The Outreach and Engagement Program of the Middle East Studies Center

IMPACT. 1: Many OSU graduates with high levels of language proficiency and area knowledge are becoming professors - between 1999-2004, 21% of them went into higher education and 13 accepted tenure-track positions. -- 2. MESC trains leaders and teachers in the military, at local and national schools and community colleges through classroom visits, workshops and by using video conferencing technologies. -- 3. Our comprehensive teacher training program ensures a multiplying effect of knowledge dissemination as we continue to support, build community and facilitate follow-up activities with P-16 teacher participants in our programs.OSU PARTNERS: The Middle East Studies CenterCOMMUNITY PARTNERS: Columbus State; The MidWest Institute for International Studies; Wilberforce University; The Middle East Outreach Council; Columbus Council on World AffairsPRIMARY CONTACT: Melinda McClimans ([email protected])Middle East Studies Center (MESC) faculty, staff and volunteers are a regular presence at local and national schools. The Center supports in-depth study at the university while also engaging with local, regional and national communities to share knowledge and academic information. We seek to inspire students and young people at OSU and beyond to learn more, and perhaps gain language and cultural expertise focused on North Africa, West and Central Asia and the Eastern Mediterranean

A Comparison of the Wesleyan and Keswickian Interpretations of the Work of the Holy Spirit in Believers

The problem of the Christian believer\u27s deliverance from sin is of concern to all traditional Christian theology. That the believer has a root of sin from which he must be delivered before he may enter heaven is generally granted. The point of divergence lies in the answers to those questions; what is original sin, when and how may one expect deliverance from it? Among the various Wesleyan groups a this-life solution to the sin problem is stressed, but because there are various answers to the question, what is original sin? the nature of the solution will be variously understood. The concern of this study is with the Wesleyan answers to the above questions

A Comparison of this Wesleyan and Keswickian Interpretations of the Work of the Holy Spirit in Believers

The problem of the Christian believer\u27s deliverance from sin is of concern to all traditional Christian theology. That the believer has a root of sin from which he must be delivered before he may enter heaven is generally granted. The point of divergence lies in the answers to those questions; what is original sin, when and how may one expect deliverance from it? Among the various Wesleyan groups a this-life solution to the sin problem is stressed, but because there are various answers to the question, what is original sin? the nature of the solution will be variously understood. The concern of this study is with the Wesleyan answers to the above questions

Moral expertise in the clinic : lessons learned from medicine and science

Philosophers and others have questioned whether or not expertise in morality is possible. This debate is not only theoretical, but also affects the perceived legitimacy of clinical ethicists. One argument against moral expertise is that in a pluralistic society with competing moral theories no one can claim expertise regarding what another ought morally to do. There are simply too many reasonable moral values and intuitions that affect theory choice and its application; expertise is epistemically uniform. In this article, we discuss how similar concerns have recently threatened to undermine expertise in medicine and science. In contrast, we argue that the application of values is needed to exercise medical, scientific, and moral expertise. As long as these values are made explicit, worries about a pretense to authority in the context of a liberal democracy are ill-conceived. In conclusion, we argue for an expertise that is epistemically diverse

Students as Collaborative Curators: The Effect of World War I and its Aftermath In Turkey and the United States 1914-1923

This complete unit provides an overview (the lesson plan), all of the handouts and materials necessary to conduct 4 activities, and a walk-through of a final evaluation process. It also makes connections to both Turkish and U.S. curriculum standards.This unit was inspired by the trip to Turkey for educators organized by the Middle East Studies Center (MESC) and the Niagara Foundation in 2011. MESC commissioned Joan Brodsky Schur to create this based on her trip experience. It was then selected from among many excellent curricular projects teachers have produced for the Center as the first one to edit for publication on OSU's Knowledge Bank.This learner-centered set of classroom activities centers around the experiences of World War I, both in the U.S. and in Turkey. Educators in both countries are calling attention to the need for greater teacher autonomy despite the increasingly controlling educational policies in both countries. In the summer of 2014 many nations will initiate commemorative events to mark the centennial of the world’s first global conflict, World War I, or "The Great War." We offer this module for stimulating critical thought, awareness of global perspectives, and authentic citizenship education, both national and global.The Middle East Studies Center at the Ohio State UniversityTitle VI National Resource Center Grant (Does not reflect the opinions of Title VI Administration)Introduction to the Exchanging Perspectives Project - p.3 - - Lesson Plan - p.7 - - U.S. and Turkish Standards - p.9 - - Activity 1: Creating a Class Webpage of World War I Memorials - p.11 - - Activity 2 Seeing World War I from a Different Perspective - p.12 - - Activity 3: Teaching About World War I Through Photographs - p.14 - - Activity 4: Students teach each other about World War I and its aftermath - p.16 - - Final Activities: Reflection, Assessment and The Collaborative Curator Project - p.20 - - About the Authors - p.22 - - Thanks - p.22 - - Photography Credits - p.23 - - Bibliography - p.2

Measurement and meaning in health-related quality of life research.

