Re: Glenda Model 059
Lin Hosley
Jim Kirkpatrick, Kirkpatrick Partners senior consultant, explains the 4th level of the Kirkpatrick model to a group of instructors at Keesler Air Force Base, Mississippi, Aug. 1, 2023. The Kirkpatrick model assesses both formal and informal training methods and rates them against four levels of criteria: reaction, learning, behavior and results. (U.S. Air Force photo by Andrew Young)
Demetria Perez, 334th Training Squadron training manager, asks a question on the Kirkpatrick model at Keesler Air Force Base, Mississippi, Aug. 1, 2023. The Kirkpatrick model assesses both formal and informal training methods and rates them against four levels of criteria: reaction, learning, behavior and results. (U.S. Air Force photo by Andrew Young)
Glenda Mosby, 336th Training Squadron curriculum development manager, asks a question on the Kirkpatrick model at Keesler Air Force Base, Mississippi, Aug. 1, 2023. The Kirkpatrick model assesses both formal and informal training methods and rates them against four levels of criteria: reaction, learning, behavior and results. (U.S. Air Force photo by Andrew Young)
Many animal models have been developed to study the causes and treatments of chronic kidney disease (CKD) in humans, an insidious disease resulting from kidney injury and characterized by persistent functional decline for more than 3 months, with or without evidence of structural deficit. The eventual outcome of CKD may be end-stage kidney disease (ESKD), where patients need dialysis or transplantation to survive. Cardiovascular disease is accelerated in patients with CKD and contributes to increased mortality, with the relationship between CKD and cardiovascular disease being bi-directional. Most animal models do not mimic the complexity of the human disease as many do not develop CKD-associated cardiovascular disease. The adenine diet model of CKD in rodents is an exception. The original adenine diet model produced rapid-onset kidney disease with extensive tubulointerstitial fibrosis, tubular atrophy, crystal formation and marked vessel calcification. Since then, lower adenine intake in rats has been found to induce slowly progressive kidney damage and cardiovascular disease. These chronic adenine diet models allow the characterization of relatively stable kidney and cardiovascular disease, similar to CKD in humans. In addition, interventions for reversal can be tested. Here the key features of the adenine diet model of CKD are noted, along with some limitations of other available models. In summary, the data presented here support the use of chronic low-dose adenine diet in rats as an easy and effective model for understanding human CKD, especially the links with cardiovascular disease, and developing potential therapeutic interventions.
Season one of Mexico's Next Top Model, the Mexican adaptation of Tyra Banks' America's Next Top Model, aired on Sony Entertainment Television from October 2009 to December 2009.[1] The show was hosted by Mexican model Elsa Benítez, with a judging panel composed of photographer Allan Fis, TV personality Jo Lance, and former model Glenda Reyna.[2][3][4][5]
The contestants moved into their new home in Mexico City, and were later taken to meet Sears representative Edgar Smolensky for a styling challenge, won by Cecilia. The models later posed as dog walkers wearing lingerie for the photo shoot, and at elimination, Kathya became the first contestant to leave the competition.
The contestants received a runway lesson at the circus, and had a runway challenge later that night. Cecilia was deemed as the best performer, winning a feature in Glamour magazine. At the photo shoot the models were given colorful styling and hung upside down, with the final shots being judged right-side up. At elimination, Isabel became the third contestant to leave the competition.
The contestants were taken to the Anahuacalli Museum to practice their emotions for a challenge in which they had to portray six different emotions for a series of photos, where Silvia, Paulina and Nohemí were chosen as the winners. At the photo shoot, the models had to pose as criminals getting their mugshots taken, with each contestant portraying a different character. At elimination, Ana Laura became the fifth contestant to leave the competition.
The contestants were taken to the offices of Shock Modeling management to meet agency director Estela Saenz for a go-sees challenge with designers around the city, at the end of which Paulina, Verónica, Nohemí and Andrea were chosen as the winners. The models later arrived at the Naucalpan Arena for a photo shoot where they were styled in glamorous outfits while wrestlers fought in the background. At elimination, Silvia became the sixth contestant to leave the competition.
The contestants met commercial director Freddy Garza for a workshop before being introduced to actor and RBD band member Alfonso Herrera for an acting challenge, which was won by Cecilia. The models later shot a commercial for Sedal under the direction of Mario Muñoz. At elimination, Anelís became the seventh contestant to leave from the competition.
