The surprising case of Rachel Baker, who prays and preaches in her sleep : with specimens of her extraordinary performances taken down accurately in short hand at the time; and showing the unparalleled powers she possesses to pray, exhort, and answer questions, during her unconscious state. The whole authenticated by the most respectable testimony of living witnesses /

Signatures: A-D⁴.

Sensitive plants and noxious weeds of the Mt. Baker-Snoqualmie National Forest /

"R 6-MBS-02-1991"--P. [4] of cover.

School of Nursing Class of 1983

Top Row: Barbara A. Fleckenstein, Anne M. Phelan, Julie-Ann Gersin, Laura E. Kemper, Mary Ann McCulloch, Meryl I. Faber, Karen E. Morton, Jennifer S. Miller, Catherine A. Chichester, Dana R. Piper, Harold K. Lohwasser, Michelle A. Lyons, Julia C. Kelly, Deborah L. Rossman, Amy L. Keskey, John F. Nama, Linda Borucki, Michelle M. Bradley, Caroline M. Fischer, Lisa A. Kuhnlein

Row 2: Karen M. Pardo, Laura L. Price, Mollie A. McDonald, Jan M. Grable, Janna S. Nichols, Laura A. Quain, Patricia M. Battel, Claudia J. Koch, Maureen G. D'hondt, Trudy J. Tervo, Linda A. Walz, Cheryl K. Ebling, Patricia A. Merte, Lauri R. Klock, Maria A. Lomibao, Mary E. Eisenhauer, Ellen B. Malvern, Josephine A. Polesnak

Row 3: Yvonne D. Krisel, Rosemary T. Coyne, Janey A. Porterfield, Deborah A. Mulawa, Janet E. Lovelace, Susan P. O'brien, Margaret T. Perrone, Brenda K. Luckhardt, Terry A. Layher, Sharon A. Potonac, Susan K. Watson, Janet A. Servatowski

Row 4: Vivian A. Reeves, Tracey A. Weeks, Marilyn K. Morgan, Terrilynn Phillips, Susan S. Kirk, Robert J. Ziola, Fred Roberts, Karen S. Myron, Pamela M. Przybylski, Mary Jo F. Lafata, Janet A. Scapini, Mary J. Swails

Row 5: Julie E. Reitz, Julie A. Symons, Ave M. Reagor, Catherine A. Regan, Marsha A. Glass, Susan M. Derubeis, Judy L. Goode, Jennifer P. Wylie, Janet L. Nowak, Karen M. Ulfig, Cynthia E. West, Carol A. Czarnecki, Gloria J. Verdi, Lisa D. Singleton

Row 6: Cynthia Wiggins, Monica L. Babyak, Gail M. Ray, Karen S. Desloover, Ladonna L. Christian-Combs, Deborah J. Dunnaback, Deborah A. Cecchini, Nancy A. Neville, Julia H. Grove, Wendy A. Weinfurtner, Susan M. Twigg, Jolynne Vanotteren, Lori A. Clark, Susan T. Savidge

Row 7: Marianne Ojeda, Ann M. Tucker, Lisa A. Valiquette, Sharon J. Bergmann, Elizabeth A. Rice, Marjorie R. Hovis, Laura I. Berry, Janice B. Lindberg, Rhetaugh G. Dumas, Susan B. Steckel, Helen L. Erickson, Kathleen M. Oshea, Tricia A. Richardson, Cheryl L. Sanders, Ann L. Shcoene, Anita M. Bargardi, Constance S. Siler, Anne L. Scott

Row 8: Gassenie Thomas, Victoria L. cadagin, Sheryl A. Strace, Joyce I. Sourbeck, Mary S. Donald, Cindy Tollis, Miriam L. Allis, Julie J. Watson, Patricia A. Shefferly, Nina M. Squire, Carol J. Debrodt, Jennifer A. Dreps, Cynthia B. Stone, Martha A. House, Elizabeth A. Hull, Laurie J. Bommarito, Erin A. Swain, Lisa D. Davis

