Holy Places, Dark Paths: Till We Have Faces and the Spiritual Conflicts of C.S. Lewis

Although Till We Have Faces (1956) was written late in C.S. Lewis’s life (1898-1963), during the peak of his literary renown, the novel remains one of Lewis’s least known and least accessible works. Due to its relatively ancient and obscure source material, as well as its tendency towards the esoteric, a healthy interpretation of the novel necessitates a wider look at Lewis’s life-long body of work. By approaching Till We Have Faces through the framework of Lewis and the corpus of his work, the reader can see two principal conflicts that characterize the work as a whole, and, more specifically, the protagonist Orual’s attempts at reconciliation with the gods. The first is Orual’s tension between rationalism and romanticism, as seen through the framework of Lewis’s The Pilgrim’s Regress and Surprised by Joy; the second is Orual’s perverted sense of love, particularly her affection for her sister Psyche, as understood through Lewis’s The Four Loves and The Great Divorce. By analyzing Orual’s resolution of these two conflicts, illuminated through Lewis’s other books, the reader can see the deeper themes hiding within Lewis’s “myth retold,” namely, the finitude of man and the inexpressibility of the divine

What Supports Supportive Therapy?

Think of 1896, the year Jacob Freud died, kindling a depression in his son Sigmund which led to The Interpretation of Dreams. To a raucous convention in Chicago, William Jennings Bryan declaimed against the gold monetary standard: You shall not press down upon the brow of labor this crown of thorns, you shall not crucify mankind upon a cross of gold (I). Years later the monetary gold standard was abandoned during the New Deal, but Freud\u27s newly mined pure gold of analysis continued to be an object of adulation and emulation, despite Freud\u27s prediction that its exoteric application would require alloys with the copper of direct suggestion (2). One such alloy is supportive psychotherapy. Wallerstein (3) defines it as an ego-strengthening therapy which uses means other than interpretation or insight to help the patient suppress mental conflict and its attendant symptoms. Bloch deems it a form of treatment for patients with chronic psychiatric conditions for whom basic change is not seen as a realistic goal, and its aim is to sustain a patient who can not independently manage his or her own life (4). Werman describes it as a substitutive form of treatment, one that supplies the patient with those psychological functions that he or she either lacks entirely or possesses insufficiently (5). Until recently, however, supportive therapy was like a neglected patient who had been coming to clinic for many years, but never received the courtesy of a psychodynamic formulation. Only in this decade has it been appreciated as a distinct type of therapy with its particular patients, goals, and techniques, defined by its own ground rules and theory of psychopathology. This paper presents the rationale which underlies supportive psychotherapy and the basis on which it constitutes a distinct type of treatment

The Polyphonic Survivor: Dialogism and Heteroglossia in Art Spiegelman\u27s Maus: A Survivor\u27s Tale

Using Mikhail Bakhtin\u27s theories of polyphony, dialogism, and heteroglossia, this thesis will seek to show that Art Spiegelman\u27s Maus is an innately heteroglossic work. Through the use of the graphic novel medium, a multi-perspectival blend of visual and textual narrative, Spiegelman creates a work where various key voices are allowed to speak within the work—without any one voice being given full authority over the other. Vladek Spiegelman, for example, is given the ability to speak freely, despite his narrative’s shortcomings. Although Spiegelman shows Vladek’s perspective to be flawed and inaccurate at times, Art’s interviews with Vladek provide a perspective into the realities of the Holocaust and particularly of Auschwitz that neither he nor the broad cultural accounts could ever provide. At the same time, in his interviews, Art often challenges Vladek’s memoirs with the historical accounts that contradict his own, forcing the two to exist in conflict with each other. Simultaneously, as a character in his own work, Art, through wrestling with his own prejudices against his father, becomes a third voice within the novel, finding his own conflicts with both Vladek and with public perceptions of Holocaust survivors. Through these competing dialogues, Maus becomes a polyphonic, multi-voiced construction; rather than allowing one of these perspectives to take primacy or dominance over the others, Spiegelman avoids monologism by avoiding rote reconciliation. Spiegelman does not end by claiming one monologue to be correct; he gives each voice a platform, allowing the reader to inhabit a visual-textual Holocaust built from the personal accounts of Vladek, the troubled mind of Art, and a wide range of historical research. As a result, through all of these perspectives, as well as others, Spiegelman pursues a more truthful, dialogical depiction of the Holocaust through the narrative tapestry that these perspectives create

