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Journal articles on the topic 'Worcester Academy'
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Kenney-Lazar, Miles, and John Lauermann. "The 18Th Annual Critical Geography Conference." Human Geography 5, no. 1 (March 2012): 92–97. http://dx.doi.org/10.1177/194277861200500107.
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The 18 th Annual Critical Geography Conference: Constructing a Radical Politics in an Age of Crisis took place in November 4–6, 2011, at Clark University, in Worcester Massachusetts. In this report the conference organizers summarize the results and offer some insights on the challenges and opportunities of mobilizing politically through the critical geography community. We argue that institutionalized actions within the academy, like this conference, are political events. We highlight the need for critical geographers to focus using the intellectual, financial, and institutional resources of the academy to facilitate activism and open new political spaces.
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Cohen, Samuel M. "An Interesting and Productive Research and Clinical Career." International Journal of Toxicology 39, no. 3 (April 7, 2020): 182–88. http://dx.doi.org/10.1177/1091581820910684.
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To begin, I wish to thank the Academy of Toxicological Sciences for bestowing this honor on me. I have had a rewarding career in basic research and clinical medicine, beginning with research in high school and always planning on becoming a physician. I have had the good fortune of having outstanding mentors, wonderful parents, and a supportive and intuitive wife and family. This article provides a brief overview of some of the events of my career and individuals who have played a major role, beginning with the M.D./Ph.D. program at the University of Wisconsin, pathology residency and faculty at St. Vincent Hospital, Worcester, Massachusetts, a year as visiting professor at Nagoya City University, and my career at the University of Nebraska Medical Center since 1981. This could not have happened without the strong input and support from these individuals, the numerous students, residents and fellows with whom I have learned so much, and the more than 500 terrific collaborators.
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Schoonraad, Leilah, Amy Slogrove, Arnold Engelbrecht, and Michael F. Urban. "A 5-Year Retrospective Review of the Health Supervision Received by Children with Down Syndrome at a South African Regional Hospital." Journal of Tropical Pediatrics 66, no. 4 (January 14, 2020): 441–47. http://dx.doi.org/10.1093/tropej/fmz087.
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Abstract Introduction In 2011, the American Academy of Paediatrics (AAP) published revised health supervision guidelines for children with Down syndrome (DS). In the absence of South African guidelines, we described the health supervision received by children with DS at a rural regional hospital in the Western Cape, South Africa compared with the AAP guidelines. Methods This was a 5-year retrospective description of the implementation of the 2011 AAP guidelines at the DS clinic at Worcester Provincial Hospital (WPH), specifically related to screening for and management of cardiac, thyroid, hearing and haematological disorders. Results Sixty-two children received care at WPH DS clinic during the study period. Thirty-six (58%) children lived in Worcester while 26 (42%) children were referred from peripheral hospitals. The median age at first clinic visit was 0.5 years [inter-quartile range (IQR) 0.2–1.2], a total of 177 person-years of follow-up with a median duration of 1.8 years (IQR 0.3–4.8). Two deaths occurred during the study period. Forty-nine (79%) children had a screening echocardiogram performed, the median age at first echocardiogram was 0.8 years (IQR 0.2–1.4). Five (14%) children from WPH compared with no children from the peripheral hospitals received the echocardiogram within the first month of life in keeping with AAP guidance (p = 0.06). Those requiring cardiac surgery were operated on at a median age of 2 years (IQR 0.9–2.3). Compared with the AAP guidelines, within the first month of life 17 (27%) children had a thyroid screen, 20 (32%) children had a full blood count and 7 (11%) children had a hearing assessment. Conclusion AAP guidelines for health supervision in DS are challenging to achieve within our local health system. The development and advocacy for a South African DS health supervision guideline that can be applied not only in specialist clinics might improve the care of children with DS.
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Olson, John S., and H. Gutfreund. "Quentin Howieson Gibson. 9 December 1918 — 16 March 2011." Biographical Memoirs of Fellows of the Royal Society 60 (January 2014): 169–210. http://dx.doi.org/10.1098/rsbm.2013.0018.
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Quentin Howieson Gibson was born in Aberdeen, obtained his MD (1944) and PhD (1946) from Queen's University in Belfast and subsequently took a faculty position at the University of Sheffield (1947), where he was appointed Professor of Biochemistry in 1957. In 1963 he moved to the USA, where he held a faculty position at the University of Pennsylvania before he became the Greater Philadelphia Professor in the Section of Biochemistry and Molecular Biology at Cornell University in 1966. After retiring from Cornell, he became a Distinguished Faculty Fellow at Rice University and an Adjunct Professor at the University of Massachusetts Medical School at Worcester. While at Cornell, Quentin was elected a Fellow of the Royal Society (1969), a member of the American Academy of Arts and Sciences (1970), and a member of the National Academy of Sciences, USA (1982), served as an associate editor of Journal of Biological Chemistry (1975–94) and received the Keilin Memorial Medallist Award and Lectureship (1990). Quentin's major scientific accomplishments include the discovery of the biochemical cause of familial methaemoglobinaemia, construction of the first practical stopped-flow rapid-mixing spectrometer, adaptation of flash photolysis methods to haem proteins, identification of the first semi-stable intermediates in the O 2 reactions of flavoenzymes, the first direct kinetic measurement of intermediates for the reaction of O 2 with cytochrome c oxidase, quantitative kinetic evaluations of cooperative O 2 binding to haemoglobins, determinations of how iron reactivity and ligand diffusion govern rates of ligand binding, and experimental mapping of the pathways for O 2 entry into the active sites of globins.
