Brian Britt. Religion Around Walter Benjamin. The Pennsylvania State UP, 2022.

Review of Brian Britt. Religion Around Walter Benjamin. The Pennsylvania State UP, 2022. xvii + 233 pp

Chapter 4- With Sustainability in Mind: Twelve Habits of Mind for a Successful Learning Experience in the Second-Language Classroom and Beyond

When Art Costa and Bena Kallick first developed their Habits of Mind framework, they conceived of their approach as a contribution to sustainable and ethical learning. The dedication opening in all four volumes of Habits of Mind: A Developmental Series is explicit about this trajectory: “Native peoples teach that the ultimate norm for morality is the impact our choices have on persons living seven generations from now. If the results appear good for them, then our choices are moral ones; if not, they are immoral. We therefore dedicate Habits of Mind: A Developmental Series to our children, our grandchildren, and their children’s children” (Costa & Kallick, 2000, p. iii). The same dedication prefaces Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success (Costa & Kallick, 2008, p. v). The following chapter takes its cue from this inherent connection between sustainability and specific life-related problem-solving skills and strategies. I demonstrate how sustainability-related lessons, assignments, and course practices help students develop 12 Habits of Mind that will prepare them for success

Karin Baumgartner and Monika Shafi, editors. Anxious Journeys: Twenty-First-Century Travel Writing in German. Camden House, 2019.

Review of Karin Baumgartner and Monika Shafi, editors. Anxious Journeys: Twenty-First-Century Travel Writing in German. Camden House, 2019. viii + 276 pp

Charles McGonagill and C. B. Shipp of Oxford, MS to Ross Barnett, 22 September 1962

McGonnagill offers support to those attempting to keep negroes out of Ole Miss.https://egrove.olemiss.edu/west_union_gov/1030/thumbnail.jp

History of Women\u27s Education Open Access Portal Project

White Paper prepared for the National Endowment for the Humanities Division of Preservation and Access, Humanities Collections and Reference Resources as part of a grant for the History of Women\u27s Education Open Access Portal Project

College Women: Documenting the Student Experience at the Seven Sisters Colleges

White Paper prepared for the National Endowment for the Humanities Division of Preservation and Access, Humanities Collections and Reference Resources as part of a grant for the College Women: Documenting the Student Experience at the Seven Sisters College

College Women: Documenting the Student Experience at the Seven Sisters Colleges

White Paper prepared for the National Endowment for the Humanities Division of Preservation and Access, Humanities Collections and Reference Resources as part of a grant for the College Women: Documenting the Student Experience at the Seven Sisters College

Habits of Mind: Designing Courses for Student Success

Although content knowledge remains at the heart of college teaching and learning, forward-thinking instructors recognize that we must also provide 21st-century college students with transferable skills (sometimes called portable intellectual abilities) to prepare them for their futures (Vazquez, 2020; Ritchhart, 2015; Venezia & Jaeger, 2013; Hazard, 2012). To “grow their capacity as efficacious thinkers to navigate and thrive in the face of unprecedented change” (Costa et al., 2023), students must learn and improve important study skills and academic dispositions throughout their educational careers. If we do not focus on skills-building in college courses, students will not be prepared for the challenges that await them after they leave institutions of higher education. If students are not prepared for these postsecondary education challenges, then it is fair to say that college faculty have failed them

Trial Participation and Outcomes Among English-Speaking and Spanish-Speaking Patients With Appendicitis Randomized to Antibiotics: A Secondary Analysis of the CODA Randomized Clinical Trial

IMPORTANCE: Spanish-speaking participants are underrepresented in clinical trials, limiting study generalizability and contributing to ongoing health inequity. The Comparison of Outcomes of Antibiotic Drugs and Appendectomy (CODA) trial intentionally included Spanish-speaking participants. OBJECTIVE: To describe trial participation and compare clinical and patient-reported outcomes among Spanish-speaking and English-speaking participants with acute appendicitis randomized to antibiotics. DESIGN, SETTING, AND PARTICIPANTS: This study is a secondary analysis of the CODA trial, a pragmatic randomized trial comparing antibiotic therapy with appendectomy in adult patients with imaging-confirmed appendicitis enrolled at 25 centers across the US from May 1, 2016, to February 28, 2020. The trial was conducted in English and Spanish. All 776 participants randomized to antibiotics are included in this analysis. The data were analyzed from November 15, 2021, through August 24, 2022. INTERVENTION: Randomization to a 10-day course of antibiotics or appendectomy. MAIN OUTCOMES AND MEASURES: Trial participation, European Quality of Life-5 Dimensions (EQ-5D) questionnaire scores (higher scores indicating a better health status), rate of appendectomy, treatment satisfaction, decisional regret, and days of work missed. Outcomes are also reported for a subset of participants that were recruited from the 5 sites with a large proportion of Spanish-speaking participants. RESULTS: Among eligible patients 476 of 1050 Spanish speakers (45%) and 1076 of 3982 of English speakers (27%) consented, comprising the 1552 participants who underwent 1:1 randomization (mean age, 38.0 years; 976 male [63%]). Of the 776 participants randomized to antibiotics, 238 were Spanish speaking (31%). Among Spanish speakers randomized to antibiotics, the rate of appendectomy was 22% (95% CI, 17%-28%) at 30 days and 45% (95% CI, 38%-52%) at 1 year, while in English speakers, these rates were 20% (95% CI, 16%-23%) at 30 days and 42% (95% CI 38%-47%) at 1 year. Mean EQ-5D scores were 0.93 (95% CI, 0.92-0.95) among Spanish speakers and 0.92 (95% CI, 0.91-0.93) among English speakers. Symptom resolution at 30 days was reported by 68% (95% CI, 61%-74%) of Spanish speakers and 69% (95% CI, 64%-73%) of English speakers. Spanish speakers missed 6.69 (95% CI, 5.51-7.87) days of work on average, while English speakers missed 3.76 (95% CI, 3.20-4.32) days. Presentation to the emergency department or urgent care, hospitalization, treatment dissatisfaction, and decisional regret were low for both groups. CONCLUSIONS AND RELEVANCE: A high proportion of Spanish speakers participated in the CODA trial. Clinical and most patient-reported outcomes were similar for English- and Spanish-speaking participants treated with antibiotics. Spanish speakers reported more days of missed work

Leadership Development in the Social Sector: A Framework for Supporting Strategic Investments

· While much of the research on leadership and leadership development has historically studied private sector settings, recent work has begun to build knowledge about leaders in public and community settings. · New models of leadership, including collective leadership, are being developed and implemented by foundations. · A framework for identifying the level of intervention (individual, team, organization, network, or system) and the level of impact (individual, team, organization, community, or field of policy and practice) is proposed as a tool for more strategic investing in leadership development