Tag: Miller K

Kalani Miller

God of the Valley: How Latin American “Liberation Theology” Differs from Theologies of Suffering

While some say that liberation theology is just another theology of suffering and differs only in geographical location, liberation theology is a unique grassroots theological movement in Latin America as seen in its’ focus on action before doctrine, its’ concentration on helping the poor, and its’ ties between politics and religions.

HIST 440, Latin American Civilization

Stephen Andes

W100

10 – 10:30 AM

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Kalani Miller

In God We Trust: Religious Trauma in the American Evangelical Church

I will begin by discussing what religious trauma is and what Conservative American Evangelical Christianity is. I will then look at causes of religious trauma in Conservative American Evangelical Christianity as seen through a literature review and personally conducted research. Then, it will be concluded with looking at how the Bible addresses the aforementioned causes, and discussing what this means for today.

BTM 499, Honors: Senior Thesis

Agam Iheanyi-Igwe

L203 (click here to view the live stream)

1:30 – 2:30 PM

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Kalani Miller

From Jew to Gentile: The Transition from Judaism to Christianity

Abstract- This presentation will cover the transition from Judaism to Christianity during the Second Temple Period, the historical strife between both sides, Judaic Christianity in the book of Hebrews, and modern Messianic Judaism today.

BTM322 – Epistle to the Hebrews

Dr. AJ Swoboda

1:30pm – L203

Leah Anderson, Taylor Copenhaver, Mackenzie Hunton, Bethany LaFon, Kalani Miller, Taylor Morgan, Sarah Phillips, Peyton Ritchie, Brooke Silvernail & Amanda Torres-Sanchez

Spanish Short Story/Poetry Analysis

Bilingual analysis of a short story or poem from Spanish literature including the historical, religious and sociocultural context of the work, biographical information of the author, themes, literary techniques used and brief overview of its meaning.

Students: Leah Anderson, Taylor Copenhaver, Mackenzie Hunton, Bethany LaFon, Kalani Miller, Taylor Morgan, Sarah Phillips, Peyton Ritchie, Brook Silvernail, Amanda Torres-Sanchez

SPAN 315 – Intro to Spanish Literature

Jenee Cazares

Poster Contest (L203: 10am-Noon)

Kalani Miller

Lost In Translation: The Bible That Jesus Read

Many people know of the New Testament being written in koine Greek, yet what of the Greek Old Testament? That is known as the Septuagint, and historically was the Bible that Jesus probably read. I will be presenting a brief history of Hebrew, a short history and defense of the authority of the Septuagint, and an analysis of Isaiah 53.

HEB 301 – Classic Hebrew for Beginners

Joshua Little

2:30pm – 3:00pm L203

Kalani Miller

Being “Ghosted” by The Holy Ghost: Learning to Meet The Holy Spirit

In this presentation, I will explore a small bit of who the Holy Spirit is, some modern fears regarding the Spirit, and a practical application for how we might move forward in seeking the Spirit.

BTM 328 – Theological Problems

AJ Swoboda

2:00pm – 2:30pm L203

Scholar Lunch

After a two-and-a-half year hiatus, we are delighted to announce the return of Scholar Lunch!

Come to the Bucher Room at noon. If you’re one of the first to arrive, you can have free pizza. The meal’s entertainment consists of five minute talks by representatives from majors and minors across campus. Speakers will take a single idea they learned from their major or minor coursework, explain it, explain why it’s useful or beautiful, and explain why they personally love it. Scheduled speakers:

  • Cameron Binaley, History
  • Jamison Hanson, Accounting
  • Shijo John, Software Engineering
  • Eli Koons, Business
  • Yashu Lanki, Math
  • Jacob Lilley, Communication
  • Kalani Miller, Song Nai Rhee Honors College
  • Meagan Mollahan, Psychology
  • Peyton Ritchie, Spanish

Bucher Room (view livestream here)

Noon – 1 PM

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Kalani Miller

A Law of Love: The Use of ἐντολή in the New Testament

I will present a basic word study of the use of ἐντολή in the New Testament. Then, I will break down the Old and New Testament separately to analyze where it is most used in each and what that can teach us. Finally, I will conclude with some theological and practical applications.

