If students do not fully apply themselves, then they may be considered responsible for the result of being inadequately prepared. +- Nevertheless, student outcomes are more likely to reflect a combination of both effort and systematic problems with overall course architecture. Deficiencies in course design result in inadequate preparation that adversely and directly impacts students’ productivity upon entering the workforce. Such an impact negatively influences students' ability to maintain gainful employment and provide for their families, which inevitably contributes to the development of issues concerning their psychological well-being. It is well-documented that incorporating active learning strategies in course design and delivery can enhance student learning outcomes. Despite the benefit of implementing active learning techniques, rarely in the real world will it be possible for techniques to be used in isolation of one another. Therefore, the purpose of this proposed study is to determine the interactive effects of two active learning strategies because, at a minimum, technique-pairs more accurately represent the application of active learning in the natural educational setting. There is a paucity of evidence in the literature directed toward investigating the interactive effects of multiple active learning techniques that this study is aimed at filling. The significance of this research is that, by determining the interactive effects of paired active learning strategies, other research studies on the beneficial effects of using particular active learning technique-pairs will be documented contributing to the literature so that ultimately classroom instruction may be customized according to the determination of optimal sequencing of strategy-pairs for particular courses, subjects, and desired outcomes that maximize student learning.

The will and intellect have been debated philosophically without resolution for centuries. It is for this reason that this article considers doctrines of the will and intellect of two 17^th-century rationalist philosophers, Rene Descartes, and Baruch Spinoza, both of whom were chosen as the focus for analysis because of their prominence and contrasting views. Our objective was to critique the doctrine of the will and intellect to develop an alternate theory that expounds on their previous work. A qualitative exploration was undertaken that compared their respective belief systems of Dualism and Monism. Despite the strengths of their arguments, an analysis of Part V of Spinoza’s Ethics and Discourse on Method and Meditations on First Philosophy by Descartes led the author to determine that both were partially correct in their positions yet consistent with one another. From this conclusion and building upon their work, this article presents the synthesis of the author’s alternate theory regarding the qualitative characteristics of both the will and intellect. An ontological argument against the existence of infinite entities as a corollary with the implication that neither the will, intellect, nor God can be infinite. While the limitation of the conclusions drawn is that they are dependent on the author’s philosophical framework, the originality of this paper is based on the author’s synthesis of one coherent theory from two philosophers espousing contrasting theistic systems and should serve as the foundation for future exploration and debate.

Traditionally understood in reference to distance education, cognitive presence may be defined as "the extent to which the participants in any particular configuration of a community of inquiry can construct meaning through sustained communication. The purpose of this paper was to create a blueprint for the reflective ePortfolio as the capstone project for my graduate degree. The blueprint was accomplished by adapting for use cognitive presence as a tool for both analysis and framing, which has never been done to the best of my knowledge. I considered myself to be a participant in a “community of inquiry” model and substituted the result of my interaction with each of the required instructor-course content pairings I took to serve as fellow participants in this community model. The result of my participation was understood to be the knowledge and experience that I have gained, which was reflected in eight of my academic research papers. These selected papers were the artifacts around which my ePortfolio was ultimately developed and demonstrated my participation as an active member in this community of inquiry constructing meaning through sustained communication.

Organ transplantation centers set criteria for candidate qualification, which has led to disparate healthcare resource allocation practices affecting those with a substance use history. These individuals are denied organ transplants by committees and healthcare providers who assign them lower priority status. The lower priority argument claims that healthcare resources should not be provided equally to individuals failing to share responsibility for not doing enough in addressing the diseases associated with substance use. The purpose of this work is to explore the interrelatedness between the ethics of a merit-based system of moral responsibility and lower priority setting involved in healthcare resource allocation pertaining to those with substance use histories. An integral approach to the argument against the lower prioritists with a focus on the relationship between different organ allocation practices affecting substance users and the justification for resource allocation practices in healthcare and transplant committees. Lower priority setting is challenged, and an argument offered in which substance users are assigned higher priority when relying on “doing enough” in a merit-based system of moral responsibility. It is determined that one cannot substantiate assigning a lower priority status since a lack of success in rehab does not imply a lack of effort. Additionally, neither to confirmatory behavior, nor to non-conforming behavior may freedom be justifiably ascribed in a merit-based system of responsibility because freedom to choose can neither be established a priori, nor a posteriori with respect to meritorious behavior.

