Realizing the unknown through ritual objects

The realization that we must interact with the unknown on a daily basis can be confounding. We constantly encounter evidence that mystery pervades our existence. Through the experience of births, deaths, and our own personal contemplation regarding the miracles of the natural world we witness daily, we are given the opportunity to expand our ideas about what we believe. We are charged with making peace with this thing, the unknown, though often it feels like an unstable truce. Ritual expression is a reflex of human emotion: an action that describes our fears, outlines our concerns, and highlights our triumphs as human beings. Through the process of ritual and the objects we use, from altars and fonts to candles on birthday cakes, we express our milestones of physical and spiritual growth. We are emotional beings, and feed the gods with those emotions, asking them to receive our fear, shame, grief, love and joy. Ritual objects hold a unique place in our world; they are the bookmarks for achievements and objects that are more than sentimental, as they stand for not just a moment or memory but an acknowledgement of how the world has changed us. The word intuition is sometimes used to describe the concept of knowing beyond our senses, but my communion with the unknown happens during the creative process. I am always pursuing the moment of inspiration, when my hands stop feeling as though they belong to me and the result of my efforts is more than I had imagined, more than the sum of my techniques and abilities. This is the impulse behind my work. It guides the aesthetic, the form and the surfaces of all the objects I make. It is my endeavor to explore the unknown and celebrate its mystery

The Relationship Between Academic-Efficacy and Persistence in Adult Remedial Education: A Replication Study

Self-efficacy is considered a construct influencing persistence (Bandura 1997, 2001, 2012). For adults pursuing academic remediation in preparation for higher education, persistence is a specific barrier to success in approximately 50% of cases. This study examined the relationships between general self-efficacy and academic-efficacy constructs with adult remedial education persistence for N = 88 students, and found a lack of relationship consistent with the earlier sample of students (Holmquist, Gable, & Billups, 2013). Further, few relationships were found with selected student demographic characteristics

DETECTION OF A t -COMPLEX ANTIGEN BY SECONDARY CELL-MEDIATED LYMPHOCYTOTOXICITY

Because of the inconsistency in published results concerning the serological detection of cell surface antigens coded for by the t -complex, a cell-mediated lymphocytotoxicity (CML) assay, secondary CML, was used in a search for t -antigens. By sensitizing C3H. Ttf (C3H. Brachyury, tufted) with the congenic strain C3H. Ttf/t w18 splenic cells, a response against lipopolysaccharide (LPS) stimulated splenic cells from C3H. Ttf/t w18 mice is obtained. The locus coding for the antigen detected by this reaction lies to the left of tf on the murine seventeenth chromosome. The secondary CML response to this antigen is H-2 restricted and detects an antigen on all t -haplotypes tested: t w18 , t w18 tf, t 12 , t 6 , t h2 tf, and t w5 .Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/75626/1/j.1744-313X.1982.tb00789.x.pd

Admissions Counselors’ Perceptions of Cognitive, Affective, and Behavioral Correlates of Student Success at an Independent High School: A Mixed Methods Study

“Through the recruitment, selection, and enrollment of students, admission and enrollment management professionals play a critical role in their schools’ vitality and educational culture” (NAIS, 2012, para. 2). According to the Principles of Good Practice, stated by NAIS (2012), through the admission process schools seek to ensure an appropriate match between prospective students/families and the school. For admission professionals to make the most effective decisions for both the school and applicant, they gather materials to get to know the student on a deeper level. These materials include, but are not limited to, a formal application, transcripts (often from the past 2 ½ years), two or more teacher recommendations from current teachers, a school visit, on-campus interview, and admission test scores. There is limited evidence to demonstrate the attributes that admission counselors find important to academic success beyond test scores and quantitative evidence gathered during the admission process. There is an abundance of evidence supporting cognitive, affective and behavioral attributes, which lend themselves to success in 21st century learners (Bandura, 1977, 1986, 1997; Costa & Kallick, 2000; Gardner, 1999; Hayes-Jacobs, 2010; Sternberg, 1999, 2010), but limited evidence of how admission counselors are measuring these attributes. The purpose of this research was to identify attributes within the cognitive, affective, and behavioral domains that Admission Counselors feel are essential to student success in school and life

