99 research outputs found
For the Good or the “Guild”
No full textIn this series, a number of scholars respond to Kate Daley-Bailey’s provocative essay, “For the Good or the ‘Guild’: An Open Letter to the American Academy of Religion,” which appears in the most recent issue of the Bulletin journal, Vol 44, No. 4 (2015). In this series, scholars Charles McCrary (FSU), Jack Fitzmier (Executive Director of the American Academy of Religion), Kerry Danner (member of the AARs Contingent Faculty Task Force, Jason Sagar, and Helen Ramirez respond, with a reply by Kate Daley-Bailey.</jats:p
Profit from science: solving business problems using data, math, and the scientific process
No full textIn Profit From Science, author George Danner presents solutions to the big problems that modern business face-solutions that are grounded in logic and empiricism. This book instructs business leaders in how to add the discipline and technical precision of the scientific method to their strategic planning and decision making
How I Got into This: Toward a Social History of the Guitar in America
No full textAn introduction to a series of five articles by Peter Danner on the history of the guitar in the United States from the late eighteenth to the early twentieth century. Written between 1977 and 1994, these articles first appeared in early issues of the GFA’s magazine Soundboard. They are reprinted here in tribute to Danner’s pioneering contribution to guitar research and to bring them to the attention of a new generation of scholars. The author has generously provided this newly written introduction to the series
The Guitar in Nineteenth-Century America: A Lost Social Tradition
No full textThis article is one of a series of five by Peter Danner on the history of the guitar in the United States from the late eighteenth to the early twentieth century. Written between 1977 and 1994, these articles first appeared in early issues of the GFA’s magazine Soundboard. They are reprinted here in tribute to Danner’s pioneering contribution to guitar research and to bring them to the attention of a new generation of scholars. The author has generously provided a newly written introduction to the series
Re-orienting from without: Burkean notions of 9/11 & the rhetoric of dissent
No full textKenneth Burke’s theory of orientations, grounded most thoroughly in Permanence and Change, posits that each of us is trained by the rhetorical stimuli of our environment and subject to be conditioned to a dominant ideological orientation. And on September 11th, 2001, the dominant orientation toward the 9/11 attacks—our way of looking at that reality—was fully constructed within hours of the collapse. The rapidity with which this rhetorical construction occurred was enough to have Robert Ivie declare that the Bush speeches had left “[n]o space for critical thinking” (227). However, according to Burke, the orientation must have had “space for critical thinking” and contestation, as all orientations are subject to ideological correctives. The attempted correctives to the 9/11 orientation, the counter-rhetorics intended to correct the way we viewed that reality, revealed the precise rhetorical performance of orientation-correction, including the navigation of the orientation’s “piety,” “the sense of what properly goes with what” (Permanence and Change 74). The dominant orientation toward 9/11, far from being a rhetorical blockade with little space for contestation, was a site for discovering the interaction between Burkean piety and “the ‘stealing back and forth’ of symbols” (Attitudes Toward History 103). As dissenting rhetors infiltrated the orientation, stole one or more of the component symbols, and attempted to reconfigure them in a way that read more truthfully, they triggered a rhetorical domino effect predetermined by the orientation’s pious configuration. As each piece of the dominant orientation was altered symbolically according to the corrective, this rhetorical action subsequently destabilized others that the initial component was connected to, rendering the corrective too impious.M.A.Includes bibliographical referencesby Patrick Danne
TLISI 2022: Creating Space for Sustainability: Research and Engaging Learning Outside the Classroom
No full textIn this session, we share our findings on a research project conducted with students from the Justice and Consumer Culture class in Fall 2019. We will be joined by one student, Daisy Dunlap, who participated in the study. The aim of the study was to assess if providing a product replacement and incentive could shift habits and if the participation in the project itself would raise awareness of sustainable practices. Students were asked to commit to using metal straws for two weeks and keeping a journal of the experience. They were also asked to participate in three surveys. Students would receive a half-letter increase on a quiz grade for the participation. They could also choose another mechanism to receive the same amount of extra credit on their quiz. Metal straws were given to all students who desired to participate. All IRB protocols were met. Thirty out of thirty-one students signed consent forms and participated in at least one research-related activity. Of these 31, 24 participants completed the full range of research components.
The preliminary data shows that many students tended to underestimate or overestimate anticipating particular feelings. For example, most students overestimated they would forget the straw and overestimated that they'd feel guilty when they did. In contrast, most students underestimated that they'd prefer to not use a straw and drink from a cup. This latter insight was most often due to connections being made about a plastic straw being a small part of plastic waste. Additionally, the participant engagement created 62 conversations with peers, families, and strangers. In short, their participation in the research resulted in them thinking about the course content in much deeper ways outside of the classroom and raised awareness far beyond the participants in the study.
