Estrogen-Mimicking Cellular Mechanism and Toxicologic Developmental Effects of BPA Derivatives

Undergraduate Basi

Investigation of Estrogenic Nature of BPA Derivatives by a Yeast Assay and Structure-property Relationship Development of the Resultant Epoxy-resins

Undergraduate Theoretica

An Examination of Athletic Directors\u27 Perceptions of the Utilization of Athletic Trainers in the Secondary School Setting

Many secondary school athletes are lacking appropriate medical care during sport participation. Athletic trainers (ATs) are qualified healthcare professionals that can fill this need. Barriers to hiring ATs within this setting have been identified, however important information from administrators is lacking on why secondary schools choose to utilize ATs. Understanding this decision making process has the potential to guide future strategies to increase the number of secondary schools that employ ATs and improve retention of athletic training positions within the secondary school setting. Our objective was to explore athletic directors’ perceptions of the roles and services provided by ATs working in the secondary school setting and to understand the needs of the athletic program and school in terms of the utilization of athletic training services. Utilizing a qualitative methodology, ten high school athletic directors employed by schools that utilize the services of full-time ATs completed a telephone interview facilitated by a semi-structured interview guide. All interviews were recorded and transcribed verbatim. Data was analyzed following the consensual qualitative research approach (CQR). Data credibility was established through peer review, field notes, member checking, and multiple analyst triangulation. Five themes emerged. Justification pertained to reasons athletic directors would use to defend or justify why they utilize ATs within their schools. Athletic trainer roles and responsibilities represented the observed services provided by ATs. Recognition of worth referred to the evaluation of and appreciation for the AT’s position within the school. Challenges represented the concerns and struggles athletic directors faced regarding the use of ATs within their athletic programs. Influencing factors consisted of aspects related to the decision to utilize ATs within athletic programs. The findings demonstrate that athletic directors have an appreciation for and overall understanding of the services provided by ATs in the secondary school setting. The value of secondary school ATs is predominantly supported by anecdotal evidence rather than formalized assessment methods or the use of data driven materials. Despite the athletic director’s administrative role, school board members hold the ultimate authority in the decision making process to utilize ATs in this setting

Jain Rāmāyaṇa Narratives

Jain Rāmāyaṇa Narratives: Moral Vision and Literary Innovation traces how and why Jain authors at different points in history rewrote the story of Rāma and situates these texts within larger frameworks of South Asian religious history and literature. The book argues that the plot, characters, and the very history of Jain Rāma composition itself served as a continual font of inspiration for authors to create and express novel visions of moral personhood. In making this argument, the book examines three versions of the Rāma story composed by two authors, separated in time and space by over 800 years and thousands of miles. The first is Raviṣeṇa, who composed the Sanskrit Padmapurāṇa (“The Deeds of Padma”), and the second is Brahma Jinadāsa, author of both a Sanskrit Padmapurāṇa and a vernacular (bhāṣā) version of the story titled Rām Rās (“The Story of Rām”). While the three compositions narrate the same basic story and work to shape ethical subjects, they do so in different ways and with different visions of what a moral person actually is. A close comparative reading focused on the differences between these three texts reveals the diverse visions of moral personhood held by Jains in premodernity and demonstrates the innovative narrative strategies authors utilized in order to actualize those visions. The book is thus a valuable contribution to the fields of Jain studies and religion and literature in premodern South Asia

Preaching for discipleship in an emerging postmodern culture

https://place.asburyseminary.edu/ecommonsatsdissertations/1870/thumbnail.jp

Seven Interesting Things about the Epilogue to Job

In this paper I will draw attention to seven points in Job 42:7–17 that are not usually noticed or satisfactorily explained. (1) In what way has Job spoken of Yhwh what is right? (2) Does Job know of Yhwh’s evaluation of him? (3) Why is Yhwh at risk of behaving outrageously? (4) Why should Job’s prayer here be efficacious when his prayer in chap. 1 was not? (5) When are Job’s fortunes restored? (6) What does the doubling of Job’s possessions signify? (7) Why does Job live 140 years after his dispute with Yhwh? The Epilogue will be shown to be more subtle than is generally recognized, and the writing may be another example of the “false naivety” I have argued for previously in the Prologue.Siedem ciekawych rzeczy o epilogu Księgi HiobaAutor skupia się na siedmiu kwestiach dotyczących Hi 42,7–17, które z reguły uchodzą uwadze komentatorów lub nie doczekały się satysfakcjonującego wyjaśnienia. (1) W jakim sensie Hiob mówił prawdy o Jahwe? (2) Czy Hiob wie o tym, jak go Jahwe ocenił? (3) Dlaczego Jahwe jest bliski wściekłości? (4) Dlaczego modlitwa Hioba jest tu skuteczna, skoro jego modlitwa w rozdziale 1 nie była taką? (5) Kiedy zostało przywrócone powodzenie Hiobowi? (6) Co oznacza podwojenie majątku Hioba? (7) Dlaczego Hiob żyje jeszcze 140 lat po swojej dyspucie z Jahwe? Clines pokazuje, że Epilog jest kolejnym przykładem „fałszywej naiwności”, którą widział także w Prologu.