, new thinking, and new skills. He learned not only to know (learning toknow), but more than that to think (learning to think) and solve (learning to solve) the problem. Human learners try to learn and develop knowledge not only from college, formal learning, and from the text book, but from experiences and from the real world or reality of life. True learners have 5 (five) prominent characters. First, they have a high curiosity that makes them passionate and studying diligently. Second, they like to share knowledge and experience to others. Third, they like to develop and expand knowledge. Fourth, they have contributions to the progress of culture, civilization, and humanity. Fifth, they have a humbleattitude and the open to thoughts of others. The new century, globalization, requires a new man, a true learner.

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Davis, David, and Carmel O'Sullivan. "Boal and the Shifting Sands: the Un-Political Master Swimmer." New Theatre Quarterly 16, no. 3 (August 2000): 288–97. http://dx.doi.org/10.1017/s0266464x00013919.

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Augusto Boal is one of the best-known contemporary practitioners and teachers in the use of drama as a means of challenging the status quo. Starting as a self-proclaimed revolutionary, challenging the artistic theories of Aristotle and seeking to supersede those of Brecht, he developed his ‘Theatre of the Oppressed’ working with the poor of Brazil. Now he is perhaps best known for his work in ‘Forum Theatre’ and ‘Image Theatre’. In this article, David Davis and Carmel O'Sullivan argue that not only have Boal's methods been far from revolutionary for many years, but that they are now focused on individual needs, enabling the individual to survive a little longer within an oppressive social structure. They propose that this is not a case of Marxist revolutionary ideology becoming diluted over time, but that the roots of the change are to be found in a lack of grounding in Marxist theory and philosophy from the beginning. David Davis is Director of the International Centre for Studies in Drama in Education and Professor of Drama in Education at the University of Central England, teaching on the MA programme as well as supervising PhD research. He has presented workshops in many parts of the world, and published widely. Carmel O'Sullivan lectures in the Education Department at Trinity College, Dublin, and is currently completing her doctoral thesis critiquing the theory and practice of Boal at the University of Central England.

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Hart, Lynette A., and Mary W. Wood. "Uses of Animals and Alternatives in College and Veterinary Education at the University of California, Davis: Institutional Commitment for Mainstreaming Alternatives." Alternatives to Laboratory Animals 32, no. 1_suppl (January 2004): 617–20. http://dx.doi.org/10.1177/026119290403201s104.

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Sallee, Jeff, Ronald B. Cox, Rita Flores, Steven R. Cooper, Belinda I. Gomez, Craig A. Gifford, and Jennifer A. Hernandez-Gifford. "Linking Experiential Workshops and Increased STEM Interest Among First- and Second-Generation Latino Youth." Journal of Youth Development 14, no. 1 (March 12, 2019): 198–215. http://dx.doi.org/10.5195/jyd.2019.581.

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Extension outreach professionals are searching for new methods to target the growing population of Latino students. Oklahoma State University faculty in the Animal Science department and the 4-H Youth Development program partnered to sponsor a 4-H STEM Institute designed to promote science, technology, engineering, and math to Latino students in the Unidos Se Puede program. The STEM Institute was designed to introduce the Latino youth to college life and STEM based career opportunities. The program was evaluated utilizing the 4-H Common Measures Science instruments. The results indicate a positive impact on the youth’s perception of STEM as a career option. The students increase in self-efficacy predicts the students will increase their persistence in the subjects of science and math (Simpkins, Davis-Kean, & Eccles, 2006). Increased persistence in science and math leads to increased success in post secondary STEM studies and occupations.

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Klimenkova, E. N., and A. B. Kholmogorova. "Position in Educational Activity and Empathy Ability in Adolescence and Teenage Years." Psychological-Educational Studies 9, no. 3 (2017): 156–63. http://dx.doi.org/10.17759/psyedu.2017090316.

