Saint Anselm College

About: Saint Anselm College is a education organization based out in Manchester, New Hampshire, United States. It is known for research contribution in the topics: Nurse education & Extinction (psychology). The organization has 255 authors who have published 522 publications receiving 7222 citations.

Integrating Communication Skills in Nursing Education

Abstract: The quality of nursing care depends in large part on accurate communication between nurse and client. More and more, nurses will care for adults in every facet of the health care system. This article describes how nursing faculty designed teaching strategies to help students meet the challenge of interacting with this age group in positive ways. Students were assistanced to move beyond stereotypical attitudes to empathetic and effective relationships.

Theoretical Promises and Methodological Troubles Capturing Dialogical Discourse in Classroom Research

Abstract: A review of Skidmore, D & K. Murakami (Eds). (2016). Dialogic pedagogy: The importance of dialogue in teaching and learning. Bristol, United Kingdom: Multilingual MattersSkidmore and Murakami’s collection of essays takes on a dual theoretical and empirical project: first, to define and advocate for dialogical classroom pedagogy; and second, to unearth such practice through microstudies of classroom dialogue. This project divides itself neatly in half: the first six chapters trace the theory of dialogic pedagogy, including the history of discourse, coding, and practices, while the remaining seven are devoted to empirical studies marked by a careful microanalysis of dialogue.The work distinguishes itself from scholarship on the dialogical the past 20 years, during which works have either been single-authored, deeply-researched, and theoretical (Matusov, 2009a; Wegerif, 2013) or vast collections of essays organized conceptually (Ball & Freedman, 2004; White & Peters, 2011; Ligorio & Cesar, 2013). While special journal editions have brought new focus to unexplored threads of the dialogical, such as the exploration of silence in the classroom or the history of the School of the Dialogue of Cultures (Matusov 2009b), this collection affords considerable latitude to its theoretical and historical frame. A comparable work of conceptual breadth is that of White (2016), whose publication frames classroom research of lower school learners with concepts from Bakhtin. Like White’s work, Skidmore and Murakami paint at once in broad strokes and miniature: on the one hand, the collection situates dialogical pedagogy into its historical context, interweaving the work of early Russian theorists; at the same time, it offers granular studies of classroom dialogue. Since Skidmore authors or co-authors seven of the 13 chapters, the collection somewhat serves as a project of singular intent, one that raises a persistent question as to whether the methodologies in the studies presented in the second half of the work, focused on Conversational Analysis (CA) and the Discourse Analysis (DA), cohere to the ambitions of dialogical pedagogy offered in the first. In the end, the promise that CA affords greater magnification of classroom moments does not overcome what may be a limitation of the methodology to unearth dialogic pedagogy.

Gas-Phase Reactions of Microsolvated Fluoride Ions: An Investigation of Different Solvents

Abstract: The gas-phase reactions of F–(DMSO), F–(CH3CN), and F–(C6H6) with t-butyl halides were investigated. Reaction rate constants, kinetic isotope effects, and product ion branching ratios were measured using the flowing afterglow selected ion flow tube technique (FA-SIFT). Additionally, the structure of F–(DMSO) was investigated both computationally and experimentally, and two stable isomers were identified. The reactions generally proceed by elimination mechanisms; however, the reaction of F–(C6H6) with t-butyl chloride occurs by a switching mechanism. These reactions are compared to previous studies of microsolvated reactions of t-butyl halides where the solvent molecules were polar, protic molecules.

The Conflicted Juvenile Delinquency Court after Gault: A Qualitative Examination of Actors and Processes in Two Contemporary Courts

Abstract: The contemporary juvenile court aims to protect juveniles' due process rights and to address the social welfare of youth. The seminal case In re Gault (1967) requires juvenile court judges to make determinations of fact using standards resembling the adult criminal process. At the same time, the Supreme Court in Gault aimed to preserve a focus on the treatment and rehabilitation of adolescent offenders. Contemporary juvenile courts continue to have both adversarial and rehabilitative elements. While experts note the potential conflict between due process protections and social welfare objectives, little research has examined how, in practice, the balance is struck between these two goals in the contemporary juvenile court. This research examines the ability of two contemporary juvenile courts to provide constitutional protections while also responding effectively to youths' social welfare needs. By combining 106 observations of court hearings and attorney meetings with 86 interviews of parents and...