Coker College

ABSTRACT This paper describes the results of a content analysis of the History Channel’s religious programming, which shows that roughly 44% of episodes about religion from 1996 to 2020 prioritize violence. Additionally, an ideological critique of 17 selected episodes reveals that non-Christian violence is portrayed as inherent to geographic contexts outside the United States while Christian violence is portrayed as justified, heroic, and exceptional. From this we show how the History Channel’s telling of religious history perpetuates the deep and troubling alliance between American identity and violent forms of white, Christian nationalism.

Many instructors use videos to support their teaching in online courses to convey course content that would normally be taught in a traditional setting. Prior studies have shown some connection between utilizing online videos and student performance but do not always support their finding statistically or consider the nuance of the online videos, such as if the videos are required and how long the videos are. This article uses various quantitative analysis techniques to investigate the relationship between video length, student video viewing patterns, and grades. The findings indicate that videos should stay within a certain length to encourage student engagement with the videos and course assignments. Also, watching online videos is only positively related to grades when students are not required to watch, a result that is consistent across course-level and student-level models. Student viewing patterns also differ for courses that require watching videos versus those that do not. The article concludes by discussing the relevance of these results and how instructors can best utilize online videos in their courses.

I explore the pleasures of rereading Lapham on McLuhan after 17 years, with an eye toward the evolving and enduring elements of mediated society. Situated with a critical-cultural and embodied lens for sensemaking, I focus on the fixed and fluid capacities of and for interpretation.

In this paper, I use personal experience methods to journal about processing loss in the aftermath of the death of my friend and mentor, Dr. Hazel F. Dicken-Garcia. I hope this paper encourages readers to utilize personal experience methods as one mechanism through which to more effectively cope with loss in their personal and professional lives.

To investigate the diagnostic utility of electrophysiological recordings during active cognitive tasks in detecting residual cognitive capacities in patients with disorders of consciousness (DoC) after severe acquired brain injury. Systematic review of empirical research in MEDLINE, Embase, PsycINFO, and Cochrane from January 2002 to March 2016. Data extracted included sample size, type of electrophysiological technique and task design, rate of cognitive responders, false negatives and positives, and excluded subjects from the study analysis. The Quality Assessment of Diagnostic Accuracy Studies-2 (QUADAS-2) was used for quality appraisal of the retrieved literature. Twenty-four studies examining electrophysiological signs of command-following in patients with DoC were identified. Sensitivity rates in healthy controls demonstrated variable accuracy across the studies, ranging from 71% to 100%. In patients with DoC, specificity and sensitivity rates varied in the included studies, ranging from 0% to 100%. Pronounced heterogeneity was found between studies regarding methodological approaches, task design, and procedures of analysis, rendering comparison between studies challenging. We are still far from establishing precise recommendations for standardized electrophysiological diagnostic procedures in DoC, but electrophysiological methods may add supplemental diagnostic information of covert cognition in some patients with DoC.