Chesapeake College

Community college student success metrics have become increasingly synonymous with the completion rate and other key academic performance measures over the past quarter century. These measures, however, do not fully capture students’ subjective interpretations of success, including their individual goals and aspirations. This article aims to broaden the understanding of student success by incorporating students’ unique perspectives and exploring the potential of the “thriving” concept to allow for more flexibility with respect to self-determined aspirations and personal growth. The study engages directly with community college students to understand their personal definitions of success and examines the emerging practice of academic coaching as a means to foster thriving. The findings suggest that students hold the key to unlocking their unique version of success. Institutionally, they point to the value of integrating thriving as a third pillar of success, as well as developing institutional cultures, systems, and practices that prioritize student-centered learning and support students’ individual goals, growth, and well-being.

This article provides an executive summary of the American Psychological Association's (APA's) revised Guidelines for Assessment and Intervention With Persons With Disabilities. The revision was requested by the Committee on Disability Issues in Psychology and was approved by the APA Council of Representatives in February 2022. The task force updated and expanded the guidelines' empirical bases; squarely situated the guidelines in a changing sociocultural landscape (reflected in discussions of disability models, biases and barriers, language use, intersectionality, and respectful and fair assessment and intervention); and added many concrete suggestions for conceptualizing disability and working with disabled clients and their support systems. In this executive summary, we include key points from each of the 23 guidelines. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Abstract In 1876, prominent spiritualist medium and writer Emma Hardinge Britten published two books written by the Chevalier Louis de B., arguably a pseudonym she used to disguise her own opinions about the nature of the soul and the power of the occult will. As American spiritualism fell into disrepute—dogged by cases of fraudulent mediums and a culture of excess—occultism, typified at the time by Helena Petrovna Blavatsky, rose up to replace it. Britten saw the potential that Blavatsky’s views on the development of the conscious will, the existence of a spirit hierarchy, and training with skilled adepts could have for spiritualism’s much less structured approach to supernaturalism, but she worried over occultism’s dismissive attitude toward a unified concept of the soul. Blavatsky tended to fracture the self into several parts in her writing, dismissed the prospect of human spirit communication, and challenged the notion that all human souls were immortal. I argue that Britten created the Chevalier in order to challenge spiritualist orthodoxy while maintaining her identification as a medium who believed sincerely in the spiritualist concept of the soul. I discuss three major areas in which Britten sought to negotiate a space between spiritualism and occultism: the consequences of mediumistic passivity, the existence of non-human spirits, and the predominance of a secret Indian brotherhood at the head of an occult hierarchy.

Abstract Almost all of today's man‐made mechanical and electronic systems are actually cyberphysical systems (CPSs). Formerly physical systems, from rockets to hair dryers and faucets, gain capabilities from software sensing, calculating, and control. Although some software will remain mostly divorced from physical items (e.g., cloud systems), much complex software will control, sense, and communicate with physical systems, which are then called CPSs. Although many systems engineers did not come to the discipline from a software background, CPSs still need systems engineering. Additionally, software engineers must step out of their “subsystem” box and work with systems engineers to build tomorrow's systems. To enable that, systems engineers should continue to apply systems engineering principles, including continuous learning (especially about software) and coordinating (including teaching software engineers about systems engineering). The time is now to take on new behaviors to meet the challenges of CPSs. Systems engineers must work alongside software engineers to reach the joint goal of system success.

The Phosphorus (P) Index was developed to provide a relative ranking of agricultural fields according to their potential for P loss to surface water. Recent efforts have focused on updating and evaluating P Indices against measured or modeled P loss data to ensure agreement in magnitude and direction. Following a recently published method, we modified the Maryland P Site Index (MD-PSI) from a multiplicative to a component index structure and evaluated the MD-PSI outputs against P loss data estimated by the Annual P Loss Estimator (APLE) model, a validated, field-scale, annual P loss model. We created a theoretical dataset of fields to represent Maryland conditions and scenarios and created an empirical dataset of soil samples and management characteristics from across the state. Through the evaluation process, we modified a number of variables within the MD-PSI and calculated weighting coefficients for each P loss component. We have demonstrated that our methods can be used to modify a P Index and increase correlation between P Index output and modeled P loss data. The methods presented here can be easily applied in other states where there is motivation to update an existing P Index.

The Windjana drill sample, a sandstone of the Dillinger member (Kimberley formation, Gale Crater, Mars), was analyzed by CheMin X‐ray diffraction (XRD) in the MSL Curiosity rover. From Rietveld refinements of its XRD pattern, Windjana contains the following: sanidine (21% weight, ~Or95); augite (20%); magnetite (12%); pigeonite; olivine; plagioclase; amorphous and smectitic material (~25%); and percent levels of others including ilmenite, fluorapatite, and bassanite. From mass balance on the Alpha Proton X‐ray Spectrometer (APXS) chemical analysis, the amorphous material is Fe rich with nearly no other cations—like ferrihydrite. The Windjana sample shows little alteration and was likely cemented by its magnetite and ferrihydrite. From ChemCam Laser‐Induced Breakdown Spectrometer (LIBS) chemical analyses, Windjana is representative of the Dillinger and Mount Remarkable members of the Kimberley formation. LIBS data suggest that the Kimberley sediments include at least three chemical components. The most K‐rich targets have 5.6% K2O, ~1.8 times that of Windjana, implying a sediment component with >40% sanidine, e.g., a trachyte. A second component is rich in mafic minerals, with little feldspar (like a shergottite). A third component is richer in plagioclase and in Na2O, and is likely to be basaltic. The K‐rich sediment component is consistent with APXS and ChemCam observations of K‐rich rocks elsewhere in Gale Crater. The source of this sediment component was likely volcanic. The presence of sediment from many igneous sources, in concert with Curiosity's identifications of other igneous materials (e.g., mugearite), implies that the northern rim of Gale Crater exposes a diverse igneous complex, at least as diverse as that found in similar‐age terranes on Earth.