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Intellectual Humility: Scale Development and Theoretical Elaborations in the Context of Religious Leadership
No full textThis article focused on how perceptions of intellectual humility (IH)-humility regarding one\u27s knowledge or influence over ideas affect relationships with religious leaders. We developed an informant report measure of IH perceptions using exploratory (Study 1; N = 213) and confirmatory (Study 2; N = 213) factor analyses, as well as a basic manipulation of IH (Study 3; N = 139). Then in Study 4 (N = 105), we examined IH in the context of a major betrayal by a religious leader (i.e., aligning with several factors theorized to strain the practice of IH). The results provide preliminary evidence for the psychometric soundness of the scale, including reliability and content validity of the scores. The scale was able to distinguish between IH and other constructs. Furthermore, the results provide initial evidence that IH is related to social bonds, as perceptions of IH were related to trust and higher forgiveness toward the religious leader, and positive attitudes towards the Sacred
Dance 40
No full textProgram: UNET (2004) Choreography: Steven Iannacone Lighting Design: Erik Alberg Set Design: Erik Alberg and Paul Anderson Costume Design: Darlene K. Veenstra Dancers: Claire (Power) Call and Sarah (Peace) Lowry Stories We Tell are Sometimes ________ Choreography: Sharon Wong Costume Design: Darlene K. Veenstra and Sharon Wong Rehearsal Assistants: Kelsey Hutton and Tara Snyder Rehearsal Advisor: Linda Graham Dancers Rachel Goodsir, Madison Lachance, Paige Niven, Alison Rhodes,Nathan Rommel and Tara Snyder The Three Graces Choreography: Julie Powell Lighting Design: Erik Alberg Costume Design: Darlene K. Veenstra Dancers: Jordan Dennen, Melanie Trimble, Megan Walls (Fri. 2/28. Thurs. 3/6. Sat. 3/8)and Bella Goodsir (Sat. 3/1. Fri. 3/7) doodle, doodle, doodle, SNICK (1992) Choreography: Maxine DeBruyn Choreography Assistant: Nicole Flinn Lighting Design: Erik Alberg Costume Design: Darlene K. Veenstra Dancers: Alexandra Huss, Hannah McCoy, Jennifer Lingenfelter and Maribeth Van Hecke Ripples Choreography: Matthew Farmer Lighting Design: Erik Alberg Costume Design: Darlene K. Veenstra Rehearsal Assistant: Sarah Rolain Dancers: Kathleen Cook, Nicki Hames, Chloe Heckaman, Elise Johnson, Catherine Lewis, Margaret Losey, Sarah Rolain and Cryssanne Wittlief En Passant II [captured in passing, game II] Choreography: Linda Graham Lighting Design: Erik Alberg Student Costume Designer: Alexa Duimstra Design Mentor: Darlene K. Veenstra Weapons: Angela Harder Player 1: Dr. James Boelkins Player 2: Lucas Van Wieren Magenta: K:Lydia Pagel, Q: Lydia Wathen, R: Kelsey Baker, B: Molly Gritt, Kn: Kjersten McKinniss, P: Tessa Fredal, Anna Snyder and Rachael Pshock Teal: K: Hannah Gibbs, Q: Jordan Ippolito, R: Noelle Hannah, B: Hannah Spahn, Kn: Ellie Campbell, P: Jessica Loper and Christina Sarosiak Ladies\u27 Night Choreography: Crystal Frazier Lighting Design: Erik Alberg Costume Design: Darlene K. Veenstra Rehearsal Director: Adrianna Brown Dancers: Allie Boeve, Erica Dunham, Caitlin Kozack, Sarah McClure, Elise Riddell, Abigail Smith and Katelyn Torres you and me in relative time Choreography: Angie Yetzke in collaboration with the dancers Lighting and Sound Design: Erik Alberg Costume Design: Darlene K. Veenstra Dancers: Erin Colba, Molly Crino, Carly McShane, Elizabeth Schubkegal and Jennifer Yerks 9 Choreography: Anne-Rene Petrarca Lighting and Sound Design: Erik Alberg Costume Design: Darlene K. Veenstra Rehearsal Assistant: Emma Zagar Dancers: Helen Grdina, Rachel Hibbard, Faith Koleczek, Jamie Kreindler, Alexandria LeGare, Caprianna Schwartz, Sydne Stuk, Lauren Uhrig and Emma Zagar. Understudy: Lindsay O\u27lear
News from Hope College, Volume 46.2: October, 2014
Get PDFhttps://digitalcommons.hope.edu/news_from_hope_college/1229/thumbnail.jp
Epic Fail of an IL Assessment
No full textThis presentation describes a failed attempt at information literacy assessment of multiple sections of first-year college writing students. The assessment tool of choice was a pre/post survey asking student to report on their level of ability and confidence related to seven different IL/library research-related tasks/concepts. It was ultimately found—via this assessment attempt and follow-up literature review—that these so-called indirect assessments are questionable at best (i.e., students don\u27t know what they don\u27t know ). Conclusions reached include: 1) Assessments need to be skill-based ( direct ), and 2) Students should first be shown what they don\u27t know (given a wake-up call) early-on and crafting instruction accordingly
The Anchor, Volume 127.18: February 26, 2014
Get PDFThe Anchor began in 1887 and was first issued weekly in 1914. Covering national and campus news alike, Hope College’s student-run newspaper has grown over the years to encompass over two-dozen editors, reporters, and staff. For much of The Anchor\u27s history, the latest issue was distributed across campus each Wednesday throughout the academic school year (with few exceptions). In recent years The Anchor moved to monthly print issues and a more frequently updated website. The Anchor is now published in print twice per academic semester. Occasionally, the volume and/or issue numbering is irregular