GRK 302, Advanced Elementary Greek

Dennis Lindsay

Bucher Room (view livestream here)

10 – 10:30 AM

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Kalani Miller

Rewriting History: Spiritual Beauty in the Modern Church

I will give a brief explanation of the spiritual discipline “Visio Divina” and how it was used throughout history in the church. Then I will apply this discipline to the modern church, and I will conclude with how this can benefit the health of the church.

BTM 407, Special Topics: Spiritual Formation

Joshua Little

Bucher Room (view livestream here)

1 – 1:30 PM

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The State of Teaching at Bushnell University

In the Fall 2021 term, a call went out for nominations of Bushnell students in the daytime TUG program who had demonstrated by their observable behaviors that they were committed to approaching their classes as opportunities to learn, not simply to manipulate the class environment for high grades or other indirect rewards. Those nominees were named the inaugural class of Bergquist Laureates. The award is named for Dr. Tim Bergquist, the founder of ACE Day, who loved to encourage students to be scholars. At noon, the Bergquist Laureates will participate in a panel whose topic is the elements of Bushnell classes that help them learn, things that do not help them learn, and things they wish they would see that would help them learn. Bushnell faculty are invited to attend to listen.

The panelists:

  • Jared Dodson
  • Daniel Gerlach
  • Jacob Lilley
  • Kalani Miller
  • Samantha Mueller
  • Taylor Quirk
  • Jordyn Ramos
  • Alessia Righi
  • Emmalee Rusk
  • Luke Smith

L203

Click here to view the live stream

Noon – 1 PM

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Kalani Miller

Risen From the Ashes: The Church Born From a Crucifixion

I will be covering the history of crucifixion and what we can learn from it in our modern era. This includes the scientific way Jesus died, the history of crucifixion in the Roman Empire, and how it continued into the early church era.

BTM 307, History of the Bible

Melisa Ortiz Berry

Bushnell History Symposium, P103

Join by Zoom

9:30 AM – Noon

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Kalani Miller

Reconstructing History: Learning About Mexico Through Its’ Clothing

I made a Sinaloa dress to represent traditional Mexican clothing. This presentation will also include a brief overview of Mexican history, the meanings behind their colors, traditional sewing techniques, and the importance of textiles. I will explain the process of constructing my dress, and the importance of appreciating cultural and historical sewing.

SPAN 201, Second Year Spanish I

Jenee Cazares

L203

Click here to view the live stream

2 – 2:30 PM

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Kalani Miller

The Queen Who Cared

Esther, one of only two books of the Bible that never mentions the name of God, is a historical narrative that teaches us how God works behind the scenes in our lives. While there is no historical evidence of her existence, she demonstrates a spirit of courage and a faith in God that can still be applied today.

BTM 101, Old Testament

A. J. Swoboda

L204

1:30 – 2 PM

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Kalani Miller

The Covid Letter

My presentation will cover the main points of 1 Peter. First, who wrote 1 Peter, then where the letter was written to. This leads into an explanation of two main parts of the letter – suffering as a Christian and the Household Codes. Finally, it is wrapped up with how this actually applies to our everyday lives.

BTM 102, Engaging With the Bible: How to Read the Bible in the 21st Century

Brian Mills

Bucher Room

10:30 – 11 AM

View stream here

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Brad Keller & Kayla Miller

Nonverbals and Relationships

The purpose of this study was to examine the relational status of a pair and their nonverbals. The question being asked was: Can an observer identify the relational status of a couple after watching them carry out a task? The predicted outcome was that people will be able to accurately determine if the couple is married or just met based off of their nonverbals. However, casual dating, siblings, and friends will be more difficult to determine their relational status. Thirty-seven people participated in a survey. The survey consisted of five videos with a range of relational pairs. Those pairs included married, in a dating relationship, siblings, just friends, and strangers (just met). After viewing each video, participants were asked to select the relational status of the paired couple. The study found that participants scored 11.8% accuracy in determining the relational status of the married couple. Whereas, they scored 52.9% accuracy in determining the relational status of strangers. Participants were most accurate in determining the relational status of the dating couple, with 61.7% accuracy, and scored low accuracy in determining the relational status of siblings and friends. Through this study and further research, there is a minimal amount of accuracy to fully support either hypothesis.

