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Purpose: Current education system is transforming from e-learning to m-learning. The benefit of m-learning is particularly important when it comes to motivating one to self-direct his/her learnings online. Though past research has assessed what role social capital theory plays on knowledge sharing quality, in virtual environment, scant research has assessed the moderation of positive emotions an m-learning support tools, particularly for (1) higher education sector students as well as (2) developing countries. However, the success of such a statement has not been properly documented in the past research. As the result, the aim of this study is to empirically assess the role of Social Capital Theory on Knowledge sharing, when moderated by m-learning. Research Design: This study is a deductive research approach that initiated with a literature review. Upon identifying a gap in research, research questions were designed. Based on the research questions a conceptual model was proposed and hence this model proposed three hypotheses. This conceptual model was tested using multi-correlation analysis using SPSS, after data was collected from 334 participants, a sample size above the required threshold, to generalize over the population of higher education undergraduate business students of a private university from the Kingdom of Bahrain. Findings: The results of the empirical findings supported all hypotheses, indicating that m-learning moderate between the role of social capital theory and knowledge sharing quality, when students indulge in e-learning activities using platforms like Moodle. Also, there are implications to theory and practice portrayed in this paper. [For the full proceedings, see ED621557.]

Proceedings of the 28th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of Farmingdale State College. The conference theme for 2014 was:" Infusing Issues of Racial, Religious, and Sexuality Diversity Across the Undergraduate Curriculum." The Conference featured a keynote address by Regan A. R. Gurung, Ph.D., University of Wisconsin, entitled "Models, Modalities, and the Means to Address Diversity in the Curriculum". The address provided an insightful and resource-rich presentation on the tools and techniques for effectively integrating diversity into courses through discussions, assignments, illustration, test questions, and images. In addition to the conference keynote address, participants had 35 workshops, roundtable discussions, oral presentations, and student presentations from which to choose. Twenty-nine of the presentations are included in these proceedings with a selection of titles and respective author(s) as follows: Got Diversity--Now What? Diversity Challenges on a Diverse Campus (Destinee Chambers, Anne E. Stuart, and Sandra A. Sego); How Can We Calm Their Passions and Open Up the Discussion? Teaching Diversity Issues From a Critical Thinking Perspective (Kamil Hamaoui); Sweets, Shock, Bowling, and Psychopaths: Bringing Nine Counterintuitive Findings in Psychology into the Classroom. Why What You Know from Your Experience is Just Plain Wrong (Geoff Turner, Jeffrey D. Holmes, and David J. Bennett); Using ePortfolio to Support Social Pedagogy in Psychology (Alison Carson); Integrating Cultural and Sexual Minority Diversity with Psychological Science: Examples from Teaching Gender and Sexuality Applicable to a Spectrum of Psychology Courses (Marcus C. Tye); Student Perspectives on Disclosing Mental Health Concerns in the Classroom (Benjamin Wood); I-RISE Mentoring Program Supports Underrepresented Minority Student Success (Karen Singer-Freeman, Linda Bastone, Brittany Miller, and Rebecca Lopez); Let the Research Come to You: Using Technology to Find the Best Content (Michael Britt); Teaching About Transgender Issues in Psychology Classes (Matthew R. Lee, Julia Brown, and Kiera Guralnik); Teaching Clinical Treatment and Client Negotiation Skills via Role-Play (John L. Theodore); Textbook Technology: Pedagogical Aid or Pitfall? (Michele Baranczyk, and Matt Gray); Stereotyping and Discrimination: The Labeling Exercise in Action and Shaping the Student Experience (Marla Johnston, and Michaela Porubanova); Two STEM Pioneers: Florence Nightingale and Stella Cunliffe (Thomas Heinzen); Getting Comfortable with Discussing Diversity in the Classroom (Nicholas Salter, and Shaziela Ishak); Sonic Psychology: Teaching Diversity through Song (Daniel L. Benkendorf). [Selected individual papers contain references.]

