The Reader of Milton\u27s Higher Argument in Paradise Lost

Milton has a literary place within the Christian understanding of grace, entangles his reader into Paradise Lost, and embeds a higher Argument of an economics of salvation of grace within the text which thus forms a transcendent reader who responds by a choice for the kingdom of heaven or the kingdom of mammon. Paradise Lost as a tertiary stage in epic development maintains a grand style, but modern critics have problems with Milton\u27s God. Autobiographical elements in The Reason of Church-Government indicate Milton\u27s sense of a divine calling in poetry, but Professors Grierson and Tillyard disagree regarding Milton\u27s prophetic powers in Paradise Lost, while William Kerrigan, Joseph Wittreich, John S. Hill, and Michael Lieb recognize a sacred calling and elements of the sacred in Milton\u27s epic. Subsequently, I trace the shifting nuances of grace and follow its development through six historical periods that cover (1) the Old Testament, (2) the New Testament, (3) post-Apostolic Period, (4) Patristic, (5) Scholastic eras, and (6) the Arminian heresy and the De Auxiliis controversy in the seventeenth century. John Milton, influenced by St. Augustine, contributes to the grace conversation through Paradise Lost. Five topics concern the transcendent reader: (1) the philosophical shift that occurs in modern philosophy, theology, and later in literary criticism with the turn toward the subject anticipated by Milton; (2) reader response theory that develops as a result of the philosophical interest in the subject; (3) PL as an epic experienced as drama enacted within a reader\u27s mind; (4) the possibility that PL becomes a reflection for a reader to consider grace, responsibility, and salvation; (5) the higher argument of PL that includes the economics of grace and salvation. To situate Milton as a theologian, I mark the importance of Christian Doctrine and its relationship to PL, review the qualities of the Puritan sermon that Milton incorporates into PL, and note Milton\u27s debt to Puritan homilists. Finally, I look into biblical economics and how Milton integrates the economics of grace into his higher Argument

Creating a STEM Identity: Investment with Return

Establishing a strong STEM (science, technology, engineering and mathematics) identity at Boise State University, a metropolitan campus with approximately 3,655 undergraduate STEM students and a total undergraduate enrollment of approximately 19,042 (16,136 FTE) has been an important step toward creating a climate conducive to facilitating fundamental change. Examples of such change include building collaborations among faculty within and across departments, establishing the identity of students as part of a community beyond their chosen major, improving the efficiency and effectiveness of university systems, and perhaps most importantly, developing a framework to think deliberately about ways to effect change. This paper is focused on describing and categorizing the development of a STEM “identity” over the past decade within a metropolitan campus that does not have an overall STEM central mission. The College of Engineering (CoE), established in 1997 as a result of a regional demand for engineering and computer science graduates, began focusing heavily on student success initiatives in 2004 with support from the Engineering Schools of the West Initiative, through the William and Flora Hewlett Foundation. This first wave of initiatives was critically assessed, and engineering student success became a focal point for the CoE. Internal research conducted under this grant exposed numerous roadblocks that impeded students\u27 academic success. In 2010, another large grant, funded through the National Science Foundation Science Talent Expansion Program (STEP), was awarded to increase the numbers of students graduating with STEM degrees. This grant engaged an interdisciplinary, cross-college team of STEM educators passionate about continuous improvement and pedagogical reform. Six months after the STEP grant launch, a second grant was awarded, a NSF Innovation through Institutional Integration (I^3) grant. All activities associated with these grants were deliberately categorized as “STEM” activities, in order to benefit all STEM students and faculty. This had the added benefit of unifying the STEM community and helping launch a sense of common purpose among STEM faculty and staff. We discuss a framework and present supporting cases to show how developing a STEM identity has been a critical step towards cross-curricular integration and improvements in pedagogical development, structures, policies and a sense of STEM community

