Where Honors Lives: Results from a Survey of the Structures and Spaces of U.S. Honors Programs and Colleges

The ninth item on the National Collegiate Honors Council’s (2014b) list of “Basic Characteristics of a Fully Developed Honors Program” reads: The program is located in suitable, preferably prominent, quarters on campus that provide both access for the students and a focal point for honors activity. Those accommodations include space for honors administrative, faculty, and support staff functions as appropriate. They may include space for an honors lounge, library, reading rooms, and computer facilities. If the honors program has a significant residential component, the honors housing and residential life functions are designed to meet the academic and social needs of honors students. (item 9

Interview with Bruce and Lisa Rickard

Bruce and Lisa Rickard talk about their farm.https://digital.kenyon.edu/elfs_interviews/1053/thumbnail.jp

Southern African palaeoclimates and variability : the story from stalagmites, pollen and coral.

Thesis (M.Sc.)-University of KwaZulu-Natal, Durban, 2005.Compared to extensive study in the northern hemisphere, very little is known of southern African palaeoclimates. This study aimed to extend understanding of the nature of and controls on southern African palaeoclimates of the last 40 000 years. Through a study of the approximately 20 000 year long Makapansgat and Wonderkrater palaeoclimatic records, and an extensive literature review of southern African palaeoclimatic studies, a number of common rainfall and temperature fluctuations were detected across the summer rainfall region. Based on these trends, general models of rainfall and temperature changes over time were developed for the region. The analysis of a coral core, derived from a Porites lutea head from Sodwana Bay, covering the last 116 years, indicated higher frequency climatic fluctuations over the last century. Climatic variability on the long- and short-term could then be related to known atmospheric processes through application of the Tyson (1986) model for southern Africa atmospheric circulation. North-south shifts in mean circulation dominate climatic variability in the region but there are also regular disturbances to this mean, such as in the form of the EI Nino - Southern Oscillation. The fluctuations seen in present and palaeoclimatic records are the result of a complex interaction between internal and external mechanisms of climate change. Wavelet analyses of recorded and proxy climatic datasets highlighted the cycles which dominate southern African climatic variability on timescales from years to millennia. The causes of these cycles were then assessed in the context of established solar, atmospheric and oceanic models. Wavelet analyses also provided an indication of frequency changes over time and were therefore useful for detecting climate change. An analysis of proxy and recorded climatic datasets for southern African rainfall over the last 100 years indicated a frequency modulation of the 18 year rainfall cycle, which was first described by Tyson (1971). This variation may be related to anthropogenic climate change. It became apparent from this study that there is a need for increased scientific interest in the palaeoclimatic trends of the region. The number of continuous, high-resolution datasets needs to be increased to allow for comparison and confirmation of various trends with records from sites across the globe. An understanding of the nature of regional and global teleconnections is essential before reliable climate change models can be established. There is also a need for further understanding of short-term southern African climate variability on inter-annual timescales.It is only once we have an understanding of the natural climatic variability of the region ,and its inherent cyclicity,that we can begin to distinguish the impact of anthropogenic activities on climate

Bæredygtighedsbegrebets betydning, etik og etikdidaktik

[DK]Bæredygtighed er et begreb, der besidder en enorm sproglig vidde og bruges i så mange kontekster, at det kan være svært at få greb om, hvad begrebet betyder. Begrebet kan opfattes som en allestedsnærværende flydende betegner, men er begrebet bare tomt eller er det muligt at indkredse noget, der går på tværs af begrebets brugsområder? Med baggrund i en sprogfilosofisk begrebsanalyse bidrager denne artikel først og fremmest med en udlægning af begrebets vidde samt en samlende grundforståelse af bæredygtighed, som i særdeleshed knytter sig til etik. I indkredsningen af bæredygtighedsbegrebets etik betones det, at det er særligt fremtrædende i den etiske argumentation og begrundelse for bæredygtighed, at vi bør tage et etisk hensyn til noget, vi i en eller anden forstand er på afstand af (fjernhedsetik).Det tematiseres derefter, hvordan man kan arbejde med bæredygtighedsbegrebets (fjernheds)etik i skolen og i den forbindelse præsenteres et bud på bæredygtighedsbegrebets etikdidaktik. Dette eksemplificeres i forhold til undervisningsfaget engelsk. Det teoretiske grundlag for denne udlægning af, hvordan man kan facilitere (fjernheds)etiske bæredygtighedsrefleksioner, knytter primært an til kulturdidaktik, interkulturel læring samt forsknings- og praksisfeltet ’filosofi med børn’. [UK]Sustainability is a concept that possesses linguistic width and is used in so many contexts that it can be hard to grasp what it actually means. Sustainability may be perceived as an all-encompassing, empty signifier. But is it just an empty concept, or is it possible to capture a certain core quality across the concept’s multifaceted use? Based on a conceptual analysis, which draws on philosophy of language, this article will first and foremost present a basic understanding of sustainability, which promotes ethics as a dominant feature. In the ethical argumentation for sustainability, it is a central point that we should (also) take responsibility for that which and those whom we are at a distance of. Finally, this article thematizes how you may work with sustainability ethics in school. More specifically, it is exemplified how the didactics of sustainability ethics may look in the subject English in the Danish folkeskole. The theoretical foundation behind this perspective is intercultural learning, intercultural education, and philosophy for children