Repairing Misconceptions of Racial Justice Education: A Journey into Students’ Experiences in a High School Social Justice Program

This study investigated the transformative impact of racial justice education through the voices of alumni of a social justice high school program. Guided by Critical Race Theory (CRT) and Critical Whiteness Studies (CWS), the research explored alumni reflections on their experiences, focusing on how the program influenced their critical consciousness of systemic racism, racialized identity, and engagement in social justice post-graduation (Crenshaw et al. 1995; Delgado, 1995; Delgado & Stefanic, 1997; Solórzano & Yosso, 2002; Tate, 1997; Tatum, 1994). Employing Leavy’s (2017) mixed-methods approach, the study utilized surveys to form a baseline for talking points for focus groups. Findings reveal that the program significantly shaped participants’ understanding of systemic inequities, with students of color expressing empowerment through the integration of their histories and identities into the curriculum. White students, while navigating initial discomfort, reflected on the development of an anti-racist consciousness and the dismantling of internalized biases. Across racial identities, participants emphasized the program\u27s role in fostering cross-racial dialogue, empathy, and solidarity. The research also highlighted the sustained influence of social justice education on civic and social action engagement, with alumni actively participating in advocacy, activism, and community-building initiatives. The findings served as counterevidence to contemporary critiques of racial justice education, illustrating its value in preparing students for democratic citizenship and allyship in an increasingly diverse society. This study underscored the urgency of preserving and expanding social justice programs in the face of growing backlash against racial justice education. It advocated for an education system that equips all students to critically examine societal inequities and actively contribute to a more just and equitable world

Pengaruh model pembelajaran inkuiri terbimbing terhadap keterampilan berpikir kritis peserta didik pada materi struktur dan fungsi jaringan tumbuhan kelas xi-mia MAN 2 Pulang Pisau

Keterampilan berpikir kritis peserta didik di MAN 2 Pulang Pisau selama kegiatan pembelajaran masih rendah.peserta didik pasif karena model pembelajaran yang diterapkan masih bersifat pembelajaran langsung. Penelitian ini bertujuan untuk 1) mengetahui keterlaksaan pembelajaran. 2) mengetahui kemampuan keterampilan berpikir kritis dan 3) mengetahui pengaruh yang signifikan model pembelajaran inkuiri terbimbing terhadap proses berpikir kritis peserta didik pada materi struktur dan fungsi jaringan tumbuhan kelas XI – MIA MAN 2 Pulang Pisau. Penelitian ini menggunakan metode kuasi eksperimen dan desain penelitiannya menggunakan non equivalent kontrol group Pree test and Post test. Sampel yang digunakan yaitu sebanyak 46 peserta didik untuk 2 kelas. Instrument yang digunakan yaitu berupa soal Pree test and Post test, lembar LKS, dan RPP. Analisis data menggunakan Uji “t”. Hasil penelitian menunjukan bahwa: 1). Berdasarkan analisis uji hipotesis menunjukan bahwa tidak terdapat pengaruh model pembelajaran inkuiri terbimbing terhadap hasil belajar peserta didik. Dengan taraf signifikasi 5% dimana thitung < ttabel (1,242 < 2,000) maka hipotesis nol (Ho) diterima dan hipotesis alternatif (Ha) ditolak. 2). Berdasarkan analisis uji hipotesis menunjukan bahwa tidak terdapat pengaruh model pembelajaran inkuiri terbimbing terhadap proses berpikir kritis peserta didik. Dengan taraf signifikasi 5% dimana thitung < ttabel (0,610 < 2,000) maka hipotesis nol (Ho) diterima dan hipotesis alternatif (Ha) ditolak. 3). Peningkatan hasil belajar peserta didik sebelum diberikan perlakuan model pembelajaran inkuiri menunjukan bahwa nilai rata-rata Pree test hasil belajar peserta didik sebelum dilaksanakan pembelajaran pada kelas eksperimen adalah 31,130. Kemudian terjadinya peningkatan rata-rata Poss test dengan rata-rata 76,435. Nilai gain pada kelas eskperimen adalah sebesar 45,304 sedangkan nilai N-gain pada kelas eksperimen menunjukkan kategori sedang. ABSTRACT Students critical thinking skills in MAN 2 Pulang Pisau during the learning activities are still low. Passive learners because the learning models are being applied are still in direct learning. The study aims to 1) know the underacting of learning. 2) Knowing the ability of critical thinking skills and 3) knowing the significant influence of learning model inquiry guided to the critical thinking process of learners on the structure material and function of the Plant network class XI – MIA MAN 2 Pulang Pisau. This research uses the quasi method of experimental and design of its research using non-equivalent control group Pree test and Post test. The samples used were 46 learners for 2 classes. The Instrument used is a matter of Pree test and Post test, LKS sheet, and RPP. Analyze the data using the "T" test. The results showed that: 1). Based on the hypothesis test analysis shows that there is no influence of guided inquiry learning model to the learning outcomes of students. With where the significance level of 5%t <t table (1,242 <2,000), the null hypothesis (Ho) is received and the alternative hypothesis (Ha) is rejected. 2).Based on the hypothesis test analysis shows that there is no influence of guided inquiry learning model to the process of critical thinking of students. With where the significance level of 5%t <t table (0.610 <2.000), the null hypothesis (Ho) is received and the alternative hypothesis (Ha) is rejected. 3).Improved learning outcomes of students before being given treatment inquiry learning model shows that the average value Pree test learning outcomes of students before being implemented learning the experimental class is 31.130. Then the increase in the average Posstest with an average of 76.435. Value gain in classroom experiments amounted to 45.304, while the value of N-gain the experimental class showed moderate category