Row 9: Lisa W. Barak, Charlotte L. Allport, Karen J. Baker, Julie M. Sweet, Pamela R. Armfield, Kathleen A. Hornick, Marcianna M. Davis, Joann L. Holdridge, Barbara A. Black, Scott L. Baker, Lawrene S. Gardipee, Julie A. Hemsteger, Mary Ann Barz, Carla L. Arnett, Danielle L. Bonam, Janice S. Brady, Karen L. Eischer, Amy A. Hing, Marcia L. Hassig, Heidi G. Henn

School of Nursing Class of 1984

Top Row: Suzanne P. Zeros, Leslie A. Hazle, Deborah L. Thar, Jo-Ann Uhrhammer, Susan M. Revesz, Karla M. Jackson, Laura L. Campbell, Carol T. Dekeyser, Jeanette R. Lewey, Constance B. Squibb, Kristen Eckoff, Martha J. Armantrout, Kathleen A. Duhart, Sara J. Hemming, Carrie L. Malroit, Anne Marie L. Piehl, Rita A. Dobry, Susan A. Wintermeyer

Row 2: Deborah L. Kurzeja, Elanie C. Jenkins, Mary Nehra, June Ellis, Lisa Mediodia, Mary G. Rutz, Diane L. Larson, Mark A. Kempton, Margaret M. Ulchaker, Maureen B. Schreibea, Jan E. Merrick, Holly Russell, Betsy J. hodgman, Maeve N. Boran, Theresa J. Coker, Lisa Moss, Nancy J. Deckert, Nancy R. Bailey

Row 3: Denise M. Zapinski, Michelle M. Post, Elicia baker-Rogers, Lisa A. Mast, Patricia Thomas, Karen A. Bartoluzzi, Jennifer M. Dzieciuch, Margie Von Berge, Nancy Lutz, Pamela Mrstik

Row 4: Elizabeth Doheny, Jacqueline T. Bartone, Lisa A. Pfahler, Sheryl L. Lovelace, Elizabeth A. Bazur, Janet L. Bauman, Delynn M. Dindoffer, Rebecca Waldo

Row 5: Janarl L. Harris, Jeanne M. Cancilla, Amy Garon, Alisa D. Karp, Liz Buchanan, Linda M. Ford.

Row 6: Ondreya Dillard, Linda C. Parks, Tricia Berner, Loranie A. McKaig, Susan M. Bleasdale, Heather L. Colquhoun, Valerie M. Spotts, Marcia L. Fouts

Row 7: Theresa Glick, Carrie L Giltrow, Lisa E. Chapelle, Mary H. Kiledo, Jody Kazmierczak, Patricia E. Goerke, Lisa Weingart, Laura A. Rhead, Pauletta McKivens, Nancy K. Dryer

Row 8: Mary S. Mac Taggart, Lynn M. Stephens, Ann E. Dowling, Amy L. Huntzinger, Patricia A. Schremser, Kathy Hughes, Sally Sample, Cheryl E. Easley, Rhetaugh Dumas, Janice Lindberg, Susan Boehm, Heather Hossack, Susan E. Parry, Amy D. Landau, Michele Mansour, Nancy R. Clark, Sarah Cunningham

Row 9: Rhonda B. Dean, Sandra s. Klein, Cheryl L. Goddard, Toni Rene Dawson, Sara R. Farhat, Lisa M. Kane, Kaye M. Lewandowski, Jennifer A. Blashill, Susan L. Bradley, Mary McGuiness, Ann Dameron, Karolyn L. Maron, Debra Fisher, Rebecca Vredenburg, Elaine B. Fritz, Mary A. Alphenaar, Kathy Rentenbach, Barbara J. Wolff

Row 10: Nancy L. Minegar, Mary E. Conners, Susan E. Kuzma, M. Maureen O'Conner, Elaine P. Wynter, Catherine L. Martin, Bobbi L Hall, Dawn M. Gilbert, Karen M. Kuhn, Genevieve M. Mccarthy, Anne M. Venturi, Jena Bargon, Karen Coesens, Lynne V. Duguay, Barbara A. Sterne, Jill A. Schafer, Jill A. Webster, Katharina E. Smith, Mary K. Brown

