The Didache and the Domestication of Dissidents

The Didache has often figured prominently in scholars' constructions of early Christianity, especially with regard to two groups: the nascent positions of the overseers and agents in one, and the prophets, apostles, and teachers in the other. While many scholars portray these figures on relatively peaceful terms, this work argues that the relationship between these two groups is characterized by antagonism and conflict. This conflict is based upon a struggle to control prophecy and teaching, thus ultimately being a contest to create doctrine. This early Christian quarrel was not settled by dialogue, debate, or democracy, but by the control of material goods to influence who would be allowed to teach, supporting only certain teachings and prophecies. Early Christian doctrine and ideology can therefore be seen as a product of material manipulation, subject to the constraints of physical and historical pressures that condition all human thought

Moving toward System Genetics through Multiple Trait Analysis in Genome-Wide Association Studies

Association studies are a staple of genotype–phenotype mapping studies, whether they are based on single markers, haplotypes, candidate genes, genome-wide genotypes, or whole genome sequences. Although genetic epidemiological studies typically contain data collected on multiple traits which themselves are often correlated, most analyses have been performed on single traits. Here, I review several methods that have been developed to perform multiple trait analysis. These methods range from traditional multivariate models for systems of equations to recently developed graphical approaches based on network theory. The application of network theory to genetics is termed systems genetics and has the potential to address long-standing questions in genetics about complex processes such as coordinate regulation, homeostasis, and pleiotropy

Building Disaster Risk Management in Nepal: The Role of the National Society for Earthquake Technology (NSET)

The April 25th, 2015 earthquake and its aftershocks in Nepal significantly shaped many aspects of life in impacted communities. Three years later, many individuals are still working to rebuild their homes; at the same time, Nepal has a high likelihood of future earthquakes. In this context, disaster risk management (DRM)– including preparation, response, and reconstruction– remains a crucial component of Nepali society. This thesis examines the work of the National Society for Earthquake Technology (NSET), a Nepali non-governmental organization (NGO) founded in 1993 and a leading organization in DRM in Nepal. Through an analysis of the organization itself, and its relationship with the Government of Nepal (at both the national and local level), other NGOs, development agencies, and local communities, I argue that NSET is able to reach across different perceptions of risk to implement effective DRM programming due to its diverse programming, its social mobilizer position, and the relationships it has established with the aforementioned entities. However, it faces limitations in its ability to affect lasting change within some communities in Nepal due to its focus on scientifically conceived methods of risk at the expense of other culturally shaped perceptions

Student Perspectives on Proficiency-Based Learning in Vermont\u27s High School Completion Program

This Independent Practitioner Inquiry Capstone (IPIC) paper examines student perspectives on proficiency-based learning at an adult education center in Vermont. Through Vermont’s High School Completion Program (HSCP), adults can earn their high school diplomas through proficiency-based Personalized Learning Plans (PLPs). This qualitative study focuses on high school-aged students who received referrals to the program from area schools within the context of the current shift toward proficiency-based learning mandated by Vermont Act 77. The study draws on resources specific to Act 77, as well as literature on the nationwide trend toward personalized learning and proficiency-based learning. The researcher uses holistic student development and human capital theory as frames for analysis. The specific question posed in this study was “How do students in the High School Completion Program view proficiency-based learning and its impact on their education?” This question was answered through a thematic analysis focused on in-depth interviews with student participants and the guidance counselors who referred them to the program. Evidence from this study indicates that some students who have left the public school system are eager to contribute to conversations on proficiency-based learning and are able to identify ways proficiency-based learning has benefited them in terms of their professional and academic development. Through this study, the researcher highlights another student voice in the conversation on proficiency-based learning in Vermont. Key terms: proficiency-based learning, personalized learning plans, adult education, alternatives to school, project-based learning, holistic student development, human capital theory, career development, Vermon

Fire Growth Evaluation for Regulations of Fire Load for Type 5A Spaces on Seafaring Vessels

An evaluation of the current materials in class 5A spaces was conducted to ensure the fire load specified in US Coast Guard regulation 46 CFR subchapter K of 5 kg/m2 does not cause life endangerment. Cone calorimeter testing of seat foam and fabric determined time to ignition dependant on heat flux. Total heat release rate was calculated through full scale testing of seats common in class 5A spaces. A Fire Dynamic Simulator (FDS) model of a class 5A space with data from previous tests was then used to calculate heat transfer into ceiling to determine if flashover occurs and if the exposed upper deck surface temperature reaches a critical 232¢ª C value when passenger safety is jeopardized due to structural integrity loss of aluminum. Theoretical calculations verified FDS thermal and physical properties with temperatures remaining at a level below the critical value

Pediatric Cellulitis: A Red-Hot Concern

Cellulitis and other skin and soft tissue infections are a common reason for children to seek care, both in the primary care setting and the emergency department. Cellulitis is a common skin and soft-tissue infection that is usually caused by streptococci bacteria or, less commonly, Staphylococcus aureus. Most children recover quickly from cellulitis, but a small subset will require hospitalization. Practitioners need to be skilled in the diagnosis and treatment of cellulitis, including recognition of the need for inpatient treatment. However, diagnosis of cellulitis, and exclusion of complicated or other more serious infections, can be challenging. Management of these infections has also been highly variable, resulting in some difficulty identifying the ideal treatment regimen. The goal is to use the antibiotic with the narrowest spectrum for the shortest duration necessary to provide clinical improvement. Research to identify the best treatment for pediatric cellulitis will be important moving forward

Modifications of Project-Based Learning to Fit Students with Adverse Childhood Experiences

The purpose of this qualitative case study was to explore the perception of modifications necessary as educators moved away from a traditional learning environment with little movement and high academic stress through the introduction of project-based learning activities specifically for this population of students. Data were collected from 1-1 interviews with five participants teaching within a mental health residential school in Missouri who hold Missouri teacher certification ranging from elementary to high school level working with 175 students, ranging in ages from 8 to 17. Additional data were collected from lesson reflections and lesson plans from classrooms of students with the same background as teacher participants over the last four school years, 2018-22, of teachers who have taught project-based learning units. Interviews, lesson reflections, and lesson plans were manually coded twice and then coded a third time using electronic coding via NVivo to ensure bias from myself was not present. This study supports using project-based learning activities with students across grade levels from elementary to high school who have encountered adverse childhood experiences. Findings from this study support perceived modifications to generate curriculum options that are non-traditional as well as relevant to students within a residential care facility school