Charisms and Ordered Ministries in the New Testament: An Overview

(Excerpt) That charisms and ordered ministries existed in the New Testament period is not a matter of dispute today, but what has been and continues to be controversial is the relationship of charisms and structured ministries to one another, when and how ministries became ordered, whether ordered ministries are a legitimate theological development, and whether a variety of ministries and charisms still has a place in the church of today, precisely because a variety of these existed in the New Testament.1 Blanching at the huge amount of literature which has been produced on these topics, I offer here some personal reflections, based in part on some selective reading and in part on some independent observations

Experimental research studies on tools for extravehicular maintenance in space, phase 2 Final report

Space tool configurations for extravehicular maintenanc

Computational interferometric description of nested flow fields

Computer graphics and theoretical descriptions of density are used to obtain computer generated flow visualizations called computational interferograms. Computational interferograms are pictorially analogous to optical interferograms, and examples showing the fringe pattern for the flow about a sharp tip cone in a supersonic air stream are presented. To ascertain the effect of unsteady behavior, local density disturbances are added to the steady state flow field. This introduces irregularities to the computational interferogram like those seen in the optical interferograms. These theoretical disturbances can be varied in geometry, density description, translated with time, and strengthened or dissipated. The accuracy of computational interferometry relies on the accuracy of the theoretical density descriptions and therefore, it provides a way of verifying existing models of flow fields, especially those containing unsteady or turbulent behavior. In addition to being a unique method of flow visualization, computational interferometry can be used to develop and modify theories or numerical solutions to both simple and complex flow fields. The presented research is a general description of this process

Jet splitting measurements in Pb--Pb and pp collisions at sNN=\sqrt{s}_{\mathrm{NN}} = 5.02 TeV with ALICE

Recent ALICE measurements of jet splittings in Pb--Pb and pp collisions at $\sqrt{s_{\mathrm{NN}}}$ = 5.02 TeV are reported. These measurements scan the phase space of jet emissions in search of medium-induced signals which are expected to emerge at different scales. These include effects such as multiple soft-radiation, single hard emissions, and color coherence. The Lund plane diagram is shown, including projections onto distributions of the splitting scale $k_{\mathrm{T}}$ in intervals of the splitting angle $R_{\mathrm{g}}$. Soft Drop grooming is applied to access hard splittings within the jet, enabling measurements of groomed substructure variables. These include the shared momentum fraction $z_{\mathrm{g}}$ between the two hardest subjets and the number of Soft Drop splittings $n_{\mathrm{SD}}$. The results in Pb--Pb collisions are compared to PYTHIA events embedded into a Pb--Pb background to separate out background from in-medium effects. Measurements of $z_{\mathrm{g}}$ and the normalized splitting angle $\theta_{\mathrm{g}}$ will also be shown in pp collisions at $\sqrt{s}$ = 5.02 TeV for different grooming settings.Comment: 4 pages, 4 figures, Proceedings of Quark Matter 201

The Effects of Positive Behavior Interventions and Supports (PBIS) on Middle Level Students

Many theories regarding school discipline have been developed and implemented. In this study, various discipline models are discussed and analyzed. One particular model that claims to significantly reduce discipline referrals is Positive Behavior Interventions and Supports (PBIS). The primary purpose of this study was to determine if PBIS is effective in reducing discipline referrals in a particular Midwest suburban 6-8 middle school. In addition, the referrals were analyzed to determine if there was a significant change in the academic achievement in the Missouri Assessment Program (MAP) math and communication arts test scores after implementation of PBIS in 2008-2009. The population in this study was approximately 600 students attending a suburban Midwestern grade 6-8 middle school with fifty-nine (59) teachers and two (2) administrators. Behavior referral data for the 2009-2010 and 2010-2011 academic years were compared to the 2008-2009 academic year to determine if there was a significant difference in the number of referrals since the program was initiated. In addition, the referrals were analyzed by using a frequency count to determine if conclusions can be drawn from the types of referrals. A comparison of academic achievement, using the Missouri Assessment Program (MAP) was also used to compare the pre and post initiation of PBIS. A t test and an analysis of variance revealed significant effects were only shown for the behavior referral data. The null hypothesis was rejected resulting in acceptance of the alternative hypothesis stating that a significant decrease in behavior referrals occurred. This information provides evidence that PBIS should continue to be implemented to minimize the number of behavior referrals. On the contrary, there was no significant effect on academic achievement according to the MAP results collected. Further studies are necessary to show whether there are any long term effects on academic achievement

Learning-Oriented Assessment: The Affective Dimension

As elucidated by Purpura and Turner in their presentation at the Teachers College Columbia University Round Table in Second Language Studies (TCCRISLS) 2014 conference, language-oriented assessment (LOA) emphasizes the centrality of learning when the interrelatedness between instruction, assessment, and learning are examined. The LOA framework is composed of seven dimensions: the contextual dimension, the elicitation dimension, the proficiency dimension, the learning dimension, the instructional dimension, the interactional dimension, and the affective dimension. This article will explore the affective dimension as it surfaced in the papers presented at the TCCRISLS conference