Included herein is the conference proceedings of the 27th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2013 was: The Science of Learning. The Conference featured a keynote address by Victor Benassi, Ph.D. of the University of New Hampshire. The talk was entitled: "Applying the Science of Learning in Psychology Curricula." Also highlighted was an invited address, "Taking a Scientific Approach to Critical Thinking Instruction and Assessment," offered by D. Alan Bensley, Ph.D. of Frostburg State University. The Conference featured our 4th Annual Student Research Poster Session with six undergraduate student poster presentations. Conference participants also had 33 workshops, discussions and oral presentations from which to choose and many colleagues, new and old, with whom to network. Thirty of these proposals or presentations are included in the proceedings. Individual papers contain references. [For the 2012 proceedings, see ED534556.]

Included herein is the conference proceedings of the 26th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2012 was: The value of an undergraduate degree in psychology: Why psychology--Why now?. The Conference featured a keynote address by Jane Halonen, Ph.D. of the University of West Florida. The talk was entitled: Can There Be Too Many Psychology Majors? Also highlighted was an invited address, Getting Published in the Teaching Literature: Wisdom, Sage Advice, and Helpful Hints, offered by Andrew Christopher, Ph.D., editor of the "Teaching of Psychology" journal. The Conference featured our 3rd Annual Student Research Poster Session with six undergraduate student poster presentations. Conference participants also had 24 workshops, discussions and oral presentations from which to choose and many colleagues, new and old, with whom to network. Ten of these proposals or presentations are included in the proceedings. Papers (Individual papers contain references.) [For the 2011 proceedings, see ED521107.]

Conference proceedings of the 25th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2011 was: The Future of the Undergraduate Psychology Major: New Directions in an Evolving Educational Climate. The Conference featured a keynote address by William Buskist, PhD: Distinguished Professor in the Teaching of Psychology, Auburn University and Fellow at Auburn's Biggio Center for the Enhancement of Teaching and Learning. The talk was entitled: The Future of Psychology Education. In this, our silver anniversary year, we enjoyed an NSF-sponsored program on the APA Guidelines for the Undergraduate Psychology Major entitled Choosing, Implementing, and Assessing APA's New Guidelines for Undergraduate Psychology Majors, presented by Drew Appleby, PhD, IUPUI; R. Eric Landrum, PhD, Boise State University; and William Buskist, PhD, Auburn University. Celebration of the 25th anniversary continued with both an invited address by one of the co-founders of the conference, Professor Emeritus Stanley Feist, PhD and the Second Annual Undergraduate Student Research Poster Session. Conference participants also had 31 workshops, discussions and oral presentations from which to choose and many colleagues, new and old, with whom to network. Twenty-seven of those presentations are included in these conference proceedings. Addenda include PowerPoint presentations of keynote address and APA workshop. (Individual papers contain references.) [For the 2010 proceedings, see ED512755.]