The Anchor, Volume 128.07: October 22, 2014
Get PDFThe Anchor began in 1887 and was first issued weekly in 1914. Covering national and campus news alike, Hope College’s student-run newspaper has grown over the years to encompass over two-dozen editors, reporters, and staff. For much of The Anchor\u27s history, the latest issue was distributed across campus each Wednesday throughout the academic school year (with few exceptions). In recent years The Anchor moved to monthly print issues and a more frequently updated website. The Anchor is now published in print twice per academic semester. Occasionally, the volume and/or issue numbering is irregular
The Development of Sleep-Wake Rhythms and the Search for Elemental Circuits in the Infant Brain
Get PDFDespite the predominance of sleep in early infancy, developmental science has yet to play a major role in shaping concepts and theories about sleep and its associated ultradian and circadian rhythms. Here we argue that developmental analyses help us to elucidate the relative contributions of the brainstem and forebrain to sleep-wake control and to dissect the neural components of sleep-wake rhythms. Developmental analysis also makes it clear that sleep-wake processes in infants are the foundation for those of adults. For example, the infant brainstem alone contains a fundamental sleep-wake circuit that is sufficient to produce transitions among wakefulness, quiet sleep, and active sleep. In addition, consistent with the requirements of a flip-flop model of sleep-wake processes, this brainstem circuit supports rapid transitions between states. Later in development, strengthening bidirectional interactions between the brainstem and forebrain contribute to the consolidation of sleep and wake bouts, the elaboration of sleep homeostatic processes, and the emergence of diurnal or nocturnal circadian rhythms. The developmental perspective promoted here critically constrains theories of sleep-wake control and provides a needed framework for the creation of fully realized computational models. Finally, with a better understanding of how this system is constructed developmentally, we will gain insight into the processes that govern its disintegration due to aging and disease
The Invisible Man
No full textArtist Statement: The book I chose to work with was a collection of H.G. Wells novels. The title that caught my eye was, The Invisible Man. My whole artist book is based around the themes of invisibility, floating, or illusion, to reflect The Invisible Man title. Though I could not make the book actually float or be invisible I tried to create an illusion of such.https://digitalcommons.hope.edu/altered_book/1088/thumbnail.jp
The Flickering Torch Mystery
No full textWinner of the 2014 Van Wylen Library Altered Book Award
Artist Statement: The title of the book The Flickering Torch MysterY , for me dictates the form of the book, that being a flashlight. The images and text of the book become less important than the physical form, but still remain relevant to the overall reception of the book. The title, images and text have a humorous relationship with the form, one that can be read in direct relationship with the title, and one that can give a metaphorical interpretation of the book as a tool for illumination.https://digitalcommons.hope.edu/altered_book/1090/thumbnail.jp
Finding Functions for Unfamiliar Phage Genes
No full textMycobacteriophages are viruses that infect bacterial cells of the genus Mycobacterium. With more than 330 mycobacteriophage genomes sequenced and available in GenBank, they represent the largest collection of sequenced phages that infect a single host (Mycobacterium smegmatis). Comparative genomic analyses show the mycobacteriophages are highly diverse, representing more than 25 distinct genetic “types”. They possess a multitude of unfamiliar or novel genes –genes encoding protein sequences that do not resemble any previously studied proteins. Consequently, the functions of the proteins encoded in those novel phage genes cannot be predicted but need to be discovered. Some of the novel phage proteins are predicted to have roles in subverting host cell systems following phage infection, to benefit phage reproduction. To identify those critical phage gene functions, we expressed individual phage genes or small clusters of phage genes in the host cell and examined for effects on host cell growth (cytotoxicity). We are using this approach on a mycobacteriophage called Pumpkin, which was isolated at Hope College in 2008. We have identified three phage genes, Pumpkin_115, Pumpkin_119, and Pumpkin_143 and at least two other small genomic regions, encompassing genes 121-127 and genes 130-133 that are cytotoxic to M. smegmatis. Future work will include dissecting those genomic regions to identify the relevant cytotoxic genes, testing all cytotoxic phage gene products for interactions with host cell proteins to identify the host systems targeted by mycobacteriophage Pumpkin, and deleting each cytotoxic gene from the phage Pumpkin genome to confirm a role in the phage infection process