English Learners in California Schools: Unequal resources, 'Unequal outcomes

The Williams vs the State of California class action suit on behalf of poor children in that state argues that California provides a fundamentally inequitable education to students based on wealth and language status. This article, an earlier version of which was prepared as background to that case, reviews the conditions of schooling for English learners in the state with the largest population of such students, totaling nearly 1.6 million in 2003, and comprising about 40 percent of nation’s English learners. We argue, with evidence, that there are seven aspects of the schooling of English language learners where students receive an education that is demonstrably inferior to that of English speakers. For example, these students are assigned to less qualified teachers, are provided with inferior curriculum and less time to cover it, are housed in inferior facilities where they are often segregated from English speaking peers, and are assessed by invalid instruments that provide little, if any, information about their actual achievement. We end with suggestions for ways in which teachers, administrators, and policymakers can begin to address these inequities, even while legal remedies may remain in the distant future

Cervical Pathology in West Virginia Adolescents

Cytologic screening is an important diagnostic tool used to detect precancerous and cancerous lesions of the cervix. We studied the prevalence of cervical abnormalities, based on Pap smear results, in patients at the Outpatient Adolescent Clinic at West Virginia University. We found a high incidence of overall intraepithelial cell pathology (24%) in this group with 2.4% high grade and 9.9% low-grade lesions. These findings show that major cervical pathology is present in this age group. Furthermore, repeat smears at intervals of \u3c one year were performed on 317 patients. Of these repeat smears, 7% changed from normal to abnormal in this period. Sexually active adolescent females should have Pap smears at least annually to detect abnormalities that may otherwise not be detected until they are more advanced and difficult to manage. Higher risk adolescents may need semiannual screening

Connecting Science with Engineering: Using Inquiry and Design in a Teacher Professional Development Course

The engineering design process has evolved over time to be the central and effective framework that engineers use to conduct their work. Logically, K-12 STEM professional development efforts have then attempted to incorporate the design process into their work. There has been little in the STEM literature, though, of the explicit measurement of the growth in design process knowledge. Our study presents findings of significant improvements in knowledge of the design process that resulted over the course of a recent summer STEM institute and professional development program among K-5 teachers. As more emphasis is placed on integrating STEM into the curriculum 1 there is a need to enhance the capacity for K-12 teachers. Responding to this call the Colleges of Engineering and Education at Boise State University collaborated to offer an intensive three-day summer institute to address the preparation of elementary school teachers (grades K-5) to teach STEM curriculum. The focus of our institute was on the use of both inquiry and design as approaches for integrating STEM content. In particular we explicitly stressed the link between science and inquiry and engineering and design, how these processes differ, how they can complement each other and how they can be used instructionally to teach a wide range of STEM content. The instructional materials used in the workshop included Lego®-like bricks called PCS BrickLab® (supplied by PCS Edventures! an educational products company) and other common classroom items such as paper, tape, string, and cardboard.. Each participant received a classroom set of the materials at the close of the workshop. The BrickLab® kit contains over 5,000 bricks which is sufficient to simultaneously engage up to about 30 students in hands-on activities, which makes these instructional materials particularly suitable to facilitate classroom instruction using inquiry and design. We engaged the participants in a series of hands-on activities focused on the inquiry process of manipulating variables to gather data to explain phenomena or design processes that focus on creating and refining the best solution given constraints. To determine the effectiveness of our workshop we gathered pre and post data to assess our 58 participants\u27 comfort for teaching STEM, their STEM pedagogical discontentment, their implementation of inquiry curriculum, and their knowledge of the design process. Our initial results indicate significant increases in comfort teaching STEM (t = 12.761, p \u3c .01), decreases in STEM pedagogical discontentment (t = 7.281, p \u3c .01), and increases in design process knowledge (t = 6.072, p \u3c .01). Delayed post data collection for the implementation of inquiry took place in Fall 2010, which allowed time for the participating teachers to apply their learned knowledge and develop a post conference context for their instructional practice with students. All instruments used for data collection were extant and had established reliability and validity. Our results indicate that our three-day summer institute and follow-up support increased our participants\u27 knowledge of design along with comfort for teaching STEM. Also, the institute decreased the teachers’ pedagogical discontentment for teaching STEM

