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In this study, a group of students were presented with two mathematically isomorphic problems but in radically different contexts. Analysis of their thinking and reasoning as they worked to solve and explain each problem demonstrates that the thinking and reasoning that emerged in each problem responded to clear purposes that the problems elicited in these students. The first problem was posed in a context that relied on experience and intuition rather than a formal mathematical description. The second problem was posed in a formal, set-theoretic context. While the analysis offered here reveals similarities in the students' final reasoning in the two contexts, it brings to light major differences between the purposes, choices, and reasoning in both contexts.

Afterschool programs are seen as a solution to many of the problems facing our educational system today. In particular, afterschool programs are intended to help low income and at-risk students improve their academic performance. However, all afterschool programs are not created equally. Programs differ in the amount of time students participate, the length of time the program has operated, the types of activities offered, and programs vary depending on the school in which they operate. This paper will demonstrate the ways in which afterschool programs differ and the subsequent impact on academic achievement. Additionally, it will highlight the need for more focused regional analysis of the impact of afterschool programs on academic achievement.

<p> The primary purpose of this study is to write a biblical theology in the form of commentary in an Islamic context. This study argues that since the Old Testament is Christian authoritative Scripture, its theological message must be a fundamental resource for writing a biblical theology in an Islamic context. This study uses the narrative of Exod 32-34 as an example of the rich contribution the theological message of narratives makes to biblical theology. The theological message of this narrative reveals powerfully the character of the biblical God in dealing with the crisis of worshiping the golden calf in an Islamic context. This study calls for a move from an apologetic defensive theology that merely requires answering explicit challenges that Islam has posed to Christianity through the centuries to a biblical theology that addresses the hermeneutical questions that arise from the rhetorical Islamic context.</p> / Thesis / Master of Arts (MA)

<p> The topics of suffering and death appear throughout the Epistle to the Hebrews but have rarely been examined in New Testament scholarship. This study offers a thorough investigation of each reference to these topics in the epistle using semantic domain analysis. Incorporating the work of linguist M.A.K. Halliday, it then attempts to connect these topics to the social situation addressed by the author of Hebrews. It is determined that the author is responding to the reality of suffering in the lives of his audience. This is closely connected to a perceived threat or fear of death on the part of the probable recipients. With this social context in place, this study examines how the author responds to this situation by creating models of endurance in suffering and death. The author establishes these exemplars in order to motivate his audience toward similar endurance within their own social context.</p> / Thesis / Doctor of Philosophy (PhD)