The Future of Wastewater Monitoring for the Public Health

This Article thus expands the extant literature by considering the legal and ethical dimensions of wastewater surveillance more thoroughly and more broadly. It arrives at an auspicious time, as the United States moves into a vaccine-mediated phase in which COVID-19 is less likely to give rise to broad stay-at-home orders and more likely to trigger narrower, more targeted interventions. It seeks to offer guidance for the legal and ethical use of wastewater surveillance along two dimensions. The first dimension considers the circumstances under which wastewater monitoring should be deployed for detecting and responding to COVID-19 specifically. The second dimension zooms out, to consider whether and how this surveillance infrastructure, largely created in response to the COVID-19 pandemic, might be deployed for other uses, and examines the legal and ethical difficulties that may attend these broader uses

The Learning Style Profile of Indiana\u27s Secondary Health Occupations Students

In order to prepare students to compete successfully in our pluralistic society and gain a global perspective, the instructional process must focus on how students learn as well as on what they learn. This study was undertaken to determine the information accessing and processing preferences of Indiana’s secondary health occupations students. The objectives were to compare and contrast secondary health occupations student preferences to the preferences of secondary health occupations teachers and practitioners in general. Using a representative sample of students and teachers in Indiana, data were coIlected using the Myers-Bnggs Type Indicator and a demographic questionnaire. The findings indicated that significant differences existed in preferences between these students and both teachers and practitioners. Unlike their teachers and other practitioners, these students, in general, have a profile with preferences requiring a need for learning experiences that are linear, flexible, group oriented, and open-ended

Patterns of District Performance in Student Achievement: Connecting Resources to Student Achievement

This presentation is the first sequence of a three-phase study using a mixed method sequential explanatory strategy (Creswell, 2003). The study is research in-progress that investigates how resources can increase or diminish the value resources as they move through the education delivery system contributing in variations in its overall performance (Porter, 1985). The study is unique, because it combines, and is based on microeconomic and complex adaptive theories to examine resource utilization within school districts. This first sequence has two analytical goals and steps: (1) to verify the significant correlation, but with patterns of variability for district performance measured by student achievement as the dependent variable and Socioeconomic Status (SES) indicators as the independent variable Gaudet, 2000; Walberg, 2006); and (2) to identify distinct patterns of district performance over multiple years that include sustained over-performance, stagnation, decline and possible turnarounds. This is a simple regression analysis that utilizes SES as a predictor variable for district performance. The patterns of district performance are measured by comparing a statistically-predicted performance value with actual performance. The variability of performance over multiple years will inform the second sequence that examines the nature and strength of patterns of resource decision-making and utilization compared outcomes among school districts along the spectrum of socioeconomics, demographics and scale. Gaudet’s (2000) explanation for the variance between actual and SES-predicted student achievement for outperforming districts supports the central tenet, which is that, “some school districts add value to the learning readiness of their students” (p.3)

Connecting Resources to Student Achievement: Assessment of the Indeterminacy of District Performance

The purpose of this study is to conduct cluster analyses, resulting in groupings of N=113 districts based on socioeconomic status (SES), which is the independent variable and primary correlate of performance. It is a quantitative analysis of N=113 districts in Massachusetts for the period from 2000 to 2005. The study conducts cluster analyses to evaluate district performance as measured by student achievement. The problem is stated by National Research Council (1999) that: “Indeterminacy characterizes education production”. Indeterminacy is represented by variation in the N=113 districts’ performance. The groupings of performance obtained from the cluster analyses provide information about the types and magnitude of indeterminacy. The methodology is based on inductive pattern recognition (Trochim (1985). Hierarchical Cluster Analysis (HCA) is used to group districts along a performance continuum and assess variability between SES and district performance. The hypothesis of the study is that variation in performance relates to change in capacity which derives from positive or negative transformation of resources as they are processed by organizations (Porter, 1985