In this thesis I take up the topic of our understanding of questions in a detailed case study of non-utility measures of health-related quality of life. I argue that efforts to standardize these measures lead to limitations in our ability to understand and measure quality of life. In the first half of this thesis I describe two types of bias that affect quality of life measures despite efforts to validate them. On the one hand, quality of life measures can perpetuate ethnocentric understandings of quality of life. On the other hand, respondents often understand the questions in these measures very differently than researchers imagined. I argue that the residual bias found in quality of life measures is the result of two assumptions built into the use of construct validity: 1) when a measure's outcomes confirm our hypotheses, we are warranted in having greater confidence in the accuracy of our theory 2) respondents understand the questions and answers in our measures in the same way as researchers imagined they would. In the second half of this thesis I argue that the limitations of construct validity stem from the logic of asking questions, a logic which precludes standardization. I propose that quality of life measures ought to be understood differently-they are not independent instruments capable of unambiguous claims, but rather one element in a dialogic framework whose questions and outcomes serve as the starting point for further inquiry. Finally, I examine what might have motivated the misguided use of construct validity. I suggest that the motivation lies in an erroneous picture of the human subject. I argue for an alternative picture that allows me to introduce an ethical dimension to our questions about quality of life

Optical Properties of the Kara Sea

This study was motivated by the need to understand dispersion processes which affect the redistribution of nuclear wastes in the Arctic from dump sites in the Kara Sea and in the rivers which flow into the Kara Sea. We focus on vertical profiles of light beam transmission and fluorometry made over the delta region fronting the Ob and Yenisey Rivers and over the East Novaya Zemlya Trough (ENZT). The delta region fronting the Ob River Estuary contains a large repository of particles in a dense bottom nepheloid layer with a maximum centered similar to 100 km in front of the estuary entrance and covering an area of roughly 200 km diameter. This suspended particle mass repository appears to contain both sediments and detritus and lends credence to the Lisitsyn [1995] concept of the marginal filter zone. In the deep water of the ENZT we found a strong increase of beam attenuation with depth, indicating a relatively large increase of particle mass concentration from similar to 50 m to the bottom (depths in excess of 300 m). The strongest concentration was adjacent to the southeast coast of Novaya Zemlya. We suggest that a type of hyperpycnical flow occurs from accumulation of sediments in the bottom waters of Novaya Zemlya fjords which then cascades down the steep slopes adjacent to the island, producing the particle mass distribution as observed by the transmissometer. The accumulation of these repositories of high particle mass concentrations in suspension would suggest that the residence time is high but that storm-driven events could act to disperse the material

Development of Clinical Ethics Services in the UK: A National Survey

Background In 2001 a report on the provision of clinical ethics support in UK healthcare institutions identified 20 clinical ethics committees. Since then there has been no systematic evaluation or documentation of their work at a national level. Recent national surveys of clinical ethics services in other countries have identified wide variation in practice and scope of activities. Objective To describe the current provision of ethics support in the UK and its development since 2001. Method A postal/electronic questionnaire survey administered to the chairs of all 82 clinical ethics services registered with the UK Clinical Ethics Network in July 2010. Results Response rate was 62% with the majority of responding services situated in acute trusts. All services included a clinical ethics committee with one service also having a clinical ethicist. Lay members were present in 72% of responding committees. Individual case consultation has increased since 2001 with 29% of chairs spending more than 50% of their time on this. Access to and involvement in the process of case consultation is less for patients and families than for clinical staff. There is wide variation in committee processes and levels of institutional support. Over half of the responding committees undertook some form of evaluation. Conclusion Clinical ethics services in the UK are increasing as is their involvement in case consultation. However, the significant variation in committee processes suggests that further qualitative research is needed to understand how these committees function and the role they play in their institution

Flow Fields Inside Stocked Fish Cages and the Near Environment

This study explores the average flow field inside and around stocked Atlantic salmon (Salmo salar L.) fish cages. Laboratory tests and field measurements were conducted to study flow patterns around and through fish cages and the effect of fish on the water flow. Currents were measured around an empty and a stocked fish cage in a fjord to verify the results obtained from laboratory tests without fish and to study the effects of fish swimming in the cage. Fluorescein, a nontoxic, fluorescent dye, was released inside a stocked fish cage for visualization of three-dimensional flow patterns inside the cage. Atlantic salmon tend to form a torus shaped school and swim in a circular path, following the net during the daytime. Current measurements around an empty and a stocked fish cage show a strong influence of fish swimming in this circular pattern: while most of the oncoming water mass passes through the empty cage, significantly more water is pushed around the stocked fish cage. Dye experiments show that surface water inside stocked fish cages converges toward the center, where it sinks and spreads out of the cage at the depth of maximum biomass. In order to achieve a circular motion, fish must accelerate toward the center of the cage. This inward-directed force must be balanced by an outward force that pushes the water out of the cage, resulting in a low pressure area in the center of the rotational motion of the fish. Thus, water is pulled from above and below the fish swimming depth. Laboratory tests with empty cages agree well with field measurements around empty fish cages, and give a good starting point for further laboratory tests including the effect of fish-induced currents inside the cage to document the details of the flow patterns inside and adjacent to stocked fish cages. The results of such experiments can be used as benchmarks for numerical models to simulate the water flow in and around net pens, and model the oxygen supply and the spreading of wastes in the near wake of stocked fish farms