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The ND Annual Conference--Teaching of Psychology: Ideas and Innovations was held on March 7-8, 2008 at the Crowne Plaza in White Plains, New York. The conference was sponsored by the Psychology Department of Farmingdale State College. The conference featured Dr. Douglas Bernstein from the University of South Florida, Tampa as the keynote speaker. Participants also had a number of presentations from which to choose, publishers' displays to visit, and many colleagues with whom to network. Thirty abstracts and nine complete papers are included in these proceedings. Presenters covered topics such as teaching psychology through storytelling, using visual displays of data, the benefits of using Excel-based homework assignments, and incorporating multiculturalism in the psychology curriculum. The following complete papers are included in the proceedings: (1) Use of Electronic Discussion Boards to Enhance Classroom Learning (Richard J. DioGuardi); (2) Innovations in Mentoring: Interdisciplinary Perspectives (Joseph Maiorca, Daniel Benkendorf, Praveen Chaudhry, Ernest Poole, and Christine Pomeranz); (3) Child's Play: Creating Observational Research Experiences for 21st Century Undergraduates (Joan F. Kuchner); (4) A Student Perspective on Traditional, Hybrid, and Distance Learning Courses (Patricia A. Oswald and Katherine Zaromatidis); (5) Teach Them What They Need to Know for Life (Gretchen Wehrle); (6) The Perils of PowerPoint: Students' Perceptions of Classroom Technology (Judith Krauss, Lori Murphy, and Marybeth Ruscica); (7) The Values and Habits of the 21st Century College Student (Mary Streit); (8) Technology in the Classroom: Three Useful Interventions (James Regan and Daniel Lackaye); and (9) A 21st Century Statistics Course for the 21st Century Student (Karen Y. Holmes and Darlene G. Colson). (Individual papers contain references.) [Abstract modified to meet ERIC Guidelines. For the 2007 proceedings, see ED499916.]

The 21st Annual Conference on Undergraduate Teaching of Psychology was held on March 28-30, 2007 at Hudson Valley Resort and Day Spa in Kerhonkson, New York. The conference was sponsored by the Psychology Department of Farmingdale State College. The conference included twenty five presentations and ten of these are included in these proceedings. Presentation topics included among others course management systems, the benefits of revisions to student learning, distance learning courses, and the use of sitcoms to enhance student learning. Papers include: (1) Counselors as Teachers, Teachers as Counselors: The Process of Parallels (John A. Malacos); (2) Course Management Systems, Past, Present and Future (James Regan, Hugh Knickerbocker, and Jodi Allen); (3) The Hybrid Course: Comparison to Traditional and Distance Learning Courses (Katherine Zaromatidis and Patricia Oswald); (4) The Specifics of Group Discussions within On-line Psychology Classes (Anna Toom); (5) The Integration of A Tangential Reading Into Psychology Courses (Edward J. Murray and Carol A. Puthoff Murray); (6) Do Revisions Help Student Learning? (Brandi Scruggs and Emily Soltano); (7) SITCOMS: TRASH OR TREASURE? Using Situation Comedies to Enhance Learning (Dean M. Amadio and Supriya Poonati); (8) Student Excuses & Motivation (Grant Leitma); (9) Horney Goes Hollywood: Using Films to Teach Personality Theory (Dante Mancini and Herman Huber); and (10) Testing Elaboration Learning in Varied Contexts (Robert A. Dushay). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

