OT 520 Old Testament Introduction

John Drane, Introducing the Old Testament, rev. ed. (Minneapolis: Fortress Press, 2001) Tanakh: The Holy Scriptures, student edition (Philadelphia: Jewish Publication Society, 1985)https://place.asburyseminary.edu/syllabi/2393/thumbnail.jp

OT 520 Old Testament Introduction

Samuel J. Schultz, The Old Testament Speaks, 5th ed. (New York: HarperSanFrancisco, 2000) Tanakh: The Holy Scriptures, student edition (Philadelphia: Jewish Publication Society, 1985)https://place.asburyseminary.edu/syllabi/2824/thumbnail.jp

OT 520 Old Testament Introduction

Bernhard W. Anderson, Contours of Old Testament Theology, with the assistance of Steven Bishop (Minneapolis: Fortress Press, 1999) John J. Collins, A Short Introduction to the Hebrew Bible (Minneapolis: Fortress Press, 2007) John H. Hayes and Carl R. Holladay, Biblical Exegesis: A Beginner\u27s Handbook, 3d ed. (Louisville: Westminster John Knox Press, 2007) Paul R. House, Old Testament Survey (Nashville: Broadman & Holman Publishers, 1992)https://place.asburyseminary.edu/syllabi/2301/thumbnail.jp

OT 520 Old Testament Introduction

Barry L. Bandstra, Reading the Old Testament: An Introduction to the Hebrew Bible, 4th ed. (Belmont, CA: Wadsworth, 2009) Dianne Bergant, Israel\u27s Story, 2 vols. (Collegeville, MN: Liturgical Press, 2006-7) Sandra L. Gravett et al., An Introduction to the Hebrew Bible: A Thematic Approach (Louisville: Westminster John Knox Press, 2008)https://place.asburyseminary.edu/syllabi/1316/thumbnail.jp

The Integration of a Blind Student into the Regular Classroom of the Oak Harbor Public Schools

The purpose of this paper was (1) to study the problem of integrating a blind student into the regular self-contained classroom of the Oak Harbor public school system and (2) to provide the writer with information on a program of learning for a blind person in a regular classroom

We\u27re All We Have : Envisioning the Future of Mutual Aid from Queer and Trans Perspectives

Mutual aid has prevailed for as long as humans have existed. However, the concept of mutual aid became popularized in 2020 as a result of the COVID-19 pandemic, the racial uprisings in response to the continued police brutality toward Black people, and an increase in global climate crises. Mutual aid spread as a way of survival and collective care when formal systems, such as federal and local governments within the U.S., were failing to meet people\u27s needs. Using a subset of data from semi-structured interviews, the current study relied on a desire-based research framework and foresight lens to capture the perspectives of queer and trans individuals (n=10) and how they envision mutual aid in the future. Findings show how queer and trans participants of mutual aid envision the structure of the future of mutual aid and the need for a system overhaul to world build. Implications for social work practice and education will be discussed

Prevention of Mycobacterium avium Subspecies paratuberculosis (MAP) Infection in Balb/c mice by Feeding Lactobacillus acidophilus Strain NP-51®

The immune responses of 390 BALB/c mice fed the probiotic Lactobacillus acidophilus strain NP51 ® and infected with Mycobacterium avium subspecies paratuberculosis (MAP) were evaluated in a 6-month trial. Mice were randomized to nine treatment groups that fed either viable- or heat-killed NP51 and inoculated with either viable- or heatkilled MAP or sterile phosphate-buffered saline. Feeding the NP51 resulted in higher numbers of T lymphocytes in the spleen including the CD8 + cytotoxic T lymphocytes. In addition, feeding the NP51 lowered the number of immune suppressive T regulatory cells CD4 + CD25 + and CD8 + CD25 + cells in the spleen. Additionally, feeding the NP51 resulted in higher concentration of interferon-gamma in the supernatant of splenocytes cultured in vitro. These results suggest that feeding the NP51 to BALB/c mice might prevent the progression of MAP infection in mice

“We Are Doing the Absolute Most That We Can, and No One Is Listening”: Barriers and Facilitators to Health Literacy Within Transgender and Nonbinary Communities

Transgender and nonbinary (TNB) individuals face disparities in nearly every aspect of health. One factor associated with poor health outcomes in other marginalized populations is health literacy, yet no identified studies examine health literacy in TNB samples. Moreover, most health literacy frameworks focus primarily on the capacities of individual patients to understand and use healthcare information, with little attention given to provider literacy and environmental factors. In partnership with a statewide LGBTQ advocacy organization, we recruited 46 transgender and nonbinary individuals to participate in seven focus groups conducted in urban, suburban, and rural locations throughout Colorado. TNB participants consistently engaged in efforts to increase their own health literacy and that of their medical providers yet faced multiple barriers to improve care. Difficulty identifying and physically reaching care, insurance and out-of-pocket expenses, negative experiences with healthcare providers and staff, provider incompetence, discriminatory and oppressive practices, and exclusionary forms and processes emerged as barriers to enacted health literacy among participants. Conversely, facilitators of enacted healthcare literacy included positive experiences with healthcare providers and staff, and inclusive forms and processe