We will share some of the preliminary data from the study and engage a student participant in reflecting on the experience. In addition, we invite robust discussion of the pros and cons of having students being the subject of research in a course in which they are enrolled. The data shows that the project was very successful in raising awareness far beyond the research participants themselves. We invite discussion on the potential ethical pitfalls of doing so as well as questions of the ethics and efficacy as a strategy for cultivating green habits beyond the classroom
TLISI 2023: Addressing Eco-Anxiety in the Classroom
No full textIn just a few short years “eco-anxiety” was formally defined as a pathology by the APA and spread through much of the public imagination as a recognized term and an unfortunately common experience—particularly among college-aged students. While part of the broader mental health challenge faced by universities today, eco-anxiety is particularly worth addressing given its ability to manifest and be exacerbated by the specific content of our classrooms—including classes with no intention of directly engaging with ecological matters. This panel features both faculty and health care professionals from the Hilltop and Qatar campuses who have worked in recent years to help students constructively engage with our current ecological crises while addressing or coping with an attendant eco-anxiety
Predictive model to estimate ionized calcium from routine serum biochemical profiles in dogs
No full textIonized calcium is the gold standard to assess calcium status in dogs, but measurement is not readily available in private veterinary practices.
The objectives of this study were to (1) predict ionized calcium concentration from serum biochemical values and (2) compare the diagnostic performance of predicted ionized calcium (piCa) to those of total calcium (tCa) and two corrected tCa formulae; and (3) study the relationship between biochemical values and variation of measured ionized calcium (miCa).
This was a cross-sectional study. Records from 1,200 dogs who were patients at the University of Illinois Veterinary Teaching Hospital were randomly selected from a population of 1,719 dogs with mical and biochemical profile performed within 24 hours for the creation of a multivariate adaptive regression splines (MARS) model, with the final model being determined by backward elimination. Accuract and diagnostic performance of piCal and its prediction interval (PI) were tested on 519 dogs via Bland-Altman analysis, Pearson’s R, and receiver operator characteristic (ROC) curves.
The final model included creatinine, albumin, tCa, phosphorus, sodium, potassium, chloride, alkaline phosphatase, triglycerides, and age, with tCa, albumin, and chloride having the highest impact on miCa variation. Predicted ionized calcium was better correlated to miCa than tCa and corrected tCa, and its overall diagnostic accuracy was significantly higher to diagnose hypocalcemia and improved for hypercalcemia. The average difference between the piCal and miCal was 0.002 +/- 0.080 mmol/L. The PI included miCal 94% of the time. For hypercalcemia, piCa was as sensitive (64%) but more specific (99.6%) than tCa and corrected tCa. For hypocalcemia, piCa was more sensitive (21.8%) than tCa, and more specific (98.4%) than corrected tCa formulae. Positive predictive values of piCa were high for both hypercalcemia (90%) and hypocalcemia (70.8%).
Predicted ionized calcium can be obtained from readily available biochemical and patient variables, and seems more useful than tCa and corrected tCa to approach calcium disorders in dogs when miCa is not available. A webpage has been designed for piCa calculation (http://vetmed.illinois.edu/study/mars-model/VetMed.php).Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2019-05-01The student, Julie Danner, accepted the attached license on 2017-04-10 at 17:13.The student, Julie Danner, submitted this Thesis for approval on 2017-04-10 at 17:20.This Thesis was approved for publication on 2017-04-12 at 10:10.DSpace SAF Submission Ingestion Package generated from Vireo submission #10693 on 2017-08-10 at 15:05:22Made available in DSpace on 2017-08-10T20:32:50Z (GMT). No. of bitstreams: 2
DANNER-THESIS-2017.pdf: 1061612 bytes, checksum: 6df78845921ba38738c7b9222089164c (MD5)
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Previous issue date: 2017-04-12Embargo set by: Colleen Fallaw for item 102738
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“Magical Thinking” and Inward Engagement at a Small Liberal Arts University in a Time of Crisis
No full textThis case study essay draws on experiences and survey documentation surrounding a new, client-driven course, ENG337–Professional Editing, that was piloted during the height of the COVID-19 pandemic. The author, an Assistant Professor at a small liberal arts college, pulls from this experience and the attending documentation to interrogate “magical thinking,” a concept formulated by Joan Didion (2007) and later repurposed by James Dubinsky (2010) to explore various dimensions of program development. Through the narrative of course development and administration and a retroactive summary of survey findings, the author demonstrates how “magical thinking” can be re-formulated to respond to our responsibilities to students and stakeholders in times of crisis. The essay concludes by calling on readers to not allow “magical thinking” to be a just-in-time reaction, but rather a regular expression of our values in the field
Een Nederlands Watermerk op het culturele erfgoed van de Europese Unie
No full textTwee artikelen ovr de geschiedenis van de Nederlandse Waterbouw als aanzet voor een project over hierover geïnitieerd door de Provincie Noord-Holland. Het eerste artikel gaat over de Nederlandse inbreng in de waterbouw in de periode tot 1800, het tweede gaat over de meer recente periode
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