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The article is devoted to the study of the relationship between empathy and learning activity position in adolescence and young. We present the results of empirical research of 78 assisting professions students (psychologists and teachers) and 42 Polytechnic College students with the techniques of studying empathic abilities (questionnaire of the Interpersonal Reactivity Index of M. Davis in the adaptation of TD Karyagina, projective technique "Consolation Strategies" Vasiluk and EV Sheryagina, processing in the modification of AB Kholmogorova), and the the subject position (the questionnaire "Subject Position in studying activity" by Yu.V. Zaretsky and V.K. Zaretsky). Students less likely to use emotional support, the objective position is more clearly expressed and less subjective in relation to learning activity. Subjects with a subjective learning activity position have stronger empathy, perspective taking and the ability to provide support. Subjects with a subject position often use emotional support.

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Denham, Bryan E., Andrew C. Billings, and Kelby K. Halone. "Differential Accounts of Race in Broadcast Commentary of the 2000 NCAA Men’s and Women’s Final Four Basketball Tournaments." Sociology of Sport Journal 19, no. 3 (September 2002): 315–32. http://dx.doi.org/10.1123/ssj.19.3.315.

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A consistent finding in studies surrounding sports commentary on white and black athletes is that (a) white athletes are frequently praised for their perceived “intellect” and “leadership capacity,” while (b) black athletes are often praised for being “naturally talented” (Davis & Harris, 1998). A mediated conclusion that one could derive from such findings is that black athletes are expected to succeed athletically; conversely, white athletes are expected to have an innate ability to overcome seemingly insurmountable odds to accomplish their athletic stature. This study examined the broadcast commentary surrounding white and black athletes at the 2000 NCAA Men’s and Women’s Final Four College Basketball Tournaments. The content analysis of 1,118 descriptors embedded in commentator discourse revealed that, while black athletes continue to be praised for their athleticism and physicality, they also are receiving a greater number of comments about their intelligence and ability to lead.

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Natsoulas, Thomas. "The Stream of Consciousness: VII. Further Relevancies from Imagination, Cognition and Personality." Imagination, Cognition and Personality 14, no. 2 (October 1994): 131–49. http://dx.doi.org/10.2190/b70d-fqck-m2qj-dqp8.

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Quite naturally, Imagination, Cognition and Personality is the literal context of the present series of articles, which aims to examine what is known and knowledgeably held about the nature and character of the referents of William James's concept of the stream of consciousness. The sixth and seventh installments focus on selected relevant interpretations and facts from Imagination, Cognition and Personality. These relevancies include 1) Lee Tilford Davis and Peder J. Johnson's result of no mental activity at all reported ten per cent of the time by the subjects in an experiment using a thought-sampling technique, 2) Richard A. Block, John L. Saggau, and Leo H. Nickol's finding of similarity between the stream of consciousness and college students' conception of physical time, and 3) L. Stafford Betty's analysis of certain basic durational components of the stream of consciousness (which he calls “non-symbolic”) that are frequently reported as characteristic of mystical experience.

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Davis, Mike. "A Boom Interview." Boom 6, no. 3 (2016): 58–67. http://dx.doi.org/10.1525/boom.2016.6.3.58.

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Chronicler of the California dark side and LA’s underbelly, proclaiming a troubling, menacing reality beneath the bright and sunny facade, Mike Davis is one of California’s most significant contemporary writers. His most controversial books led critics to label him anything from a left-wing lunatic to a prophet of gloom and peddler of “the pornography of despair.” Yet much of his personal story and evolution are intimately touched by his experience and close reading of deeply California realities: life as part of the working class, the struggle for better working conditions, and a genuine connection to the difficulties here. His most well known books, City of Quartz and The Ecology of Fear are unsparing in their assessments of those difficulties. He invited architectural educator and Director of UCLA’s cityLAB, Dana Cuff, and Dean of UC Berkeley’s College of Environmental Design, Jennifer Wolch, into his San Diego home to discuss his career, his writings, and his erstwhile and ongoing efforts to understand Los Angeles.

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Firestein, Stuart. "Olfaction: A Model System for Computational Neuroscience. Proceedings of a Conference Held at Wellesley College, 17-18 May 1990. Joel L. Davis , Howard Eichenbaum." Quarterly Review of Biology 68, no. 2 (June 1993): 306–7. http://dx.doi.org/10.1086/418144.