Transmembrane Stem Factor Nanodiscs Enhanced Revascularization in a Hind Limb Ischemia Model in Diabetic, Hyperlipidemic Rabbits

Therapies to revascularize ischemic tissue have long been a goal for the treatment of vascular disease and other disorders. Therapies using stem cell factor (SCF), also known as a c-Kit ligand, had great promise for treating ischemia for myocardial infarct and stroke, however clinical development for SCF was stopped due to toxic side effects including mast cell activation in patients. We recently developed a novel therapy using a transmembrane form of SCF (tmSCF) delivered in lipid nanodiscs. In previous studies, we demonstrated tmSCF nanodiscs were able to induce revascularization of ischemia limbs in mice and did not activate mast cells. To advance this therapeutic towards clinical application, we tested this therapy in an advanced model of hindlimb ischemia in rabbits with hyperlipidemia and diabetes. This model has therapeutic resistance to angiogenic therapies and maintains long term deficits in recovery from ischemic injury. We treated rabbits with local treatment with tmSCF nanodiscs or control solution delivered locally from an alginate gel delivered into the ischemic limb of the rabbits. After eight weeks, we found significantly higher vascularity in the tmSCF nanodisc-treated group in comparison to alginate treated control as quantified through angiography. Histological analysis also showed a significantly higher number of small and large blood vessels in the ischemic muscles of the tmSCF nanodisc treated group. Importantly, we did not observe inflammation or mast cell activation in the rabbits. Overall, this study supports the therapeutic potential of tmSCF nanodiscs for treating peripheral ischemia

Transmembrane Stem Factor Nanodiscs Enhanced Revascularization in a Hind Limb Ischemia Model in Diabetic, Hyperlipidemic Rabbits

Therapies to revascularize ischemic tissue have long been a goal for the treatment of vascular disease and other disorders. Therapies using stem cell factor (SCF), also known as a c-Kit ligand, had great promise for treating ischemia for myocardial infarct and stroke, however clinical development for SCF was stopped due to toxic side effects including mast cell activation in patients. We recently developed a novel therapy using a transmembrane form of SCF (tmSCF) delivered in lipid nanodiscs. In previous studies, we demonstrated tmSCF nanodiscs were able to induce revascularization of ischemia limbs in mice and did not activate mast cells. To advance this therapeutic towards clinical application, we tested this therapy in an advanced model of hindlimb ischemia in rabbits with hyperlipidemia and diabetes. This model has therapeutic resistance to angiogenic therapies and maintains long term deficits in recovery from ischemic injury. We treated rabbits with local treatment with tmSCF nanodiscs or control solution delivered locally from an alginate gel delivered into the ischemic limb of the rabbits. After eight weeks, we found significantly higher vascularity in the tmSCF nanodisc-treated group in comparison to alginate treated control as quantified through angiography. Histological analysis also showed a significantly higher number of small and large blood vessels in the ischemic muscles of the tmSCF nanodisc treated group. Importantly, we did not observe inflammation or mast cell activation in the rabbits. Overall, this study supports the therapeutic potential of tmSCF nanodiscs for treating peripheral ischemia

The spontaneous speaking vocabulary of children in nursery-kindergarten, grades one, two and three.

Thesis (M.A.)--Boston Universit

Mothers as First Teachers: Exploring the Features of Motherchild Interactions That Support Young Aboriginal Children’s Multilingual Learning at Playgroup

For many Indigenous children living in remote communities, the prerequisites to achieving strong language and learning outcomes include the maintenance of their first languages and progress in learning English as an additional language. This paper reports on data from a Linkage study conducted with families at two Families as First Teachers (FaFT) playgroups in two remote Northern Territory communities. The data highlight the ways parents and carers encouraged very young children to engage in home languages as a foundation on which to develop skills in English during play and book reading activities. Transcripts of mother-child book reading and play sessions and reflections of FaFT Family Liaison Officers are examined to explore the language interactions and the strategies used by mothers to support children’s multilingual learning. The data highlight the importance of early childhood teaching and learning that honours children’s linguistic and cultural resources and prioritises families’ aspirations for children’s multilingual language learning