As we navigate in the world around us, previous experience generally prepares us well to deal with most situations. Cognitive control is required in situations that do not afford a rapidly retrieved solution to a current problem. In the laboratory, cognitive control is usually studied in the context of distractor interference tasks with reaction time as the dependent measure. These studies investigate the ability to selective attend to relevant information presented amidst distraction in space. However, we must also attend to relevant information presented amidst distraction in time. A procedure used to study the temporal constraints of selective attention is the attentional blink (AB) task. Here, a modified AB task is utilized to investigate the memorial consequences of engaging in selective attention at one point in time, on the ability to encode new information presented shortly thereafter, with identification accuracy as the dependent measure. This new procedure enables the empirical investigation of the relationship between selective attention and memory processes that are generally studied in isolation. The current research systematically investigated the relative contribution of intentional and automatic influences over selective attention in an AB task, by manipulating the context in which difficult T1 selection trials were presented. The results suggest that contextual influences of control over selective attention occur via a blend of intentional and automatic processes. Whereas intentional processes may be required to establish control settings in novel contexts, once established, control settings can be recruited automatically. These results extend current research on contextual control of selective attention to a novel domain, and consequently, provide insight into the underlying processes that produce the AB effect. Moreover, these results highlight the important role of context-specific learning in the study of cognitive control. Abstract As we navigate in the world around us, previous experience generally prepares us well to deal with most situations. Cognitive control is required in situations that do not afford a rapidly retrieved solution to a current problem. In the laboratory cognitive control is usually studied in the context of distractor interference tasks with reaction time as the dependent measure. These studies investigate the ability to selective attend to relevant information presented amidst distraction in space. However, we must also attend to relevant information presented amidst distraction in time. A procedure used to study the temporal constraints of selective attention is the attentional blink (AB) task. Here, a modified AB task is utilized to investigate the memorial consequences of engaging in selective attention at one point in time, on the ability to encode new information presented shortly thereafter, with identification accuracy as the dependent measure. This new procedure enables the empirical investigation of the relationship between selective attention and memory processes that are generally studied in isolation. The current research systematically investigated the relative contribution of intentional and automatic influences over selective attention in an AB task, by manipulating the context in which difficult T1 selection trials were presented. The results suggest that contextual influences of control over selective attention occur via a blend of intentional and automatic processes. Whereas intentional processes may be required to establish control settings in novel contexts, once established, control settings can be recruited automatically. These results extend current research on contextual control of selective attention to a novel domain, and consequently, provide insight into the underlying processes that produce the AB effect. Moreover, these results highlight the important role of context-specific learning in the study of cognitive control. Abstract As we navigate in the world around us, previous experience generally prepares us well to deal with most situations. Cognitive control is required in situations that do not afford a rapidly retrieved solution to a current problem. In the laboratory cognitive control is usually studied in the context of distractor interference tasks with reaction time as the dependent measure. These studies investigate the ability to selective attend to relevant information presented amidst distraction in space. However, we must also attend to relevant information presented amidst distraction in time. A procedure used to study the temporal constraints of selective attention is the attentional blink (AB) task. Here, a modified AB task is utilized to investigate the memorial consequences of engaging in selective attention at one point in time, on the ability to encode new information presented shortly thereafter, with identification accuracy as the dependent measure. This new procedure enables the empirical investigation of the relationship between selective attention and memory processes that are generally studied in isolation. The current research systematically investigated the relative contribution of intentional and automatic influences over selective attention in an AB task, by manipulating the context in which difficult T1 selection trials were presented. The results suggest that contextual influences of control over selective attention occur via a blend of intentional and automatic processes. Whereas intentional processes may be required to establish control settings in novel contexts, once established, control settings can be recruited automatically. These results extend current research on contextual control of selective attention to a novel domain, and consequently, provide insight into the underlying processes that produce the AB effect. Moreover, these results highlight the important role of context-specific learning in the study of cognitive control. As we navigate in the world around us, previous experience generally prepares us well to deal with most situations. Cognitive control is required in situations that do not afford a rapidly retrieved solution to a current problem. In the laboratory cognitive control is usually studied in the context of distractor interference tasks with reaction time as the dependent measure. These studies investigate the ability to selective attend to relevant information presented amidst distraction in space. However, we must also attend to relevant information presented amidst distraction in time. A procedure used to study the temporal constraints of selective attention is the attentional blink (AB) task. Here, a modified AB task is utilized to investigate the memorial consequences of engaging in selective attention at one point in time, on the ability to encode new information presented shortly thereafter, with identification accuracy as the dependent measure. This new procedure enables the empirical investigation of the relationship between selective attention and memory processes that are generally studied in isolation. The current research systematically investigated the relative contribution of intentional and automatic influences over selective attention in an AB task, by manipulating the context in which difficult T1 selection trials were presented. The results suggest that contextual influences of control over selective attention occur via a blend of intentional and automatic processes. Whereas intentional processes may be required to establish control settings in novel contexts, once established, control settings can be recruited automatically. These results extend current research on contextual control of selective attention to a novel domain, and consequently, provide insight into the underlying processes that produce the AB effect. Moreover, these results highlight the important role of context-specific learning in the study of cognitive control. / Thesis / Doctor of Philosophy (PhD) / Cognitive control refers to our ability to direct our actions in accordance with our goals. Traditionally, the construct of cognitive control was assumed to be synonymous with the construct of free will. In recent years, cognitive psychologists have questioned the volitional nature of cognitive control. Generally speaking, this thesis investigates the following question; to what extent is control over the allocation of our attentional resources governed by our conscious intentions, or, to what extent are such processes recruited automatically? The results suggest that controlled and automatic processes are not dichotomous in nature, but rather, contribute to performance interactively. While conscious intentions may play a role in the establishment of control procedures in novel contexts, once established these control procedures can be brought online automatically. Decisions regarding the need for effortful processing, given the current context, likely shape the construction of these automatized routines.

The thesis explores the relationship of light, architecture, and humans focusing on both the mathematics of solar movement that informs the architecture and the experiential and spiritual response of human perception to it. The exploration uses the celestial realm as the inspiration and canvas that the design process was built on. The light tunnels, the design concept explored in detail, investigate the consequences of architectural form and space in combination with volumetric, reflected, dispersed, or absorbed light. The design process transforms an instrument derived from the sun dial to a living piece of architecture that responds to human perception to variably objectify and reveal spiritual conditions of the celestial sky. / Master of Architecture / The thesis explores the relationship of light, architecture and humans focusing on both the movement of the sun and the perceptive response to it. The Pilgrimage of the 'temples of inexplicable' is a complex with several pavilions that engage with light and dark to create a space that allows the coexistence of spirituality and science in harmony. The thesis looks into one pavilion in detail – The light tunnels that investigate the movement of the light source, its nature as an object or revelation, and the human perception. The design process transforms an instrument to a living piece of architecture.

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