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In Indonesian educational institutions, religious education, including Christian Religious Education, must be taught to all students and Christian students. However, most students today focus on developing scientific competencies in a particular field rather than general compulsory learning such as Christian Religious Education. The objectives include determining the significance of Christian Religious Education in universities and the role and impact of education on student life at the Manado State Polytechnic. This research concluded that Christian Religious Education must still be taught in all universities because it has a vital role in the growth of intellectual, spiritual, moral, and social students.

April 5, 1994. ; Also issued as author's thesis (M.S.) -- Colorado State University, 1994. ; Includes bibliographical references. ; With the onset of increased scientific interest in cloud-effects on climate and the need of cirrus forecasts to support military operations and the aviation industry has come the need to develop more credible microphysical parameterizations of the ice transfer processes occurring in cirrus clouds. Herein a parameterization is developed for the transfer between two defined categories of ice; pristine ice (which grows by vapor deposition only and is constrained to have mean diameters less than 125 μm) and snow (resulting from the direct conversion of pristine ice). Each category is assumed to conform to a generalized gamma distribution function, with variations in ice crystal habits allowed. Analytical transfer equations for the flux of number concentration and mass between the pristine ice and snow categories during ice supersaturated and subsaturated atmospheric regimes are derived. A parameterization of ice number concentration loss from each of these distributions during sublimation is also described. These parameterizations are tested in a one-dimensional Lagrangian parcel model for ice supersaturated ascents and ice subsaturated decents. These tests allow analysis of the parameterizations during variations in physical parameters such as the shape of assumed distributions and the ice crystal habit. It is shown that variations in both of these parameters have large impacts on the evolution of the distributions. These results show similarities to other modeling efforts. The ice parameterizations are implemented into the Regional Atmospheric Modeling System (RAMS) developed at CSU and two-dimensional sensitivity tests are conducted using observations from the November 26, 1991 FIRE II cirrus case. Tests of the model using rosette crystals and exponential distribution shapes showed the flexibility of the RAMS model in simulating these systems. The RAMS results compared favorably with ...

Utopia, as a concept, has experienced a resurgence within literature of various genres, ranging from scholarly work inside the 'academy' to diverse accounts of utopian and/or dystopian imaginaries within diverse fictional stories. Identifying what utopia picks out conceptually, however, is challenging, not least due to the limitations inherent in the ways we perceive the world could be. In this dissertation, I first defend a 'processual' account of utopia, contrasting this way of thinking about the idea against any fixed or granular description of some candidate, concrete state of affairs. I then look at the primary methodology leveraged by most processual utopian theorists, namely: utopian hope. After considering this affective, performative stance against what I call 'merely-political' combat, I demonstrate how utopian hope, within processual accounts, turns out to be equivalent to religious faith. As such, processual utopian projects require a return to a mystical, transcendent field of play for both their theoretical and methodological constituents. The second half of my project attempts to outline a fledgling, practical methodology for processual utopia, first identifying a very counter-intuitive directional focus on the part of the privileged when pursuing utopian ends. This focus requires the privileged to consider alternate imaginaries for possible futures while additionally requesting assistance from the marginalized to appropriately parse them. I conclude by examining several instances of liminal 'utopias' that have occurred in the wake of tragic events. These are placed in conversation with fictional accounts of utopian effort in order to highlight why utopian performativity must begin from a space of mutual vulnerability. ; Doctor of Philosophy ; In this dissertation I aim to do two things. In the first half, I defend the concept of "processual utopia" as a more fruitful way to think about striving for societies that feature less stratification in the way they distribute opportunity and privilege. I contrast this idea with those theories that try to describe, using present-day imaginaries, concretely-imaginable utopias in the here and now. I argue that the latter effort is a fool's errand, a process that incurs insurmountable difficulties in that opposing visions are immediately juxtaposed against any solidified description of what utopia might look like. I then examine the primary constituent of processual utopia's process, namely: utopian hope. I contrast this with the kind of affective performativity normally found within politics and political struggle, concluding that these efforts do not result in utopian ends. This is because what I call the 'merely-political' is bent on a kind of binary striving for power, focused on proving the 'other' side to be subhuman and irrational. Utopian hope counters political maneuvering for a particular vision of 'better' societies on a more transcendental foundation. It looks for a reality that humankind cannot yet understand or describe something that remains on the horizon as a target for our dreams and efforts. This affective viewpoint should motivate our actions to make currently unimaginable realities possible in a distant, not-seen-by-us, future. I also suggest that utopian hope, although talked about a great deal over the past century by writers such as Ernst Bloch and Ruth Levitas, has its conceptual genesis in religious faith. I argue that the two are equivalent in the case of utopian affect and desire. My foils in this effort are Kierkegaard and St. Augustine and examining their accounts of faith reveals the parallel nature this mystical logic shares with contemporary ideas about utopian hope. In the second half of the dissertation, I connect processual utopian theory to potential practice. The investigative point-of-view throughout is that of the currently privileged. I argue that those who possess the highest levels of opportunity within realms of social and political power tend to defend the status quo, even when suggesting or devising initiatives to supposedly level the playing field more fairly. Privileged actors, it seems, are culturally programmed to reinforce the same logics that prevent substantive change. This also means that our targets for 'better societies' tend to simply reinforce the same stratifications of opportunity that exist currently. Privileged actors not only need help understanding the ideas of the marginalized concerning more just societies, they also need to engage in what might seem like 'dystopian' effort (from our perspective) in order to actually strive for something more 'utopian' in the future. To help orient those wishing to be allies to the marginalized, I examine various accounts of alternate futures, explaining how those challenge our default ways of understanding the world. These, in turn, should motivate the privilege to ask for help (from the marginalized) in order to understand them, a request the latter must answer if processual utopia is the goal of all concerned. This highlights what I call an 'ethical minefield' that highlights divisive issues we can observe in our current socio-cultural moment. I end with an analysis of both tragedy and dystopian fiction, arguing that a sense of mutual vulnerability is needed for an actor to pursue processual utopia.