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Parr, Damian M., and Mark Van Horn. "Development of Organic and Sustainable Agricultural Education at the University of California, Davis: A Closer Look at Practice and Theory." HortTechnology 16, no. 3 (January 2006): 426–31. http://dx.doi.org/10.21273/horttech.16.3.0426.

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In the mid-1970s, University of California, Davis, students concerned about the environmental and social consequences of modern agriculture were interested in exploring the practice and theory of “alternative” agriculture. These students organized to create new educational opportunities to address needs that were not being met by the existing curricula. These student-initiated opportunities emphasized interdisciplinary analyses of agriculture and field-based experiential learning; they included student-organized courses and the development of the Student Experimental Farm (SEF) as a site for student education, research, demonstration, and extension projects. Over the next three decades, the SEF developed diverse experiential educational projects, classroom and field-based courses focusing on sustainable and organic agriculture, and several departments and programs offered additional, related courses and curricula. In 2004, an interdisciplinary curriculum committee within the College of Agricultural and Environmental Sciences began to develop an undergraduate major in sustainable agriculture. A team of faculty and students within the committee conducted a broad stakeholder survey of agricultural practitioners, academics, students, and alumni to help inform decisions regarding what content, skills, and experiences to include in the curriculum. The survey findings reinforced the original curricular and pedagogical themes articulated and acted upon by students 30 years prior. The proposed curriculum is aimed at integrating disciplinary and interdisciplinary coursework in natural and social sciences, significant on- and off-campus experiential learning, and an emphasis on professional and interpersonal problem-solving and communication skills. Educational theory supports these diverse educational approaches and is useful in helping design courses and curricula in organic and sustainable agriculture.

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Parker, April C. "Book Review: Facilitating Seven Ways Of Learning: A Resource For More Purposeful, Effective, And Enjoyable College Teaching by Davis, J. R., & Arend, B. D." Adult Learning 25, no. 4 (September 23, 2014): 170–71. http://dx.doi.org/10.1177/1045159514547700.

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McFadden, Hugh. "‘Our own fastidious John Jordan’: Poet, Literary Editor, Critic." Irish University Review 42, no. 1 (May 2012): 124–40. http://dx.doi.org/10.3366/iur.2012.0012.

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For more than three decades, John Jordan (1930–88) was one of the most astute and perceptive literary critics in Ireland. As editor of the magazine Poetry Ireland in the Sixties he helped to revive Dublin as a significant literary centre, maintaining friendships with Patrick Kavanagh, Brendan Behan, and Austin Clarke. Himself a poet in the late modernist mode and a writer of witty and idiosyncratic short stories about the bohemian Dublin of the Forties and Fifties, Jordan was equally well-known as a drama critic, a staunch advocate of the later plays of Sean O'Casey, a defender of Joyce and Beckett, and a champion of the work of women authors including Kate O'Brien and the playwright Teresa Deevy. A child prodigy who corresponded with the famous English drama critic James Agate and evaluated play scripts for Edwards and MacLiammóir at the Gate Theatre, where he also acted, John Jordan distinguished himself as a scholarship student at Pembroke College Oxford and at UCD, where he lectured brilliantly on English literature. He was also a noted broadcaster on radio and TV programmes such as the Thomas Davis Lectures, Sunday Miscellany, and the TV book programme Folio.

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Fetter, Debbie. "Investigating Differences in Nutrition Knowledge Between a Face-to-Face and Online College-Level General Nutrition Course." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1298. http://dx.doi.org/10.1093/cdn/nzaa059_015.