COMM 430, Nonverbal Communication

Doyle Srader

L203, Poster 15

10 AM – Noon

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Kayla Miller & Leah Sheets

How To Foster Self-Regulated Learners

The question being asked is in this project is how can teachers foster self-regulated learners? From the research it can be concluded that the teacher and students share equal responsibility. The teacher can begin this by creating a student based learning environment by focusing on students interests, learning styles, and abilities. Allowing the student to have the confidence to learn in the way that best fits them creates greater self efficacy. In turn, when students have greater self efficacy they are more likely to become better self regulated learners. It is the teachers responsibility to guide students on how to set realistic goals, determine their learning styles, and accurately self reflect. Through this, students can learn how to motivate themselves to monitor their learning and become success self regulated learners.

EDUC 330, Child Development

Brian Kaelin

L203, Poster 16

10 AM – Noon

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Kayla Miller

The Roman Roads Became The Classroom

Through studying abroad, I gained a vast amount of knowledge that can be applied academically, spiritually, and culturally. I feel that the church history class, art history class, and a ministry named “Il Soggiorno” that I volunteered are the three things taught me the most. The church history class taught me a more in depth history of the early church and expanded by Biblical knowledge. This was beneficial to learn about in Rome because many of the sights/history we were studying are places that can still be visited today. My art history class was an onsite class that visited multiple churches around Rome. The class focused heavily on examining the iconography and design of churches. This new academic knowledge allowed me to have a greater appreciation for the all of the churches I visited. Lastly, during my time at Il Soggiorno I was working with Iraq/Afghan men. I learned much more about the refugee crisis that is taking place around the world, specifically in Rome, and also about the Middle Eastern culture. This knowledge grew my cultural understanding to better help me serve the Kingdom. All of these experiences taught me many lessons, and further advanced my knowledge that I am now able to apply in the classroom, ministry and day to day life.

GLST 295, Study Abroad

Lauren Riley

P003

11:30 – Noon

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Kayla Miller & Abby Spencer

Individualism/Collectivism and The Willingness To Communicate Inter-culturally

We conducted a study to examine people’s willingness to communicate inter-culturally among individualistic versus collectivist cultures. We wondered if people were more likely to communicate inter-culturally in an individualist culture or a collectivist culture. Accordingly, we predicted the outcome to be that collectivist cultures will be less likely to communicate inter-culturally. Fourteen people participated in two surveys that tested the relationship between intercultural willingness to communicate and individualism or collectivism. The Auckland Individualism and Collectivism Scale (AICS), and the Intercultural Willingness to Communicate scale were the two survey’s they were presented. In the Intercultural Willingness to Communicate, participants were given twelve situations in which a person might choose to communicate or not communicate, and were asked to indicate the percentage of times he/she would choose to do so. In the AICS, 30 statements were listed to measure where he/she lies on the individualist or collectivist spectrum. Participants had the option to choose from never, rarely, sometimes, usually, often, or always when filling out the survey. The study found a .39(39%) correlation between the two instruments. This study did not produce a high enough percentage to confirm our hypothesis to be true.

COMM 413, Advanced Interpersonal Communication

Doyle Srader

Banquet Room, Poster #5

1 – 3 PM

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Kayla Miller & Courtney Robertson

Changing The World One Project At A Time

This presentation serves to answer the research question of, “How does Project Based Learning (PBL) positively influence social and academic development in adolescent aged students?. While answering this question, we will define Project Based Learning, discuss how it differentiates between a traditional classroom, and address the research behind how Project Based Learning increases social and academic growth for students. The methods used for this study were examination of two main studies on Project-Based Learning in Mathematics Education conducted by Homes (2016), and a recent study from Erik Rahman at al. (2017), that examined the levels of problem solving skills in students that were in a traditional classroom versus a PBL classroom. The finding of this research demonstrated that Project Based Learning strengthens a students’ organization skill, communication skill, and problem-solving skill up to 75% higher than students from traditional classrooms because of the amount of planning and collaboration they have during Project Based Learning. Overall, the purpose of this presentation serves to provide reasoning for the importance of having Project Based Learning in the classroom. The limitations of this study were that the presenters did not have the opportunity to test the implementation and effects of Project Based Learning in their own classroom.

EDUC 321, Classroom Relations & Management

Brian Kaelin

Banquet Room, Poster #11

10 AM – Noon

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