Conference proceedings of the 24th Annual Conference on the Teaching of Psychology: Ideas and Innovations, sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference theme for 2010 was Fostering, Assessing, and Sustaining Student Engagement. The conference featured two keynote addresses from prominent scholars in student engagement: Dana Dunn, Ph.D. and Jillian Kinzie Ph.D. Dr. Dunn, President of the Society for the Teaching of Psychology, gave a keynote address entitled "The Blueprint Book: Assessment and Future Directions for the Psychology Major". Dr. Kinzie, Associate Director of the National Survey of Student Engagement, gave a keynote address entitled "Assessing Variation in Student Engagement to Maximize Student Learning". In addition, conference registrants attended 29 presentations on various topics in psychological pedagogy and an undergraduate student research poster session. Eleven of this year's presentations are included in the proceedings: (1) Experimental Investigation Regarding the Accuracy of Instructor Perceptions of Student Interest and Learning (Michael S. Goodstone, Rommel Roberston, Jennifer Nieman-Gonder, and Marya Howell-Carter); (2) Infusing Psychology Courses with Professional Level Experiences (Katherine Zaromatidis and Patricia A. Oswald); (3) Brief Demonstrations to Help Foster Student Engagement in a History of Psychology Course (Stacey Pilch and Esther Lori Crispi); (4) Student Engagement: Two Class Projects that Encouraged Engaged Learning (John A. Malacos); (5) Outcomes Assessment for an Applied M.A. Program in Industrial and Organizational Psychology (Terri Shapiro and Comila Shahani-Denning); (6) Using the Physical Environment to Facilitate Students' Active Engagement (Joan F. Kuchner); (7) Group Counseling Role-Play in the Classroom (John L. Theodore); (8) Using Microsoft Excel 2007 in Teaching Introductory Statistics & Research Methods (Anita M. Meehan and C. Bruce Warner); (9) Increasing College Student Engagement Through the Use of Online Discussion Forums (Nicholas P. Salter and Marissa R. Dragone); (10) A Beginner's Guide to Using Technology as a Vehicle to Teach an Online Course (Caroline Olko); and (11) The Effect of Situational Cues on Inducing Stress (Asma Mahmood and Rebecca White). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines. For proceedings from the 23rd annual conference, see ED507995.]

The document is a summary of the conference proceedings for the 23rd Annual Farmingdale State College Teaching of Psychology Conference held on March 20-21, 2009 at the DoubleTree Hotel in Tarrytown, New York. The conference featured a keynote address by Dr. Jeffrey Nevid on Reaching and teaching the millennials: Helping today's students become more effective learners. Participants also had 24 presentations from which to choose and many colleagues, new and old, with whom to network. Seven of these presentations are included in these proceedings: (1) A Student Perspective on Tradition, Hybrid and Distance Learning Courses (Katherine Zaromatidis and Patricia Oswald); (2) Neighborhood Environments as Learning Laboratories for 21st Century Undergraduates (Joan F. Kuchner); (3) Do Clickers Click? A Classroom Experience with Student Response Systems (Celia Reaves); (4) The Use of Online Resources on Student Attendance and Academic Standing (Linda L. Dunlap and Jeffrey D'Angelo); (5) Moving Classroom Discussions Online (Jeffrey S. Baker); (6) Collaborative and Original Research in 21st Century Undergraduate Experimental Psychology (Rachel T. Bowman, Nina Tarner, and Christina J. Taylor); and (7) Simulation of Initial Assessments in Classroom Settings via Role-Play (John Theodore). [Abstract modified to meet ERIC Guidelines. For the 2008 proceedings, see ED504072.]

Control of Dengue Hemorrhagic Fever (DHF) is still being pursued, considering that this disease causes a relatively high mortality rate. Control efforts carry out by suppressing the spread and development of its primary vector, namely Aedes aegypti. The control carried out so far uses chemical larvicides, which can cause various negative impacts. Papaya leafstalk (Carica papaya L.) is suspected to contain phytochemicals that have the potential and effectiveness as biolarvicide to kill Aedes aegypti larvae, but it thus far has never been tested. This study was conducted to test the effectiveness of an ethanol extract of papaya leafstalk (Carica papaya L.) as biolarvicide of Aedes aegypti with 3 treatments, rearing media as the negative control, abate as the positive control, and 6% of ethanol extract of papaya leafstalk (Carica papaya L.). The type of research conducted is experimental with Completely Randomized Design (CRD). The data obtained were analyzed by the Mann-Whitney test at a 95% confidence level. The results of the biolarvicide effectiveness test showed that the use of 0,6% concentration of ethanol extract of papaya leafstalk (Carica papaya L.) was significantly different with an adequate level of 86,2% within 2x24 hours, so it can be concluded that it has high effectiveness when used as a biolarvicide and has the potential to suppress dengue cases. [ABSTRACT FROM AUTHOR]