This document includes proceedings, abstracts, and papers of the 20th Annual Conference on Undergraduate Teaching of Psychology, which was held on March 29-31, 2006 in Monticello, NY. The conference, which dealt with ideas and innovations in the teaching of psychology, was sponsored by the Psychology Department of the Farmingdale State University. The conference featured paper presentations on various topics related to teaching psychology at the undergraduate level. Some topics include: using electronic portfolio systems in program evaluation, teaching deep process studying, and using mnemonics to teach general psychology. Twenty-eight abstracts and ten complete papers are included herein. Individual papers contain references. The following works are included in this document: (1) Teaching Child Cognitive Development through Chekhov's Story Grisha (Anna Toom); (2) Jeopardy in the Classroom: "I'll Take Archetypes for 300, Alex" (Dante Mancini and Herman Huber); (3) Teaching and Confronting the "ISMS": A Hands-On Workshop (Charles L. Richman); (4) Using an Electronic Portfolio System in Program Evaluation (Patricia A. Oswald and Katherine Zaromatidis); (5) Attitude Change after Seminar on Homelessness: Causes and Consequences (Elizabeth B. Gardner, Kate M. Cota, Jocelyn E. Collen, Talia R. Pettini, and Nicole A. Williams); (6) Going Deep: First Observations on Teaching Deep Process Studying (Robert A. Dushay); (7) Teaching Psychology with Vision Loss: A World of Challenge, Innovation, and Skill (Christine M. Szostak); (8) It's Better to Be a Guide on the Side than a Sage on the Stage (Charles A. LaJeunesse); (9) Learning by Doing: Teaching General Psychology (Caroline Olko); and (10) It Takes a Village: Mnemonics and General Psychology (Jonathan Springer). [Abstract modified to meet ERIC guidelines.]

The 19th Annual Conference on Undergraduate Teaching of Psychology was held on April 6-8, 2005 at Kutsher's Country Club in Monticello, New York. The conference was sponsored by the Psychology Department of the State University of New York at Farmingdale. The conference featured two keynote speakers--Dr. James Naire, sponsored by Wadsworth Publishing Company, and Dr. Michael Epstein, sponsored by Rider University. Participants also had 30 presentations from which to choose, an array of publishers' displays to visit, and many colleagues, old and new, with whom to network. Ten of these presentations are included in these proceedings. Topics ranged from the teaching of introductory psychology to teaching upper level courses such as abnormal and the capstone course. In addition, topics such as distance learning courses and including diversity in teaching were presented. Papers in this proceedings include: (1) A Qualitative Analysis of Student Evaluations of Courses & Instructors (Joseph J. Maiorca); (2) Diversity Integrated into Human Service and Psychology Courses (Edward J. Murray and Carol A. Puthoff Murray); (3) Short Essays and Deep Processing: An Empirical Test (Robert A. Dushay); (4) Analysis of Personality Variables Associated with Team Testing: Is It Right for Everyone? (Ilyse O'Desky and Kathleen Torsney); (5) Personal Storytelling in the Teaching of Introductory Psychology (Herman Huber); (6) Teaching the Missing Chapter in Abnormal Psychology (Rhea Parsons); (7) Distance Learning in Psychology (Katherine Zaromatidis and Patricia A. Oswald); (8) What's on Your Mind? (Elizabeth B. Gardner, Kathleen E. May, and Glenn T. Newman); (9) Bringing Closure to the Major in Psychology: The Capstone Course for Seniors (Peter J. Behrens); and (10) Videoanalysis (Jonathan D. Springer). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines. For the year 2004 proceedings, see ED490667.]

This document includes the proceedings and papers of the 18th Annual Conference on Undergraduate Teaching of Psychology, which was held on March 24-26, 2004 in Monticello, NY. The conference, which dealt with ideas and innovations in the teaching of psychology, was sponsored by the Psychology Department of the Farmingdale State University. The conference featured paper presentations on various topics related to teaching psychology at the undergraduate level. Some topics include: using technology in the classroom, dealing with textbook plagiarism in introductory psychology, sending students into the world wide web, and developing learning goals and performance outcomes in the psychology curriculum. Sixteen papers are included herein. (Individual papers contain references. For the year 2000 proceedings, see ED450632.)

Higher-functioning, school-age children with autism spectrum disorders (HFASD) or attention-deficit/hyperactivity disorder (ADHD) often experience writing difficulties. Prior research has not often investigated writing self-concept, self-efficacy, and text-type familiarity with these children, especially children with HFASD. This study looked at the responses from 132 school-age children with HFASD, ADHD, or typical development (TD) on a questionnaire focused on self-concept, text-type familiarity, writing dispositions, writing for school and non-school contexts, and writing attitudes. Results demonstrated diagnostic group differences in writing self-concept, text familiarity, and writing done for school and non-school contexts. These preliminary findings highlight the need to further understand the broader scope of writing development in school-age children with HFASD or ADHD to inform research and educational practices.