Synthesis of diacylated γ-glutamyl-cysteamine prodrugs, and in vitro evaluation of their cytotoxicity and intracellular delivery of cysteamine

To overcome the major disadvantages of cysteamine, the only registered treatment for the rare genetic disease cystinosis, nine prodrugs of γ-glutamyl-cysteamine (4) were synthesized for evaluation. Esterification of the thiol conferred oxidative stability, while sufficient lipophilicity for oral bioavailability was achieved by acylation of the α-carboxyl group of γ-glutamyl-cysteamine (4). Low cytotoxicity was observed in cultured HaCaT keratinocytes using the MTT assay, with EC50 values higher than or similar to that of cysteamine. Successful uptake of the esterified prodrugs and the subsequent release of cysteamine into cultured human proximal tubule epithelial cells were demonstrated using CMQT derivatisation and HPLC with UV detection. These prodrugs show potential as novel delivery vehicles of cysteamine to improve the treatment of the genetic disorder nephropathic cystinosis

Filosofiens kritiske, demokratiske og etiske dannelsespotentiale i skolen

ResuméDenne artikel tematiserer filosofi med børn i skolen med særligt fokus på, hvilke potentialer filosofiundervisning kan have i forhold til dannelse. I den sammenhæng identificeres tre dannelsesområder, som filosofiundervisningen i særdeleshed kan understøtte, og som er til gavn på tværs af skolens fag: kritisk dannelse, demokratisk dannelse og etisk dannelse. Artiklen fungerer dels som en teoretisk indkredsning af disse dannelsespotentialer og er dels knyttet til praktiske eksemplificeringer fra filosofiundervisning i forbindelse med et aktionsforskningsforløb gennemført i den danske grundskole. Abstract (UK)This article thematizes philosophy with children in school with special reference to the potentials which philosophy might have in terms of formation. In relation to this, we identify three specific areas of formation which philosophy may promote: critical formation, democratic formation, and ethical formation. These, we argue, are valuable across all subjects in school. This article presents a theoretical encirclement of these areas of formation and draws on empirical data from an action research project in the Danish primary school

Provider reported implementation of nutrition-related practices in childcare centers and family childcare homes in rural and urban Nebraska

Approximately 15 million children under age 6 are in childcare settings, offering childcare providers an opportunity to influence children’s dietary intake. Childcare settings vary in organizational structure – childcare centers (CCCs) vs. family childcare homes (FCCHs) – and in geographical location – urban vs. rural. Research on the nutrition-related best practices across these childcare settings is scarce. The objective of this study is to compare nutrition-related best practices of CCCs and FCCHs that participate in the Child and Adult Care Food Program (CACFP) in rural and urban Nebraska. Nebraska providers (urban n = 591; rural n = 579) reported implementation level, implementation difficulty and barriers to implementing evidence-informed food served and mealtime practices. Chi-square tests comparing CCCs and FCCHs in urban Nebraska and CCCs and FCCHs in rural Nebraska showed sub-optimal implementation for some practices across all groups, including limiting fried meats and high sugar/ high fat foods, using healthier foods or non-food treats for celebrations and serving meals family style. Significant differences (p \u3c .05) between CCCs and FCCHs also emerged, especially with regard to perceived barriers to implementing best practices. For example, CCCs reported not having enough money to cover the cost of meals for providers, lack of control over foods served and storage problems, whereas FCCHs reported lack of time to prepare healthier foods and sit with children during mealtimes. Findings suggest that policy and public health interventions may need to be targeted to address the unique challenges of implementing evidence-informed practices within different organizational structures and geographic locations