Ritual under negotiation: a Catholic feminist engagement with sacrificial atonement theology

Many feminist and womanist theologians have rejected a sacrificed savior, claiming that this theology perpetuates the suffering of marginalized persons. In their critiques, they often employ a reading of history that posits an egalitarian Jesus at Christianity’s origins. From this reading, soteriological proposals focus on the life and ministry of Jesus and away from the cross. This dissertation argues that Catherine Bell’s ritual theory replaces the need for an egalitarian Jesus by focusing on the ritual lives of women. It contributes to feminist and womanist theologies a study of sacrificial ritual at the intersection of three fields: feminist and womanist theologies; ritual theory; and early Christian history. Allowing each of these fields to inform the investigation, a more textured understanding of sacrifice, ritual, and redemption emerges and is placed in relation to Catholic women’s liturgical experiences. This dissertation argues that feminist and womanist theologies must account for the ways in which women negotiate their relationship to sacrificial ritual. [TRUNCATED

Millay Literary & Church Club 1967-1968

https://digitalmaine.com/bar_harbor_books/1006/thumbnail.jp

Teachers\u27 Professional Knowledge and Formative Assessment Practices: An Empirical Study from Middle School Earth Science Instruction in the Context of an Educational Improved Community

While there is widespread agreement that effective formative assessment supports student learning in science, the knowledge teachers need in order assess learning remains sparsely studied. In 1999, Magnusson, Krajcik, and Borko (MKB) proposed that Pedagogical Content Knowledge (PCK, Shulman 1986, 1987) is a distinct knowledge domain that synthesizes three base domains that include science subject matter, pedagogy, and context. The MKB model identified Assessment Knowledge as one of five components of PCK. Since 1999, several studies have used the MKB framework, but have left Assessment Knowledge underdefined. In 2012, Avargil, Herscovitz, and Dori proposed a revision based on empirical study, putting Assessment Knowledge outside of and above PCK. This empirical study seeks to clarify the theory and definition of Assessment Knowledge by investigating the knowledge teachers use when planning and carrying out formative assessment in their classrooms. Methods used in this study are grounded theory (Charmaz, 2006), phenomenology (Groenewald, 2004), and case study approaches (Yin, 2017). The data gathered to inform the study include multiple cycles of interviews with four teachers, observations of classroom teaching and assessment, and classroom artifacts including student work. In this thesis, case studies from two formative assessment cycles are presented and discussed. We found that in the context of teaching with new science materials, teachers relied on diverse knowledge to inform their assessment decisions. Orientations, a component of PCK according to the MKB model, influenced assessment decisions in ways that align with the MKB framework. But other aspects of how teachers’ PCK influenced assessment decisions can be better described using a modification to the MKB model that was introduced by Park and Chen in 2012. How professional knowledge shaped assessment decisions differed across cases, showing that interactions among the domains and components of professional knowledge are complex. In each case, the goals of assessment were for teachers to increase their Knowledge of Students and Knowledge of Instruction, which are both components of PCK according to the MKB framework. But the knowledge gained by teachers through the assessment process differed in the two cases. Lack of alignment across knowledge domains and components constrained learning in one case, while alignment supported learning in the other. One implication of these findings is that practicing the alignment of assessment tasks can be a pathway for teachers to develop their professional knowledge as they synthesize multiple knowledge domains and components, and test and reflect on their decisions. Another implication is that refinement of current theoretical frameworks may be needed in order to better illustrate the shaping role of orientation as well as the complex influencing relationships among the knowledge domains and components. This study motivates additional case studies to understand factors that shape how knowledge domains and components interact, as well as further investigation of ways to support teachers in developing alignment across the domains and components of their knowledge

Planning for Socially-Mixed Housing in Paris, France and its Implications on Neighborhood Development

This master’s thesis seeks to update and expand upon current research on social mix housing policies in Paris, France by focusing on the effects of promoting socially-mixed communities through a recently passed legal mandate (the Loi Relative à la Solidarité et au Renouvellement Urbains (SRU)) in two distinct neighborhood: the 16th arrondissement in the western section of the city and la Goutte d’Or in the north-east. More specifically, this research analyzes social mix policies within the historical context of social housing policy in Paris and France at large, and examines four critical components: (1) data related to how social mix policies are being carried out throughout the city and within these two neighborhoods; (2) physical manifestations of social mix within each neighborhood; (3) the opinions of local residents and community members to decipher whether actual mixing between social classes is taking place within these neighborhoods; and (4) if there are any services and/or programs that can be put into place in order to better facilitate neighborhood cohesion. A historical analysis of policies and programs in Paris shows that the city has come a long way in terms of seeking effective social housing policies and programs, and has indeed achieved its goals to make affordable housing available within the city limits, albeit with some concerns remaining over the spatial distribution of units. Findings from site visits show that physical manifestations of changing neighborhood demographics appear to be present in la Goutte d’Or, though less so in the 16th arrondissement. Interviews also support previous research that interactions between differing ethnic and social groups appear to be minimal. Furthermore, interviews suggest that improving efforts on behalf of city officials to communicate their rationale for creating socially-mixed communities, as well as improving local schools and encouraging local community members and businesses to host social events, may also help facilitate social interactions between groups within these communities as well

Millay Literary & Church Club 1968-1969

https://digitalmaine.com/bar_harbor_books/1007/thumbnail.jp

Letter 6: Cora B. Millay to Mr. and Mrs. Charles Dunton, December, 1922

A letter written by Cora Millay, Edna St. Vincent Millay\u27s mother, to catch up with old friends, the Duntons. Cora mentions Vincent\u27s growing success in Europe, and that her play was being translated to be performed in Paris. She recounts a month\u27s travels with her daughter to Paris, London, and parts of Italy. Cora provides updates on her other two daughters, Norma and Kathleen, as well.https://digitalcommons.library.umaine.edu/millay_papers/1005/thumbnail.jp

Letter 5: Edna St. Vincent Millay to Gladys Niles, undated

A note to explain that Millay has prepared a special copy of her poem Renascence for Gladys, and a five-page typescript. Circa 1913.https://digitalcommons.library.umaine.edu/millay_papers/1004/thumbnail.jp

Letter 4: Edna St. Vincent Millay to Gladys Niles, April 13, 1913

A brief card sharing Millay\u27s excitement that two of her poems were accepted for publication in The Forum, and that she received payment for them.https://digitalcommons.library.umaine.edu/millay_papers/1003/thumbnail.jp

Letter 2: Edna St. Vincent Millay to Gladys Niles, October, 1912

Millay discusses her thoughts on poetry, including a love for poetry in three different ways -- intellectually, spiritually, and sensually -- identifying her inspirations in each category. She explains this is the same as to say, I am one part brain, one part soul, and three parts flesh and blood. She also shares a bit more about her ongoing correspondence with the editor of The Lyric Year.https://digitalcommons.library.umaine.edu/millay_papers/1001/thumbnail.jp

Letter 1: Edna St. Vincent Millay to Gladys Niles, August 9, 1912

Millay shares her excitement that her poem Renascence has been accepted for publication in an upcoming book, The Lyric Year, and details about her recent correspondence with the book\u27s editor.https://digitalcommons.library.umaine.edu/millay_papers/1000/thumbnail.jp