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My Latest Interpretations of My Life and My OEN Articles, of Walter J. Ong's Mature Work, and of Trump's MAGA Movement
No full textSee the above abstract.In the wide-ranging and deeply personal 6,279-word review essay "My Latest Interpretations of My Life and My OEN Articles, and of Walter J. Ong's Mature Work, and of Trump's MAGA Movement," I candidly highlighlight (1) my life and my OEN articles, (2) the mature work of the American Jesuit scholar Walter J. Ong (1912-2003; Ph.D. in English, Harvard University, 1955) of Saint Louis University, where, over the years, I took five courses from him, and (3) Trump;s MAGA movement.N/AFarrell, Thomas. (2026). My Latest Interpretations of My Life and My OEN Articles, of Walter J. Ong's Mature Work, and of Trump's MAGA Movement. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/278230
Dancing Tales (2026-02-13 through 2026-02-15)
No full textUniversity of Minnesota Duluth. UMD Theatre. (2026). Dancing Tales (2026-02-13 through 2026-02-15). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/278815
Epistemic Weaving: Crafting Hospitable Surfaces of Learning in Climate Change Teacher Education
No full textProject Context: This working paper introduces and defines "Epistemic Weaving" as a pedagogical stance for climate justice education. It serves as the methodological companion to the author’s overarching framework of Umunthu Eco-Pedagogy.
Scope and Format:
Page Count: 2 pages
Key Concepts: Includes the definition ofkuluka (weaving) as a pedagogical metaphor, the application of Community Design-Based Research (CDBR) in Mchinjii, Malawi, and specific lesson heuristics for teacher education.
Lineage: Grounded in Chewa matrilineal stewardship and ethically aligned with Two-Eyed Seeing (Etuaptmumk).
Dissemination & Rights:
Status: Unpublished Methodological Working Paper.
Intellectual Property: The term "Epistemic Weaving" as used in this specific pedagogical context is a coinage of the author. This document is deposited to establish intellectual priority and copyright.
Citation Note: Please contact the author for permission before citing or utilizing the specific design heuristics outlined herein.This working paper advances Epistemic Weaving as a pedagogical stance within the broader Umunthu Eco-Pedagogy framework. Drawing from Chewa metaphors of kuluka (weaving) and guided by Indigenous, critical, and participatory design traditions, the paper proposes weaving as an ethical method for teachers in Malawi to interlace land-based knowledges with school science. While the term is introduced here as a coinage, it resonates with global discourses on epistemic plurality. The approach utilizes Community Design-Based Research (CDBR) to co-produce the lesson heuristics and relational practices that sustain ecological and cultural integrity in teacher education.Kufeyani, Sunga. (2026). Epistemic Weaving: Crafting Hospitable Surfaces of Learning in Climate Change Teacher Education. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/278816
Minutes: Faculty Consultative Committee: January 25, 2026
No full textIn these minutes: Committee Discussion of Current Events; Discussion with Provost RitterUniversity of Minnesota: Faculty Consultative Committee. (2026). Minutes: Faculty Consultative Committee: January 25, 2026. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/278931
Registrar’s Advisory Committee Minutes: September 8, 2025
No full textUniversity of Minnesota: Registrar’s Advisory Committee. (2026). Registrar’s Advisory Committee Minutes: September 8, 2025. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/277899
Model and input data from Structure of the Mantle Keel of the Wyoming Craton and its Relationship to Intracratonic Deformation and Magmatism
No full textBezadaEtAlWYtomoLtLnZdV.txt
This file contains the final tomography model. There are four columns of numbers in the file which correspond to:
latitude (in degrees), longitude (in degrees), depth (in km), and P-wave velocity anomaly (dVp/Vp in fraction, i.e., 0.03=3%)
BezadaEtAlWYtomoDelays.txt
This file contains the travel time delays measured by cross-correlation that were used as input to the inversion.
There are 52,468 travel time delays. The file contains ten columns described below.