ASUHAN KEBIDANAN KOMPREHENSIF PADA NY.E.L DI PUSKESMAS SIKUMANA KOTA KUPANG TANGGAL 11 MEI S/D 29 JUNI TAHUN 2019.

Latar Belakang: Asuhan kebidanan komprehensif merupakan asuhan kebidanan yang diberikan secara menyeluruh dimulai dari ibu hamil, bersalin, bayi baru lahir, nifas, dan keluarga berencana. Dalam program pemerintah yaitu mengurangi kemungkinan seseorang perempuan hamil mengalami komplikasi dalam kehamilaan, persalinan,atau masa nifas dengan melakukan asuhan antenatal dan persalinan dengan prinsip bersih dan aman, mengurangi kemungkinan komplikasi persalinan yang berakhir dengan kematian atau kesakitan melalui pelayanan obstetric dan neonatal esensial dasar dan komprehensif,data dari Puskesmas Sikumana kunjungan ibu hamil K1 99,8%,K4 72,6%,KF1 88,2%,KN 99%. Tujuan: menerapkan asuhan kebidanan komprehensif sesuai dari masa kehamilan, persalinan, BBL, nifas, dan KB pada Ny.E.L di Puskesmas Sikumana Periode 11 Mei S/D 29 Mei Tahun 2019 menggunakan menejemen varney dengan penerapan SOAP. Metode penelitian: Metode penelitian digunakan adalah studi penelaan kasus.padaNy.E.L di Puskesmas Sikumana.Periode 11 mei sampai 29 mei 2019 menggunakan format Asuhan kebidanan dan pendekatan manajemen kebidanan. Hasil:Asuhan kebidanan komprehensif pada Ny. E.L G1A0AH0 usia kehamilan 38 minggu 5 hari, sudah melakukan kunjungan rumah dilakukan sebanyak 2 kali, dan tidak di temukan tanda bahaya yang dapat membahayakan ibu dan janin. Ibu melahirkan di PuskesmasSikumanatanggal 29 Mei 2019 dan di tolongolehbidan Yeni dan mahasiswa a/n Elma N Baitanu asuhan yang diberikandengan 60 langkah APN persalinan berjalan secara fisiologis dan tidak ditemukan masalah pada ibu dan bayi. Asuhan yang diberikan pada bayi baru lahir adalah sesuai dengan langkah ̵ langkah APN dan perawatan pada bayi baru lahir dapat berjalandengan normal KN 1,2dan3 tidak ditemukan tanda bahaya pada bayi baru lahir. Asuhan yang diberikan pada nifas adalah sesuai kunjungan masa nifas yaitu KF 1,2dan 3 secara normal dan tidakditemukantandabahaya pada masa nifas. Asuhan diberikan pada calon askeptor KB dan ibu setuju untuk menggunakan kotrasepsi suntik 3 bulan dan tidak ditemukan masalah pada calon askeptor KB. Kesimpulan:Ny E.L pada masa kehamilan berjalan normal,tidak ada masalah atau komplikasi dan pada proses persalinan kala 1 ibu dirujuk ke Rs Leona pada tangga 28 Mei 2019 dengan indikasi ketuban pecah dini Pada proses persalinan berjalan dengan normal Selama memberikan asuhan kebidanan pada masa neonatus tidak ditemukan dan masalah semuanya berjalan normal, pada masa nifas berjalan secara normal, dalam memberikan asuhan kebidanan KB ibu telah diberikan konseling dan memutuskan menggunakan KB suntik 3 bulan depoprovera

