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Spartanburg, SC, United States

Wofford College, established in 1854 and related to the United Methodist Church, is an independent, national liberal arts college of around 1,580 students located in downtown Spartanburg, South Carolina, United States. The historic 175-acre campus is recognized as a national arboretum and is one of the few four-year institutions in the southeastern United States founded before the American Civil War that still operates on its original campus. The College features “The Village,” which provides distinctive apartment-style housing for seniors, and is listed on the President’s Community Service Honor Roll and in the annual “Open Doors” report for providing studies abroad opportunities for its students.Wofford was founded with a bequest of $100,000 from the Rev. Benjamin Wofford , a Methodist minister and Spartanburg native who sought to create a college for "literary, classical, and scientific education in my native district of Spartanburg." The college's Main Building is the oldest structure on campus and was designed by the noted Charleston architect Edward C. Jones. In 1941, the college was awarded a chapter of Phi Beta Kappa, the nation's oldest academic honor society, and the Beta of South Carolina chapter was the first at a private college in South Carolina.The academic year consists of a four-month fall semester, a one month January term called the Interim, and a four-month spring semester.Wofford is ranked 77th in US News & World Report for best national liberal arts colleges. In 2010, Forbes ranked it 58th on Forbes List of America's 650 Best Colleges.Wofford's colors are old gold and black. The school mascot is the Terrier. Wikipedia.


Zides S.,Wofford College
Leonardo | Year: 2015

At liberal arts institutions, physics faculty struggle with the daunting task of creating a Bachelor of Arts physics offering (often referred to as Physics for Poets) that is both engaging and approachable. Over the past several years, the author has worked toward a new educational paradigm that presents introductory physics as a set of physical metaphors rather than an incomplete collage of problem-solving equations. By engaging the physical metaphors from both traditional physics and art historical viewpoints, students are forced to integrate two seemingly disparate sets of information into a cohesive knowledge base. © 2015 ISAST.


Neal M.L.,University of Washington | Galdzicki M.,University of Washington | Gallimore J.T.,University of Washington | Gallimore J.T.,Wofford College | Sauro H.M.,University of Washington
Bioinformatics | Year: 2014

Summary: We describe libSBMLReactionFinder, a C library for retrieving specific biochemical reactions from the curated systems biology markup language models contained in the BioModels database. The library leverages semantic annotations in the database to associate reactions with human-readable descriptions, making the reactions retrievable through simple string searches. Our goal is to provide a useful tool for quantitative modelers who seek to accelerate modeling efforts through the reuse of previously published representations of specific chemical reactions.Availability and implementation: The library is open-source and dual licensed under the Mozilla Public License Version 2.0 and GNU General Public License Version 2.0. Project source code, downloads and documentation are available at http://code.google.com/p/lib-sbml- reaction-finder.Contact: © 2013 The Author .


Steinmetz K.R.M.,Wofford College | Kensinger E.A.,Chestnut Hill College
Memory and Cognition | Year: 2013

Although it has been suggested that many effects of emotion on memory are attributable to attention, in the present study we addressed the hypothesis that such effects may relate to a number of different factors during encoding or postencoding. One way to look at the effects of emotion on memory is by examining the emotion-induced memory trade-off, whereby enhanced memory for emotional items often comes at the cost of memory for surrounding background information. We present evidence that this trade-off cannot be explained solely by overt attention (measured via eyetracking) directed to the emotional items during encoding. Participants did not devote more overt attention to emotional than to neutral items when those items were selectively remembered (at the expense of their backgrounds). Only when participants were asked to answer true/false questions about the items and the backgrounds-a manipulation designed to affect both overt attention and poststimulus elaboration-was there a reduction in selective emotional item memory due to an increase in background memory. These results indicate that the allocation of overt visual attention during encoding is not sufficient to predict the occurrence of selective item memory for emotional items. © 2012 Psychonomic Society, Inc.


Sorrell J.M.,Cleveland Clinic | Cangelosi P.R.,Shenandoah University | Dinkins C.S.,Wofford College
Nurse Education Today | Year: 2014

There is little information in the literature describing how students learn qualitative research. This article describes an approach to learning that is based on the pedagogical approach of Dinkins' Socratic-Hermeneutic Shared Inquiry. This approach integrates shared dialog as an essential aspect of learning. The qualitative pedagogy described in this article focused on three questions: What is knowing in qualitative research? How do we come to know qualitative research? What can we do with qualitative research? Students learned the basics of qualitative research within a context that fostered interpretive inquiry. In this way, the course framework mirrored the combination of interviewing, storytelling, and journeying toward understanding that constitute qualitative research. © 2013 Elsevier Ltd.


Lefebvre J.C.,Wofford College | Keefe F.J.,Duke University
Journal of Pain | Year: 2013

The assessment of persistent pain often relies on recalling and then summarizing the entire pain experience using a single rating. Newer methodologies, such as the Original Pain Recall Assessment, ask people to recall the pain they experienced over a specific period of time by tracing a single line in a graph to represent their pain levels. One advantage of this approach is that one can compare recalled levels of pain with actual daily diary pain ratings. This methodology was used to investigate the effects of neuroticism on the recall of levels and patterns of persistent pain. The study involved 70 participants who completed a measure of neuroticism, depressive symptoms, and up to 15 daily diaries that asked for ratings of pain intensity, pain unpleasantness, and activity interference due to pain. Following completion of the daily diary period, the participants were asked to recall the entire diary period using the Original Pain Recall Assessment methodology. The analyses revealed that higher levels of neuroticism were related to significantly better recall of the variability of pain unpleasantness over time. Furthermore, individuals who reported higher levels of depressive symptoms were less accurate in the recall of pain in general. Perspective: Memory for pain is crucial in the assessment of pain, with little research devoted to the study of this topic. The current study demonstrates that people higher on neuroticism had better recall of pain unpleasantness, and people with higher levels of depressive symptoms had poorer recall of pain in general. © 2013 by the American Pain Society.

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