St. Thomas University (New Brunswick)

About: St. Thomas University (New Brunswick) is a education organization based out in Fredericton, New Brunswick, Canada. It is known for research contribution in the topics: Narrative & Social work. The organization has 216 authors who have published 338 publications receiving 6732 citations.

Fostering Sustainable Behavior: An Introduction to Community-Based Social Marketing

Abstract: Most programs to foster sustainable behavior continue to be based upon modelsof behavior change that psychological research has found to be limited. Although psychology has much to contribute to the design of effective programs to foster sustainable behavior, little attention has been paid to ensuring that psychological knowledge is accessible to those who design environmental programs. This article presents a process, community-based social marketing, that attempts to make psychological knowledge relevant and accessible to theseindividuals. Further, it provides two case studies in which program planners have utilized this approach to deliver their initiatives. Finally, it reflects on the obstacles that exist to incorporating psychological expertise into programs to promote sustainable behavior.

Member Checking: Can Benefits Be Gained Similar to Group Therapy?

Abstract: Member checking continues to be an important quality control process in qualitative research as during the course of conducting a study, participants receive the opportunity to review their statements for accuracy and, in so doing; they may acquire a therapeutic benefit. The authors of this article suggest that this benefit is similar to some of the components of group therapy, especially in normalizing the phenomenon being experienced. Even if the participants never meet, they can feel a sense of relief that their feelings are validated and that they are not alone.

Diagnosis and Treatment of Reading Disabilities Based on the Component Model of Reading An Alternative to the Discrepancy Model of LD

Abstract: Currently, learning disabilities (LD) are diagnosed on the basis of the discrepancy between students' IQ and reading achievement scores. Students diagnosed with LD often receive remedial instruction in resource rooms. The available evidence suggests that the educational policy based on this discrepancy model has not yielded satisfactory results. This has led researchers to try other paradigms, such as the component model and response to intervention, for dealing with children with reading disabilities. The component model of reading (CMR) described in the present article identifies the reading component that is the source of reading difficulty and targets instruction at that component. Study 1 describes the CMR and reports on its validity. Study 2 describes the successful outcome of a 7-year CMR-based reading instruction program. Compared to the discrepancy model, the CMR has demonstrated several advantages.

Big Data in food and agriculture

Abstract: Farming is undergoing a digital revolution. Our existing review of current Big Data applications in the agri-food sector has revealed several collection and analytics tools that may have implications for relationships of power between players in the food system (e.g. between farmers and large corporations). For example, Who retains ownership of the data generated by applications like Monsanto Corproation's Weed I.D. “app”? Are there privacy implications with the data gathered by John Deere's precision agricultural equipment? Systematically tracing the digital revolution in agriculture, and charting the affordances as well as the limitations of Big Data applied to food and agriculture, should be a broad research goal for Big Data scholarship. Such a goal brings data scholarship into conversation with food studies and it allows for a focus on the material consequences of big data in society.

Evaluating the Electronic Textbook: Is It Time to Dispense With the Paper Text?

Abstract: We examined the perceptions and performance of students who used an electronic versus a traditional paper textbook. Introductory psychology students (N = 392) who chose between the 2 formats did not differ in course grades. However, students using the electronic text reported spending less time reading for class compared to students using the paper text and generally evaluated the electronic text unfavorably. No student who purchased an electronic text in a prior class chose to purchase it for introductory psychology. These findings suggest that it may be premature to abandon the paper text in favor of the electronic text.