This study analyzed the relation between the friendship networks of parents and the peer networks of their children. Subjects were 255 second- through fifth-grade children of an inner-city primary school in the western part of Berlin, Germany, who were interviewed about friends. In the interview, children were asked to name other children with whom they shared activities outside school. In the second phase of data collection, a subsample, composed of the parents of 116 children, were interviewed separately at home about their social networks. Analysis revealed that the number of mothers' and fathers' leisure-time friends was positively related to the number of the children's peer relationships with non-classmates, but not with classmates. In the case of fathers, the relation was similar for sons and daughters. For mothers, the relation depended on their employment status: for mothers employed full time, the number of leisure-time friends correlated positively with the number of peer relationships of girls, but negatively with the number of peer relationships of boys. For mothers who were not employed full time, the number of leisure-time friends was positively related to their sons' and daughters' peer relationships with non-classmates. (Contains 13 references, 2 figures, and 8 tables.) (MM)

This document contains reflections upon several decades of teaching and learning in the field of global education. Developments made in global education during the 1960s and 1970s are a main focus and a set of homilies--a distillation of what the author has learned about global education--are put forth. (DB)

According to an evaluation symposium, the David Thompson University Centre (University of Victoria) pilot program in rural education, which includes a 14-week early field experience designed to help education students understand the relationship between rural communities and their schools, is "substantial and outstanding." Faculty, students, field sponsors, and university and provisional education officials meeting to examine the program called for program stabilization beginning in 1983-84 in organization, pedagogy, and experience. Specifically, participants recommended maintaining the programs's size and field experience but improving the faculty balance between field and academic professionals, increasing professional development opportunities, developing long-range backing and funding, and improving public relations. Recognizing the problem of maintaining the quality of graduates during stabilization, participants recommended student preparation for rural living and enhancement of personal and professional skills. They also recommended strengthening the curriculum by developing students' abilities in organization, professional attitudes, and awareness of the characteristics of effective schools, and by instructing students in lesson planning, unit planning for multigraded classrooms, professional ethics, and current research. Finally, the program should provide students with both internal experiences (such as lack of privacy, job relief, or job security) and external experiences (such as climate, remoteness, and resource sparsity). (SB)

The article discusses research on the link between organizational and founding team characteristics and start-up activities that demonstrate legitimacy and higher levels of performance in new ventures. Topics discussed include the definition of new venture legitimacy, building credibility for entrepreneurial efforts, and structural equation modeling (SEM) used to analyze data.

This paper explores the debate concerning tiered access and network neutrality models of broadband internet access in the US as spaces following Lefebvre's Production of Space. Comparing the development of early radio with the current broadband debate in the US, the paper explores the ways in which these spaces are conceived, lived, and perceived. The paper demonstrates that because technologies are inherently political, the point at which change can be effected in the system is at the technical rather than the political level. The paper examines the concept of a "critical juncture" in the context of Lefebvre's spatial triad, making the argument that the politics inherent in technology should be taken into account when considering the point at which technological regulatory structures are mutable. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The article provides a resolution of nomenclatural issues due to the homonymy of the genera Kirgisella Martynov and Kirgisella Beklemishev. A review of the nomenclatural status of the homonymous generic names Kirgisella Beklemishev and Kirgisella Martynov revealed that their current uses do not comply with the International Code of Zoological Nomenclature. Names and nomenclatural acts are proposed to comply with the Code.

Juvenile station adjustments, which impose minor sanctions for delinquent acts without placing youth in the juvenile court system, are a long-established, informal response to juvenile delinquency for many American police departments. In Illinois, the Juvenile Court Act of 1999 provided structure and guidelines for the use of Station Adjustments and formalized the authority of police departments to implement them. This study explores the relationships among juveniles' (N≈250) gender, offense histories, and victimization histories for the first two years of formalized Station Adjustment implementation at a police department in a midsized Midwestern city. It is hypothesized that prior victimization will moderate the relationship between gender and reoffense rates, holding offense history constant. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]