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Coping With the Unforeseen: An Investigation of Character Strengths of Parents who Have Children with Life-Altering Diagnoses
Get PDFParenting is a challenge role, and it is an even more challenging experience when you have a child with a life-altering diagnosis (LAD). In this investigation, the character strengths of parents of healthy children and parents of children with LADs were measured, as well as their sense of meaning and well-being. We hypothesized that parents of children with LADs might have a different profile of top strengths than parents of healthy children. However, the results revealed no significant differences in character strengths between the two groups of parents, except for the character strength of love of learning. There were significant differences in well-being, but not meaning, between parents of healthy children and parents of children with LADs. The results suggest that character strengths may not be being leveraged, or at least have not altered significantly, in parents with children with LADs. Given that character strengths are linked to subjective well-being, and well-being among parents of children with LADs was low, this may present an opportunity to leverage interventions that promote well-being and flourishing through the use of character strengths in service to parental well-being
Collation Model for Ms. Codex 1268: Manuale Bernardi Canal notarii de Rippis.
Get PDFLedger book of notarial entries about sales, between the years 1351 and 1352, from Bernardo Canal of Ripas, Spain. Most entries feature records of sale, possibly about property. Many of the entries have been crossed out, but are still legible. One of the notes contains annotations and some arithmetical notes, and is dated 1533 in a later hand. The other note contains two notarial statements in a contemporary hand.https://repository.upenn.edu/sims_models/1137/thumbnail.jp
Collation Model for Ms. Codex 986: [Distribution of property].
Get PDFRecords of property distributed by Jean Bayard between 1586 and 1592, with Bayard\u27s signature at beginning and end. The first entry was written and signed in the house of Claude de Gaudet in St. Geoyre, near Grenoble.https://repository.upenn.edu/sims_models/1134/thumbnail.jp
PlasmaPro 100 Cobra ICP standard operating procedure
Get PDFhttps://repository.upenn.edu/scn_sop/1020/thumbnail.jp
ECDataWorks Programmatic Use Case for the Development of an Analytic Tool
Get PDFThis brief provides an overview of programmatic use cases for state early childhood data, the benefits for state leaders and community stakeholders, and a sample template
L’Advocacie Nostre Dame and the Professionalization of Canon Law practice and Education in Fourteenth Century Anglo-Norman France
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Issues Carousel: Flexible Pathways and Dual Enrollment in the Journey to Vermont Act 77
No full textWhen the State of Vermont passed Act 77 of 2013, it ushered in personalized learning (also referred to as student-centered learning) as its official statewide public education policy. The Vermont law moved the State to an educational paradigm that incorporates each student’s interests, strengths, and needs including student voice and choice in what, how, when, and where they learn to achieve the goals of active student engagement in the education process (State of Vermont Agency of Education, 2019, p. 1). This dissertation analyzes how an education policy change occurred in the State of Vermont; how the power structure within the state’s education ecosystem influenced and effectuated a radical departure from traditional public education. Using an exploratory case study approach based on historic policy analysis of the development of Act 77, interviews, a focus group, and document review this study explored key influencers and dynamics in policy discourse, problems solved through student-centered learning, policy opportunities that elevated this pedagogy to the issues agenda, and what influenced the cycle leading to enactment of Vermont Act 77 of 2013. The study identified factors that states, cities, school districts and communities should consider in relation to education policy shifts. Findings include: 1) Vermont’s education ecosystem was motivated by a progressive education history. The power structure within the ecosystem was made up of influencers who had a variety of synergistic professional experiences and expertise within the student-centered education ecosystem in particular; 2) Vermont’s education ecosystem shaped a series of policy changes leading to Act 77; and 3) Relational dynamics and networks (the power structure) are key outcome determinants for addressing concerns about education equity leading to policy change