School of Nursing Class of 1988

Top Row: Clare L. Allen, Kathryn M. Antekeier, Debra Ayanian, Kristin E. Baker, Lynn A. Bluck, Linda A. Bochenek, Samatha Brennan, Julie A. Coburn, Anne E. Cooksey, Susan L. Cross, Kimberli S. Darvishian, Natalie, J. Dichtiar, Joanne M. Dork

Row 2: Mary K. Emerson, Marion A. Ferguson, Amy S. Fuhst, JAckie Vicari, Patti Geiman, Denise B. Sorenson, Lisa Maastricht, Karen L. Bloom, Natalie R. Geiss, Elizabeth A. Hamann, Liesl M. Hintermaier

Row 3: Cynthia M. Hubert, Mercedes Castro, Irene Hundt

Row 4: Kris A. Hurley, Katherine A. Jeffery, Kathy M. Jhung, Rebecca J. Kantor, Denise J. Kehrer, Colleen E. Kelly

Row 5: Judy A. Kettenstock, Rhonda L. Kinney, Kimberly Klarich, Kimberly J. Kdning, Dianne M. Kraft, Brenda M. LaChapelle

Row 6: Lavonne L. Lang, Laurie A. Langwerowski, Rebecca S. Leak, Sally Sample, Violet Barkauskas, Rhetaugh G. Dumas, Shake Ketefian, Janice B. Lindberg, Elisabeth Pennington, Sharon A. Libby, Bonnie M. McDonald, Patricia A. Mehall

Row 7: Kristen K. Miller, Kelley L. Ong, Alice I. Paik, Michelle L. Pardee, Edith H. Price, Anke Winkler-Prins, Lori L. reisig, Camille A. Rogell, Mindy A. Rosenberg, Richard E. Ross, Julie A. Sarotte, Laura A. Schippers, Rose M. Schliska, Marilyn H. Schwartz

Row 8: Heidi Simonelli, Victoria J. Sizemore, Diane L. Sorenson, Deborah R. Sproul, Katherine Stewart, Kim M. Strong, Barbara J. Sullivan, Pamela S. Taukert, Kristin A. Treash, Kimberly Vander Heuvel, Sherry Vanootighem, Annmarie Veraldi, Idella A. Wesselman

School of Nursing Class of 1995

Top Row: Abiola Akinwumi, Laura Ambrook, Becky Bail-Salamin, Charlotte Baker, Ronald A. Palas, Jodi Lynn Bamberg, Cindy Bauer, Kimberly Beal, Tina Bednarski-Lynch, Lisa Bennett, Kate Bergsma, Colleen Block, Caroline Bock, Karen Bogan, Michael J. Bologna

Row 2: Julie Boyer, Wilma J. Branch, Stacey M. Quinn, Michelle Archambeau, Monica Patel, Stacey Doorn, Bryn Gerich, Bethany L. Tallon, Shannon Bason, Pete Jennings, Heather Cahill, Tamar Pleasant, Suzanne Shiller, Andrea Caldwell, Lisa Cook

Row 3: Rebecca Cross, Karen Cuevas, Anissa Damrau, Sheila Davis, Stephanie Day, Vikki Dhingra, Laura Doan, Catherine Doud, Tanya L. Dudlay, Ruth Dunlap, Heather Elenbaas, Karie Erskine

Row 4: Julie Everett, Anne Flunder, Melanie Frank, Alexandra Frederick, Michele Fronk, Jennifer garcia, Shamaine Gardner, Robin Gawrych, Celeste Gibson, Patricia Gilhooly, Erin Gill, Rosemary Goins

Row 5: Tonya Grueschow, Christopher Hackett, Kathy Halabicky, Patricia Hanlon, Patricia Hansen, Violet Barkauskas, Beverly Jones, Ada Sue Hinshaw, Janice Lindberg, Nola Pender, Chris Harbough, Patricia Hawes, Laurie Hehne, Katherine Hendershot, Karin Hensley

Row 6: Rebecca Hill, Jennifer Hofmeister, Laura Hurlbert, Carey-Anne Irwin, Elizabeth Jelsone, Jennifer Joscelyn, Keith Keller, Kimberly Killian, Jacqueline Klein, Suzanne Knight, Jennifer L. Knurr, Caroline Kolcheff, Jenna Konarzewski, Julie Kronk, Layla Lahuti, Ellen L. Lapinski