The contestants had a challenge in which they had to learn the skills of communication between a photographer and model by taking photos of one another, where Paulina was chosen as the winner. The models later had a photo shoot with male model Guillerme Casali in which they had to portray a couple stuck on the side of the road, and found out that they would be getting their photos taken by America's Next Top Model judge, Nigel Barker. At elimination, Verónica became the eighth contestant to leave the competition.
The remaining contestants met the director of Glamour magazine, Mar Abascal, and had a runway challenge on top of a bar counter where Cecilia was deemed as the best performer, winning a photo shoot session with judge Allan Fis. The models later met photographer Gregory Allen for a photo shoot where they posed with actor Erick Elías to portray famous Telenovela posters. At elimination, Andrea became the ninth contestant to leave the competition.
The contestants met TV presenter Rebecca de Alba for a lesson on dealing with the press, as well as maintaining their self-esteem while competing with other models in the industry. They were then taken for an interview challenge with Candela Ferro, which was won by Cecilia, who was given half of Mariana's frames for the next photo shoot. The models later visited the Frida Kahlo Museum, where they posed in a composite photo shoot dressed as Frida Kahlo painting a self-portrait. At panel, Paulina became the tenth contestant to be eliminated from the competition, leaving Cecilia, Mariana, and Nohemí as the three remaining finalists.
Novice counselors may struggle to understand and follow ethical guidelines for boundary behaviors with clients. When counselors violate therapeutic boundaries, harmful consequences can result for clients and counselors. The purpose of this quantitative study was to examine the possible relationship between novice counselors' (NCs') attachment to supervisors and NCs' ethical perceptions and boundary practices. This study addressed the possible predictor variables of age, gender, relationship status, and practice setting. Bowlby's attachment theory provided the framework for the study. Survey data from 114 NCs were analyzed using descriptive statistics and hierarchical linear regression. Each regression analyzed predictors of age, gender, relationship status, and practice setting in model 1 and added level of attachment anxiety and level of attachment avoidance to supervisor in model 2. Findings indicated that NCs' level of anxious attachment predicted serious boundary violations (BVs). Those with higher levels of attachment anxiety reported more BVs and perceived more items as BVs. Level of attachment avoidance also distorted ethical perceptions; those high in attachment avoidance considered more items to be boundary crossings and BVs. The variables of age, male gender, and an urban practice setting significantly predicted higher reported boundary crossings. Males more often did not consider behaviors to be BVs, and more females agreed with expert perceptions of items which were neither a boundary crossing nor a BV. Age was significant but contrary to previous findings because in this sample, as age increased, reported BVs decreased. Findings may lead to changes in how counselor educators and supervisors train NCs to manage boundaries in therapeutic relationships.
The Mathematics and Science Cooperative (MSEC), a four year longevity model of professional development education for in-service teachers, is closely aligned with the spirit and tenets of science for all. This partnership of a university, a school district, and a higher education coordinating board, seeks to promote and improve science and mathematics achievement for underserved and underrepresented populations. This study sought to explore how this model affects elementary in-service teachers' feelings of self-efficacy toward science and science teaching. Interactive Qualitative Research (IQR), a systems approach of natural inquiry, was used for this study. Theory is grounded in the data collected and analyzed through group processes. A core group of teachers, key teachers representing grades one through six and lead teachers the campus contact representatives, received professional development education from university professors in semi-monthly after school workshops and in a three week summer science institute held on-site. In this study, (N = 18) key and lead teachers participated in a focus group, a picture board exercise (a projective type exercise), interviews, and classroom observations. Within the system of the MSEC professional development model, cause and effect relationships among eleven phenomena were identified which had the greatest impact on the teachers' feelings of self-efficacy and science teaching practices. Changed teaching practices were indicated by inquiry-based science lessons with students as active learners. Five principles of self-efficacy: (1) efficacy; (2) goals setting; (3) values; (4) expectancy; and, (5) control beliefs were used to evaluate efficacy beliefs. Findings from the data collection and analysis identified two phenomena, the university instructional leadership role and teacher time commitments and time constraints, both internally and externally imposed, which seemed to have the greatest impact on elementary teachers' efficacy and science teaching practices. Provision of science materials and equipment and college level science content, process skills, and pedagogical skills knowledge facilitated by the university and the amount of time teachers chose to commit to professional development education work sessions and to the preparation and implementation of inquiry-based instruction in contrast to other professional and personal commitments were significant factors.
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