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been three studies done on this subject, and none were in Namibia.” She plans to observe nurses and doctors to understand current hygiene standards before working with staff to create a collaborative infection control course to implement new standards.But her time in Namibia won’t just be spent conducting research. She will also teach marimba to fourth- and fifth-grade girls at a local private school. More than an aspiring doctor, Larios is also an accomplished musician and has been playing

problems of our time.” While there are very concrete ethical concerns to be explored here, which philosophy is well equipped to do, there are also larger metaphysical questions about humans’ place in nature and the human-nonhuman relationship. While our work draws on research in biology, anthropology, psychology and ethology, we bring the systematic and sustained examination that philosophy provides by scrutinizing methods, assumptions and implications. By exploring lifelong questions of meaning

through this process before, he said this was the first time Parkland Light & Water had ever done this. Solar panels on the roof of Paul Tegels’ house. “They were very responsive and very open,” Burkhartzmeyer said. Tegels was eager to invest in the project, and was surprised at the difficulty of carrying out his idea.“I had no idea I needed special permission,” Tegels said. “It was a learning process for me and for Parkland Light & Water.” According to an article in Ruralite, a publication

: Sagas of Pacific Lutheran University from 1890 to 1965 (1965) and Now or Never: Reflections of the Fullness of Time (1957) and contributed numerous articles to historical and religious journals. One of Dr. Schnackenberg’s most frequently expressed wishes was that Pacific Lutheran University might establish a lectureship that would, on a regular basis, bring to the campus distinguished members of the world academic community to discuss significant topics of historical interest. Accordingly, the

learning model you use. How did you start down this particular path as an educator? I started with my physics students, creating lessons online on a learning management site and having them complete assignments within a window of time. This was great, because I knew students could take more ownership of their learning and self-manage their progress. I wanted to be able to give them more personalized feedback. I didn’t want to limit their learning with a deadline or with grades, I wanted them to be able

gain valuable, hands-on experience. PLU nursing professor Lorena Guerrero noted the importance of the event in providing that platform for students.  “Students have been wanting to become more involved in the pandemic,” she said while also volunteering her time at the clinic. “A lot of their clinicals have been affected, in one way or another, by the logistics and the surge in patients that a lot of hospitals have had. Things like this where a student can spend seven hours giving shots and learning

time? When I first showed up I was focused on getting to know the community, designing Campus Ministry programs, etc. Now I’m thinking a lot more about how I’m part of the ecosystem of student life and the university. I’m thinking about how I can embed myself and Campus Ministry in places where people are already gathered. This can be as simple as sharing a reflection at a faculty meeting. Or joining the Center for DJS (Diversity, Justice and Sustainability)  in work they are doing around student