Row 7: Eunice Lee, Jamie Leslie, Jennifer Lofquist, Judith A. Long, Lorelei Manly, Jennifer McEachern, Tamara McLaughlin, Keela McLin, Kelly Moody, Robin R. Moore, Nicole Nestler, colleen Nowicki, Carla Ogundipe, Christa O'Mar, Mychelle A. Overton, Kara Pacis, Vicki Partin

Row 8: MaryAnn Poplawski, Nan Preston, Tiffany L. Raley, Jennifer Rebecca Raub, William Reau, Karen Reeder, Linda Rickard, Karen Salus, Laura Saraent, Darlene Scheper, Joanna Serman, Laura-Jean Siggens, Ann Marie Simonelli, Mary Skilton, Amy Stachowiak, Lorraine Stafford

Row 9: Samantha Stallos, Monica Steplowski, Mary Swager, Victoria R. Taylor, Susan J. Ulman, Rene Urban, Sarah B. Vander Schaaf, Maria P. Vano, Tresa VerMeulen, James Voiland, Johanne C. Walter, Amy K. Warrow, Nicole Weidler, Benjamin Weisenfeld, Marie Wolfer, Marcy Yackish

Responsibility and Well-being: Resource Integration under Responsibilization in Expert Services

Responsibilization, or the shift in functions and risks from providers and producers to the consumer, has become an increasingly common policy in service systems and marketplaces (e.g., financial, health, governmental). Responsibilization is often presented as synonymous with consumer agency and well-being. We take a transformative service research perspective and utilize the resource integration framework to investigate whether responsibilization is truly associated with well-being. We focus on expert services, where responsibilization concerns are particularly salient, and question whether this expanding policy is in the public interest. In the process, we develop a conceptualization of resource integration under responsibilization that includes three levels of actors (consumer, provider and service system), the identification of structural tensions to resource integration and three categories of resource integration practices (access, appropriation and management) necessary to negotiate responsibilization. Our findings have important implications for health care providers, public policy makers, and other service systems, all of which must pay more active attention to the challenges consumers face in negotiating responsibilization and the resulting well-being outcomes.

Marco y práctica institucional en el estudio de la comunicación intercultural: El caso del estilo de crianza "chino" de Amy Chua en los Estado Unidos

Este trabajo aspira a proporcionar herramientas adicionales en el ámbito de la comunicación y la pragmática intercultural mediante la propuesta de dos constructos: “Marco Institucional” y “Práctica Institucional”. Estos dos constructos se apoyan sobre las ideas desarrolladas por el filósofo John Searle en su teoría de la realidad institucional (1995, 2010) que se basa en el supuesto de que la asignación de significado es un fenómeno intrínsecamente humano. Por lo tanto, la realidad social es una construcción social: es ontológicamente subjetiva. Según Searle, un atributo clave que capacita a los seres humanos para crear la realidad social es el lenguaje, lo que implica que la realidad social es esencialmente lingüística: Constituida por representaciones basadas en estados intencionales intrínsecamente humanos, impuestas de manera colectiva sobre acciones, objetos y situaciones. La realidad social es lingüística en el sentido de que existe en tanto que nuestra capacidad humana lingüística nos permite crear y representar entidades de cosas como teniendo significado y funciones que no tendrían si no fuera por nosotros. ¿De qué manera es esto relevante ayudar a para comprender mejor la comunicación y la pragmática intercultural? Pretendemos justificar que nuestro campo de estudio comprenda análisis que vayan más allá de aquello se dice o se pronuncia (beyond utterances). Para responder a esta necesidad, tendremos que, en primer lugar, abordar la cuestión de qué es la cultura y explorar lo que significa cultura dentro del alcance de este trabajo. Según el antropólogo Clifford Geertz, "el hombre es un animal suspendido en redes de significación que él mismo ha tejido" y él asume que "la cultura es esas redes" (1973: 5). Esta definición es relevante en el ámbito de esta investigación porque con ella podemos empezar a juntar piezas, y comprender que la cultura –siendo redes de significación hiladas por el hombre– corresponde con la noción, mencionada anteriormente, de la intervención humana en la constitución de la realidad social. Cultura, con todas sus redes de significación y simbología, viene a ser un componente fundamental de la realidad social que creamos y habitamos. Así, un análisis que va más allá de lo pronunciado (utterances) cobra sentido al intentar comprender aspectos de la interacción en la comunicación intercultural. La cultura y la sociedad, al estar constituidas por un conjunto de convenciones de significado y representaciones simbólicas vienen a ser un tipo de lenguaje, por así decirlo, y llegan a tener grados de inteligibilidad. En lingüística "cuando los hablantes de diferentes entidades lingüísticas pueden entenderse unos a otros" (Campbell 2004:191) se dice que sus lenguas son mutuamente inteligibles: Sin embargo, "las entidades que son totalmente incomprensible para los hablantes de otras entidades claramente son mutuamente ininteligibles" (2004: 217)...