Column 1: ray parameter (s/deg)
Column 2: ray backazimuth (deg)
Column 3: delay time (d)
Column 4: station name
Column 5: event tag
Column 6: center frequency of filter (hz)
Column 7: latitude of hypocenter (deg)
Column 8: longitude of hypocenter (deg)
Column 9: depth of hypocenter (km)
Column 10: flag (1 for teleseismic)This repository contains two ASCII text files (.txt) related to the tomography model of the Wyoming Craton region from the paper "Structure of the Mantle Keel of the Wyoming Craton and its Relationship to Intracratonic Deformation and Magmatism" published by Bezada, Zhu, Ford, and Byrnes in Journal of Geophysical Research, Solid Earth, in 2026. It includes the full 3D velocity model as well as the delay times used as input to the inversion.Partially supported by NSF grant EAR-1944998, a University of Minnesota Grant in Aid and a Regents Faculty Fellowship from the University of California, Riverside.Bezada, Maximiliano J.; Zhu, Zhao; Ford, Heather; Byrnes, Joseph. (2026). Model and input data from Structure of the Mantle Keel of the Wyoming Craton and its Relationship to Intracratonic Deformation and Magmatism. Retrieved from the Data Repository for the University of Minnesota (DRUM), https://doi.org/10.13020/yvyd-2084
The Outcome Present State Test (OPT) Model of Clinical Reasoning: A Comparative Analysis with Other Nursing Process and Clinical Judgment Models
No full textThe capacity for sound clinical reasoning is broadly recognized as the cornerstone of safe and effective nursing practice. Over the past seven decades, the profession has developed and refined multiple frameworks to structure, teach, and evaluate the cognitive processes that underlie clinical decision making. From the early articulation of the nursing process in the 1950s to contemporary models designed for high-stakes licensure examination, each framework has attempted to capture the complexity of how nurses think, judge, and act in the service of patient care. Yet these models differ in their theoretical assumptions, structural architecture, and pedagogical implications. As healthcare complexity intensifies and nursing education confronts unprecedented demands for accountability, a clear-eyed comparison of available models has become essential. The purpose of this article is to compare and contrast the Outcome-Present State-Test (OPT) Model of Reflective Clinical Reasoning, developed by Daniel J. Pesut and JoAnne Herman (1998, 1999), with four other influential models: the traditional ADPIE nursing process, Tanner’s (2006) Clinical Judgment Model, Benner’s (1982, 1984) Novice-to-Expert Model, and the National Council of State Boards of Nursing (NCSBN) Clinical Judgment Measurement Model. By examining the distinctive contributions, strengths, and limitations of each framework, this analysis aims to illuminate why the OPT Model holds particular value for nurse educators seeking to cultivate sophisticated clinical reasoning in their students.The evolution of nursing process models from linear, problem-focused frameworks to dynamic, outcome-oriented systems reflects the increasing complexity of contemporary healthcare. This article provides a comparative analysis of the Pesut - Herman Outcome-Present State-Test (OPT) Model of Reflective Clinical Reasoning with other prominent frameworks, including the traditional ADPIE nursing process, Tanner’s Clinical Judgment Model, Benner’s Novice-to-Expert Model, and the NCSBN Clinical Judgment Measurement Model. Each model is examined with respect to its theoretical foundations, structural components, pedagogical applications, and contributions to clinical reasoning development. The analysis highlights the distinctive features of the OPT Model, particularly its emphasis on concurrent systems thinking, outcome specification, metacognitive skill development, clinical reasoning webs, and the identification of keystone issues. The article argues that the OPT Model offers nurse educators a uniquely comprehensive framework that makes expert reasoning processes visible and teachable, bridges standardized nursing language with clinical decision making, and prepares students for the complexity of modern practice environments. Implications for nursing education, curriculum design, and future research are discussed.Pesut, Daniel. (2026). The Outcome Present State Test (OPT) Model of Clinical Reasoning: A Comparative Analysis with Other Nursing Process and Clinical Judgment Models. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/277933
How we Facilitated a Transdisciplinary Community-Based Workshop to Develop an Action Focused Research Agenda on Human Trafficking Research
No full textThe report provides a description of the methods we used to facilitate a transdisciplinary workshop with 30-experts on the future of human trafficking research, including experts with lived experience. Participants included survivors of trafficking, systems professionals (nonprofit and government), advocates, social scientists (anthropology, criminology, human rights, social work, health), and computational sciences (e.g. operations research). The workshop goal was to engage a diverse group of human trafficking experts to co-craft a 10-year agenda for actionable research on prevention, intervention and survivor support. The report provides the following. (1) A description of the World Cafe approach that we used to create an accessible, engaging, vibrant, and interactive workshop. (2) Copies of the meeting agenda and facilitation guides. (3) The presentation slides we used to facilitate the workshop. (4) The computational method we used to arrange participants for multiple rounds of small group conversations, per the World Cafe approach. We believe our workshop provides a good example of participatory and accessible facilitation strategies to engage multiple forms of expertise into a unified vision. The results of the workshop, with all workshop participants as co-authors, will be published elsewhere.This material is based upon work supported by the National Science Foundation under Grant No. 2437620.Martin, Lauren; Maass, Kayse Lee; Barrick, Kelle; Sharkey, Thomas. (2026). How we Facilitated a Transdisciplinary Community-Based Workshop to Develop an Action Focused Research Agenda on Human Trafficking Research. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/278813
Thomas J. Farrell's Reflections on charles Nadeau's NCR Op-Ed Commentary about Clergy Sex Abuse
No full textSee the above abstract.In the 1,587-word review essay "Thomas J. Farrell's Reflections on Charles Nadeau's NCR Op-Ed Commentary about clergy Sex Abuse," I succintly highlight Charles Nadeau's op-ed article "Bankruptcy is not repentance for clergy abuse" in The National Catholic reporter (dated February 9, 2026). I discuss certain points that he makes in light of my own OEN articles.N/AFarrell, Thomas. (2026). Thomas J. Farrell's Reflections on charles Nadeau's NCR Op-Ed Commentary about Clergy Sex Abuse. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/278711
BBER News (2026-02)
No full textUniversity of Minnesota Duluth. Bureau of Business and Economic Research. (2026). BBER News (2026-02). Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/278227