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Abstract Objectives Nutrition 10: Discoveries and Concepts in Nutrition is a three-unit, high-enrollment, general education class offered at the University of California, Davis in both a face-to-face (f2f) and online format. The primary objective of this pilot study was to investigate potential differences in the change in nutrition knowledge between college-aged students participating in the f2f versus the online format. Methods Prior to spring quarter 2019, a 29-question nutrition knowledge survey was developed from the six course learning objectives. During spring quarter, the nutrition knowledge survey was administered as pre- and post-tests online through the Canvas Learning Management system to assess nutrition knowledge. Demographic data was also collected on the survey. As this was a pilot study, all data collected was anonymous and used as aggregate data for subsequent analyses. Analyses were conducted on data using STATA 16.0. Tests performed were paired t-tests and Student's t test, as appropriate. Results There were 290 students in the f2f course and 347 students in the online course that completed the survey. Baseline nutrition knowledge scores were 7.5 + 4.1 and 7.2 + 4.5 out of 29 points for the f2f and online course, respectively. Students that took Nutrition 10 significantly improved nutrition knowledge, regardless of whether they took the f2f version or the online version. Nutrition knowledge improved in the f2f course by +6.2 points (P < 0.01) and by +6.1 points in the virtual course (P < 0.01). There were no differences in change in knowledge between the two courses (P = 0.9). There were some significant differences in student characteristics between the f2f and online course, including the amount of transfer and International students, age, and ethnicity. Conclusions These results demonstrate that in this sample, Nutrition 10 is effective at improving knowledge related to nutrition and the course format did not affect knowledge gain. Future research should investigate differences between the two courses with matched data and the differences in student characteristics also needs to be further explored. Funding Sources No funding was used for this study.

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Chan, Raymond W. M., Man T. Yuen, and Cheng Y. Tan. "Cultural Sensitivity of the Interpersonal Reactivity Index in Empathy Measure." International Journal of Childhood Education 2, no. 3 (September 27, 2021): 19–26. http://dx.doi.org/10.33422/ijce.v2i3.135.

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The Interpersonal Reactivity Index (IRI) is one of the commonly used self-report scales to measure empathy. Davis (1980) reported a four-factor structure in empathy in developing this scale, including empathic concern, perspective taking, personal distress, and fantasy. Empirical studies among different populations with Western culture provided solid and stable support to this four-component scale, such as adults in France and America, college students in Belgium and Chile, and adolescents in Dutch. Although IRI is a popular instrument for measuring parental empathy in most studies, exploring its factor structure among parents as a sample is quite rare. Moreover, the number of factors in its structure is not stable among the Chinese population. For example, it reported a hierarchical four-factor model among both general population and clinical patients with schizophrenia, but a bi-factor model among Chinese students in Mainland China. On the other hand, a three-factor model, where a new component, namely empathy scale, is a combination of both emotional and cognitive aspects of empathy, was reported among Chinese students in Hong Kong. Further investigation of its factor structure by developing a Chinese version with Chinese parents as samples to fill up this research gap is deemed necessary.

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White, Veronica Maria. "The Medici’s Painter: Carlo Dolci and Seventeenth-Century Florence. Eve Straussman-Pflanzer, ed. With Francesca Baldassari. Exh. Cat. Wellesley: Davis Museum at Wellesley College, 2017. 136 pp. $35." Renaissance Quarterly 71, no. 2 (2018): 690–91. http://dx.doi.org/10.1086/699054.

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Weber, David J. "Land! Irish Pioneers in Mexican and Revolutionary Texas. By Graham Davis. College Station: Texas A&M Press, 2002. Pp. xii, 304. Illustrations. Notes. References. Index. $29.00 cloth." Americas 60, no. 3 (January 2004): 465–66. http://dx.doi.org/10.1353/tam.2004.0035.

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Deepshikha Aggarwal. "Using the Technology Acceptance Model to Understand the Use of Bring Your Own Device (BYOD) to Classroom." Journal on Today's Ideas - Tomorrow's Technologies 6, no. 2 (December 25, 2018): 83–91. http://dx.doi.org/10.15415/jotitt.2018.62007.