Dewey et Gutmann : l'éducation civique comme nécessité démocratique

Cet article réfléchit à la place de l’éducation civique dans nos sociétés démocratiques. Il sera défendu que l’espace démocratique exige l’inculcation de certaines vertus civiques afin de préserver pluralisme et autonomie dans nos sociétés démocratiques, valeurs fondamentales à toute vie démocratique. Pour ce faire, nous développerons, à partir des travaux de John Dewey et Amy Gutmann, une théorie de l’éducation où vie en démocratie exige des citoyens la maitrise de différentes aptitudes qui leur permettent de pleinement tirer les bénéfices de la vie commune. Une telle conclusion reposera principalement sur les concepts de croissance et d’environnement social introduits par la philosophie pragmatique de Dewey.

Dewey et Gutmann : l'éducation civique comme nécessité démocratique

Cet article réfléchit à la place de l’éducation civique dans nos sociétés démocratiques. Il sera défendu que l’espace démocratique exige l’inculcation de certaines vertus civiques afin de préserver pluralisme et autonomie dans nos sociétés démocratiques, valeurs fondamentales à toute vie démocratique. Pour ce faire, nous développerons, à partir des travaux de John Dewey et Amy Gutmann, une théorie de l’éducation où vie en démocratie exige des citoyens la maitrise de différentes aptitudes qui leur permettent de pleinement tirer les bénéfices de la vie commune. Une telle conclusion reposera principalement sur les concepts de croissance et d’environnement social introduits par la philosophie pragmatique de Dewey.

Occurrence Of Isoflavonoids In Brazilian Common Bean Germplasm (phaseolus Vulgaris L.).

Common bean (Phaseolus vulgaris) is present in the daily diet of various countries and, as for other legumes, has been investigated for its nutraceutical potential. Thus, 16 genotypes from different gene pools, representing seven types of seed coats and different responses to pathogens and pests, were selected to verify their isoflavone contents. The isoflavonoids daidzein and genistein and the flavonols kaempferol, myricetin, and quercetin were found. Grains of the black type showed the highest concentrations of isoflavonoids and were the only ones to exhibit daidzein. IAC Formoso, with high protein content and source of resistance to anthracnose, showed the greatest concentration of genistein, representing around 11% of the content present in soybean, as well as high levels of kaempferol. Arc 1, Raz 55, and IAC Una genotypes showed high content of coumestrol. The results suggest the use of IAC Formoso to increase the nutraceutical characteristics in common bean.

Influence Of The Stage Of Ripeness On The Composition Of Iridoids And Phenolic Compounds In Genipap (genipa Americana L.).

Genipap fruits, native to the Amazon region, were classified in relation to their stage of ripeness according to firmness and peel color. The influence of the part of the genipap fruit and ripeness stage on the iridoid and phenolic compound profiles was evaluated by HPLC-DAD-MS(n), and a total of 17 compounds were identified. Geniposide was the major compound in both parts of the unripe genipap fruits, representing >70% of the total iridoids, whereas 5-caffeoylquinic acid was the major phenolic compound. In ripe fruits, genipin gentiobioside was the major compound in the endocarp (38%) and no phenolic compounds were detected. During ripening, the total iridoid content decreased by >90%, which could explain the absence of blue pigment formation in the ripe fruits after their injury. This is the first time that the phenolic compound composition and iridoid contents of genipap fruits have been reported in the literature.