The purpose of this paper is to critique the definition of falsification as research misconduct according to the Public Health Service (PHS) in order to better understand what it entails. In support of this purpose, the approach decided upon for analysis was philosophical including framing the issue borrowing from both mereological and epistemological perspectives. Through the consideration given to parthood relations of mereology, we gained insight from a cognitive imperfection standpoint about similarities that exist between the epistemic constraints on knowledge and the nature of violations concerning research misconduct. Findings from the examination of a case study include the significance of accuracy in representation in falsification as misconduct and the core dimensions comprising an instance of falsification, which are Deliberateness, Alteration, and Inclusion. Given that either behavior or actions must occur that violate these three aspects in order to qualify as an instance of misconduct under falsification, the author proposes that, at a minimum, any revisions made to the definition of falsification stipulate what he refers to as the Violation Imperative.

In recent decades, a number of high-profile cases involving fraud as research misconduct have been in the media and resulted in severe consequences for those convicted. According to the increased cases of allegations and coverage in the media, this reflects a heightened awareness that fraudulent actions exist. Nonetheless, the Office of Research Integrity data suggests that despite the growth in the number of the cases of allegation there has not been a commensurate increase in findings of misconduct. The purpose of this paper is to explore misconduct to better understand what it entails. An analysis of misconduct from the perspective of the definitions of allegations and fraud of is conducted and potential frameworks for understanding both are considered. The paper considers serial-positioning effects of primacy and recency on allegation phenomena, as well as supervenience theory and contextualism as a lens for understanding fraud. Discussion of the relational semantics of the core aspects of fraud and de facto grouping of forms of misconduct. It is concluded that the interrogative pronouns of “what” and “when” could be used to categorize forms of misconduct laying the foundation for the next paper that deconstructs the definition of falsification according to the Public Health Service.

What began nearly a century ago with the contributions of Hollingworth and Asperger, among others, has developed into a field dedicated to the study of gifted individuals with a disability. These twice-exceptional (2e) people and their unique set of needs differ from those of their once-exceptional counterparts on either end of the spectrum and often remain unaddressed or are discovered very late in life resulting in longterm consequences. For those discovered, effective treatment options to improve their quality of life remain uncertain. The goal of the present paper was to determine whether effective interventions exist to improve domain-specific (i.e., social, emotional, or academic) outcomes for people exhibiting both signs of giftedness and disability. A query was performed using evidence databases TRIP and PDQ in addition to University at Buffalo Libraries holdings for "twice-exceptional," "Giftedness," "Disability," and "intervention." The hits were reduced to the four most relevant, freely available studies in English that were selected for critique. Despite the selected studies being found to share methodological similarities that were their strengths and conducive to comparison, they also had threats to validity that served as potential weakness. Not only can directly effective interventions improve specific domains for 2e individuals, but the effects of domain-specific interventions may carry over into another domain resulting in indirect effects.

The American Academy of Arts and Sciences suggested the definition of science literacy emphasize how crucial understanding the scientific process and the ability to evaluate conflicting scientific evidence is. The purpose of this article is to present an evidence-supported curriculum covering the fundamentals of logic, reasoning, and argumentation skills to address the emphasized basic knowledge, skills, and abilities required to be scientifically literate, which will prepare the public to understand and engage with science meaningfully. An analytic-synthetic approach toward understanding the notion of public is taken using a theoretical biomimetics framework that identifies naturally occurring objects or phenomena that descriptively captures the essence of a construct to facilitate creative problem-solving. In the present case, the problem being solved is how to reconcile what is meant by public, how it ought to be interpreted, the different levels of confidence in science that exist, and various understandings of science all with one another. The results demonstrate there is an inherent denotative-connotative inconsistency in the traditional notion of public that can be explicated through the concept of a fractal allowing for comprehension of the relationship between public confidence in, and understanding of, science.

This paper explores the rationale behind Booker T. Washington’s vocationalist philosophy of education for the then recently emancipated black population. Through the use of a critical thinking framework, an analysis of remarks from key speeches and his life according to scholars providing Washington’s prescriptive argument and rhetoric is undertaken. Despite Washington’s intentions, the argument for his vocational approach is demonstrated to be oppressive, myopic, and circular in its logic. The author proposes a framework for understanding the counterintuitive development of vocationalist philosophy based on the dichotomous nature of the human experience’s value-construct and context misalignment. Concordant or discordant dualities that result from misalignment are explained and how to reconcile Washington’s Vocationalism with opposing the philosophy of W.E.B. Du Bois due to equivalence or consistency of values with theoretical constructs is also discussed.