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In today’s world, the technology has been embedded in all aspects of human life. The education sector has been at the forefront of technology adoption. Technology-enhanced learning (TEL) is a system of education that promotes the application of information and communication technology for teaching and learning and the concept of “bring your own device” (BYOD) supports this. BYOD is particularly beneficial for the education sector due to cost saving and comfort of using personal devices. Researchers believe that inclusion of technology must be supported by the user acceptance and the most popular framework to predict user acceptance of technology is the Technology Acceptance Model (TAM) proposed by Davis. The paper describes the study conducted for the purpose of predicting the acceptance and utilization of BYOD by the college students based on TAM variables of perceived ease of use, perceived usefulness, attitude towards using, and behavioral intention to use. Additional external variables of teachers’ influence, facilitating conditions and peer influence are adopted to study the user acceptance of BYOD. A questionnaire based on the TAM variables was developed and used to gather information from students of a post graduate course in information technology of an Indian university. The results of analysis suggest that the considered variables have an impact on the overall behavioral intention to use BYOD and thus support the original findings of TAM.

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Kiers, A. Haven, Kelly M. Nishimura, and Carolyn S. Dewa. "Leveraging Campus Landscapes for Public Health: A Pilot Study to Understand the Psychological Effects of Urban Sheep Grazing on College Campuses." International Journal of Environmental Research and Public Health 20, no. 2 (January 10, 2023): 1280. http://dx.doi.org/10.3390/ijerph20021280.

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Since the 1980s, college students in the U.S. have self-reported a decline in their physical and emotional health. With these conditions compounded by the COVID-19 pandemic and its physical distancing restrictions, higher education institutions have an increased responsibility to establish strategic interventions and health-promoting programs for their students. Research collaborations between public health professionals and environmental designers have highlighted the benefits of environmental factors, such as wildlife, street trees, and public parks, on mental health. This pilot project aims to build upon the transdisciplinary dialogue between ecology, design, and public health by examining the social benefits of grazing lawnscape management, which is the practice of using herbivorous livestock to manage turfgrass areas. Through the design of an accessible central campus grazing space for a flock of 25 sheep and use of online questionnaires, a smartphone-based single-item survey, and open-ended feedback given via social media, the UC Davis Sheepmower Project addresses three primary questions: (1) Are there differences in self-reported stress levels and well-being between people who did not watch grazing sheep (no sheepmower group) compared with those who did watch grazing sheep (sheepmower group)? (2) Does holding sheep grazing events create opportunities for education about well-being and engagement with the campus community? (3) Can this type of urban grazing installation ultimately contribute to the overall identity of a college campus? Web-based questionnaire results indicate there is no significant difference in self-reported stress levels between the two groups; however, the moment-in-time smartphone-based single item question suggests that the presence of sheep provides temporary, noticeable relief and enhanced mood for those who observe the animals. Reflections posted on social media suggested that participants found the sheep grazing events fostered feelings of community and placemaking within the campus identity. However, the questionnaire sample indicated the grazing events did not have a significant effect on participants’ sense of place or overall campus identity. This transdisciplinary effort breaks down traditionally siloed approaches to human and environmental health and is an example of a whole-systems approach to developing innovative solutions and encouraging applied collective action.

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Davis, Tracy, and Amanda Sokan. "Developing an Educational Program on Aging for High School Students." Innovation in Aging 5, Supplement_1 (December 1, 2021): 752–53. http://dx.doi.org/10.1093/geroni/igab046.2792.

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Abstract College students in disciplines that might provide services or work with older adults, such as medicine or social work, are usually the target of most educational programs on aging. High schools provide an untapped opportunity to engage students earlier. This project is the next step following a pilot study conducted in New Jersey and Kentucky to better understand high school students’ attitudes and knowledge regarding aging. That study also reviewed current high school curriculum for aging-specific content and perceived barriers among teachers to incorporating aging education into the curriculum (Davis & Sokan, 2019). Study findings indicate inter alia, a need to educate high school students about aging, increase interactions among older and younger adults, incorporate education about careers on aging, and educate teachers on how to infuse more aging content into their courses. To that end, this project’s goal was to develop both a training module and educational program on aging for high school students. Also, we propose a plan to develop, implement, and evaluate both the training module and the educational programs. We hypothesize that the training module will increase high school teachers’ confidence in their ability to teach their students about aging. The educational program’s delivery will increase students’ knowledge of aging-related issues and awareness about careers in aging. Upon completing the project, we will use feedback from students and teachers to revise the educational program, for implementation among a larger sample of high schools.