Passing the NBCOT Examination: Preadmission, Academic, and Fieldwork Factors

All occupational therapy students are required to successfully complete the certification examination administered by the National Board for Certification in Occupational Therapy (NBCOT) before they can practice independently. The need to repeat the examination can result in stress, anxiety, and financial hardship. This paper explores the relationship of preadmission factors, academic and fieldwork performance, and demographic variables to successful first-time attempts on the certification examination for occupational therapists. Data were gathered from 144 student files in a Master of Occupational Therapy (MOT) Program at a single university. Of the sample, 82% passed and 18% failed their first NBCOT test trial. Considered independently, preadmission recommendation letters and writing sample scores, graduate MOT program GPA, lack of MOT program difficulty, fieldwork self-reports, and gender predicted NBCOT certification examination outcomes. When considered together in logistic regression models predicting outcome, this combination of factors correctly predicted 86.2% of student outcomes (or 20% to 32% of the variance in certification examination success), with OT program GPA and preadmission recommendation scores predicting unique outcome variance. This information may be helpful to admissions committees as well as to occupational therapy faculty as they identify strategies and practices to facilitate first-time test taking success on the NBCOT certification examination

Intensity of Rehabilitation Interventions As a Predictor of Outcomes in Skilled Nursing Facility Residents

Stroke is the leading cause of disability among adults in the United States. Research that continues to unpack the ‘black box’ of rehabilitation services specific to diagnostic groups (such as stroke) will contribute to the development of evidence-based clinical best practices for rehabilitation service provision to improve functional outcomes. The purpose of this study was to describe the types of rehabilitation interventions implemented (impairment-based and function-based as derived from Current Procedural Terminology billing codes) and intensity of these interventions (measured in minutes) as they are administered to skilled nursing facility residents admitted with a diagnosis of stroke, at two time points (5-day and 30-day reporting periods). In addition, this study examined what types of rehabilitation interventions at what level of intensity contributed most to a change in the level of activities of daily living disability (ADL end-split) between these two time points. At the 5-day and 30-day time points, the proportion of impairment-based and function-based interventions differed significantly, with the greatest proportion of time focused on function-based interventions at both time points. Function-based interventions decreased in proportion from 5 to 30 days and the impairment-based interventions increasing in proportion from 5 to 30 days. Function-based occupational therapy interventions were significant predictors of positive changes in functional outcomes (ADL end-split), however, in subsequent models, when other significant predictors of a change in functional outcomes entered (bed mobility and the presence of fecal incontinence), the unique contribution of occupational therapy was no longer significant. Results of this study also indicated strong and significant associations between both impairment-based and function-based interventions and the presence of urinary incontinence and fecal incontinence, dependence in toilet use, and the presence of an active discharge plan to return to the community

Estudio comparativo de la motricidad gruesa de los niños de 5 años de edad de la Institución Educativa "Niños Felices" y la Institución Educativa "Cruz Saco", Los Olivos - 2014

La presente investigación que tiene como Título, Estudio comparativo de la motricidad gruesa de los niños de 5 años de edad de la Institución Educativa “Niños Felices” y la Institución Educativa “Cruz Saco”- los Olivos -2014, tiene como objetivo determinar las diferencias en la motricidad gruesa entre los niños de 5 años de edad de la institución educativa “niños felices” y los de la Institución educativa “cruz saco” - Los olivos - 2014. La población de la presente investigación estuvo conformado por 73 niños y niñas de 5 años de edad de la Institución Educativa Niños Felices y la Institución Educativa Cruz Saco de Olivos - 2014, teniendo como tipo de investigación aplicada y como diseño de investigación no experimental, transversal y descriptivo comparativo, cuyo instrumento fue una escala de evaluación, el cual fue aplicada a los niños y niñas de 5 años de estas dos Instituciones Educativas. Cuyos resultados fueron que el 86.1% de los niños y niñas la Institución Educativa Niños Felices han logrado la variable de la motricidad gruesa, frente al 67.6% se encuentran en el nivel de logrado de la Institución Educativa Cruz Saco lo que muestra una diferencia entre estas dos Instituciones Educativas