AbstractThis contribution outlines various spatial and temporal aspects of medical or public-health related calls for service from the public to police in Philadelphia in 2019. These incidents comprise about 8% of the police department's workload that originates from the public. Calls appear to be highly concentrated in a few areas, and specifically the Center City and Kensington neighborhoods. They are also more likely to occur late afternoon and evening. The article shows that some medical or public health activity initially masquerades as crime or other policing work and some events eventually determined to be police/crime activity can initially appear to be public health related. About 20% of activity in this area does not appear predictable from the initial call type as handled by police dispatch.

Participatory Design (PD) – whose inclusive benefits are broadly recognised in design – can be very challenging, especially when involving children. The recent COVID-19 pandemic has given rise to further barriers to PD with such groups. One key barrier is the advent of social distancing and government-imposed social restrictions due to the additional risks posed for e.g. children and families vulnerable to COVID-19. This disrupts traditional in-person PD (which involves close socio-emotional and often physical collaboration between participants and researchers). However, alongside such barriers, we have identified opportunities for new and augmented approaches to PD across distributed geographies, backgrounds, ages and abilities. We examine Distributed Participatory Design (DPD) as a solution for overcoming these new barriers, during and after COVID-19. We offer new ways to think about DPD, and unpick some of its ambiguities. We do this through an examination of the results from an online Interaction Design and Children (IDC) 2020 workshop. The workshop included 24 researchers with experience in PD, in a range of forms, in the context of children. Initially designed to take place in-person and to include a design session with children in a school in London, the workshop was adjusted to an online format in response to the COVID-19 pandemic. Despite the adverse circumstances, we discovered that the unexpected change of the workshop style from in-person to online was an opportunity and an impetus for us to address the new PD challenges of the global pandemic. In this article we contribute seven themes which were revealed during our IDC workshop, providing guidance on important areas for consideration when planning and conducting PD in the context of a global pandemic. With a focus on the term 'distributed', we offer insights on how DPD can be applied and explored in these circumstances with child participants. We conclude with a number of lessons learned, highlighting the opportunities and challenges DPD offers to enable continued co-design during a global pandemic. In particular, DPD provides greater access for some populations to be involved in PD, but technical and social challenges must be addressed.

The workload of campus leaders continues to increase with new expectations for evaluation and supervision, changing legislative mandates, and mounting pressures for improved school accountability. Educational Leadership preparation programs are built on national and state standards related to principal leadership and competency. However, while principal preparation programs have focused intently on instructional leadership development for future principals, most educational leadership candidates do not immediately enter the principalship but rather start their administrative careers as assistant principals. School districts can implement a comprehensive training protocol for their emerging principals using research-based practices to ensure assistant principals have the training, coaching, and mentoring necessary for the next level of leadership. The professional development strategies presented here can be pivotal in ensuring that individuals are prepared for campus leadership and potentially mitigate principal burnout. Increasing the competencies of assistant principals to prepare them for campus leadership will help support the future of the school district and ensure a pipeline of strong leaders.