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Kaiser, Matthew. "PATER'S MOUTH." Victorian Literature and Culture 39, no. 1 (December 6, 2010): 47–64. http://dx.doi.org/10.1017/s1060150310000264.

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At New College, Oxford, Lionel Johnsonhad a reputation for sleeping past noon. On Monday, April 15, 1889, the sun was high overhead when he boasted in a letter to his friend Campbell Dodgson of his intimacy with the elusive Walter Pater, at whose London house he had spent the weekend: “I lunched with Pater, dined with Pater, smoked with Pater, went to Mass with Pater and fell in love with Pater” (Roseliep 148). That all of these friendly activities – lunching, dining, smoking, taking Communion, and perhaps even falling in love – entail opening one's mouth, or at least loosening one's lips, suggests a connection, in Johnson's eyes, between Pater's well-documented powers to charm his audience and the oral susceptibility of that audience. Getting to know thetruePater, Johnson implies, is an oral affair. His conversations with Pater, their meals, his very sense of Pater, linger on his lips. Teachers open our eyes. But Pater opens Johnson's mouth. One is tempted to dismiss the letter to Dodgson, who, like Johnson, was same-sex oriented, as youthful homoerotic banter: a campy projection of Johnson's own ambivalent and mercurial appetites. A year later, after all, in a letter to his friend Arthur Galton, Johnson recounts a “mid-day” visit he received at Oxford – whilst “lying half asleep in bed” – from Oscar Wilde, who “laughed at Pater” and “consumed all my cigarettes” (Holland and Hart-Davis 423). “I am in love with him,” Johnson declares.

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Stuckey, Mary E. "Fitness for Office - Davis W. Houck and Amos Kiewe: FDR's Body Politics: The Rhetoric of Disability. (College Station, Texas: Texas A&M University Press, 2003. Pp. xii, 141. $32.95.)." Review of Politics 66, no. 1 (2004): 167–69. http://dx.doi.org/10.1017/s0034670500042625.

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Goltz, Doug. "General Chemistry with Qualitative Analysis, 6th edition. By Kenneth W. Whitten, Raymond E. Davis, and M. Larry Peck, Saunders College Publishing. ISBN 0030212170, (September 1999), �25.95. Available through Harcourt International." Chemical Educator 5, no. 6 (December 2000): 357. http://dx.doi.org/10.1007/s00897000435a.

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Rukmi, Nala Sita. "Students Perceptions towards Distance Learning with Online Collaborative Platforms: A Case Study." New Language Dimensions 2, no. 1 (July 12, 2021): 1–14. http://dx.doi.org/10.26740/nld.v2n1.p1-14.

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In view of the COVID-19 pandemic and government policy to carry out distance education by employing full online learning. The research explores the EFL students perception toward distance education during Covid19 Pandemic with online collaborative platforms which employed in EFL Students of English Department of a private college in Indonesia. This research used a descriptive case research using purposive sampling techniques by taking 27 respondents from English Department at STKIP PGRI Jombang. The online questionnaire used to collect data on the perception of students by employing online collaborative platforms. The questionnaire are adapted from the technology acceptance model (TAM) constructed by Davis, 1989 with little modification as it excludes the external factors such as the availability of the internet access, and the support from the administration. TAM is possibly the most widely-used framework for measuring technology acceptance, and its high validity has been proven empirically in many previous studies (Basri & Paramma, 2019 and Wiyaka et.al., 2018). The quantitative data was collected using an online questionnaire posted in Google form. The method of descriptive case research in terms of percentage has been used for data processing. The result of this research indicates the positive perception those EFL students of English Department at STKIP PGRI Jombang who took Critical Reading by using online collaborative platforms held on the use of online collaborative platforms. Further research can refer to this Acceptance Model in determining a suitable ICT integrated learning program betien various platform and the user expectations of the online platforms used.

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Journal articles on the topic 'Davis and Elkins College'

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