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Carpenter, D. A. "Worcester 1218–1268. Edited by Philippa M. Hoskin (English Episcopal Acta, 13.) Pp. liv+192. Oxford: Oxford University Press (for the British Academy), 1997. £25. 0 19 726171 X." Journal of Ecclesiastical History 50, no. 3 (July 1999): 548–616. http://dx.doi.org/10.1017/s0022046999442289.
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Marritt, Stephen. "English Episcopal Acta, XXXIII: Worcester, 1062–1185. Edited by Mary Cheney, David Smith, Christopher Brooke and Philippa M. Hoskin. Pp. lxxii+227+4 plates. Oxford: Oxford University Press (for The British Academy), 2007. £45. 978 0 19 726418 8." Journal of Ecclesiastical History 60, no. 2 (March 24, 2009): 342–43. http://dx.doi.org/10.1017/s0022046908006167.
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Marritt, Stephen. "English Episcopal Acta, XXXIV: Worcester, 1186–1218. Edited by Mary G. Cheney, David Smith, Christopher Brooke and Philippa Hoskin. Pp. liv+154+4 plates. Oxford: Oxford University Press (for the British Academy), 2008. £35. 978 0 19 726430 0." Journal of Ecclesiastical History 61, no. 1 (December 2, 2009): 174–75. http://dx.doi.org/10.1017/s0022046909991606.
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Taylor, Allie. "Engaging academic staff with reading lists." Journal of Information Literacy 13, no. 2 (December 3, 2019): 222. http://dx.doi.org/10.11645/13.2.2660.
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Following the implementation of online reading list software, Library Services at the University of Worcester (UW) encouraged academic staff to consider the reading list as a learning tool. Using an interactive teaching session timetabled as part of the Postgraduate Certificate in Learning and Teaching in Higher Education, lecturers are asked to consider how they can maximise the impact of their reading lists and increase library use. The pedagogy of reading lists and student engagement with reading are examined. Participants also discuss the type of content reading lists typically contain and question whether this accurately reflects what the students should be reading. It draws on best practice from academic colleagues at UW, examining (among other things) the effect of list length, structure and lecturer voice and presence.
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DiBiasio, David, and Natalie A. Mello. "Multi-Level Assessment of Program Outcomes: Assessing a Nontraditional Study Abroad Program in the Engineering Disciplines." Frontiers: The Interdisciplinary Journal of Study Abroad 10, no. 1 (August 15, 2004): 237–52. http://dx.doi.org/10.36366/frontiers.v10i1.143.
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At Worcester Polytechnic Institute (WPI) a Global Perspective Program (GPP) has evolved that provides an international experience for most graduates. Currently more than half of WPI students travel internationally to do academic work. The GPP grew from the basic project-based educational structure implemented over 30 years ago. In this paper, we describe the structure and operation but will emphasize the multilevel assessment process used to understand student learning and improve the program. Although our specifics are related to technical education, our assessment design and implementation may be useful to a much wider audience.
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Ross, Laurie, and Samantha Arsenault. "Problem Analysis in Community Violence Assessment: Revealing Early Childhood Trauma as a Driver of Youth and Gang Violence." International Journal of Offender Therapy and Comparative Criminology 62, no. 9 (November 2, 2017): 2726–41. http://dx.doi.org/10.1177/0306624x17734798.
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Problem analysis conducted by a university-based research partner can provide communities with data-driven options to address the local drivers of serious youth and gang violence. Situated in Worcester, Massachusetts, this article describes how subsequent to early childhood trauma being identified as a potential driver of adolescent and young adult violence; problem analysis using local data confirmed that being the victim or witness of a traumatic incident before the age of 12 years was significantly correlated with involvement in violence in adolescence or young adulthood. Although there is a robust literature on the relationship between early childhood trauma and later delinquency, local decision makers did not consider this knowledge actionable until the research partner used the city’s own police records to demonstrate the extent of the problem in the city. Rigorous problem analysis, conducted collaboratively between practitioners and an academic research partner, helped to compel local change and ensured that strategies addressed the right risk factors and directed service to the appropriate target population.
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McCulloch, Gary. "The Nuffield Physics Ordinary-level Curriculum Project in the 1960s: a Transnational Project?" Foro de Educación 18, no. 2 (July 2, 2020): 47–62. http://dx.doi.org/10.14516/fde.826.
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The Nuffield Physics curriculum project was the first national curriculum project held in the UK. The Ordinary-level Nuffield physics project, developed between 1962 and 1966 for academic pupils in grammar schools, was one of the most interesting and innovative projects of the 1960s. It had many transnational features, with influences of ideas and practices running across national borders, as well as national characteristics. It owed many of its distinctive ideas around physics for the inquiring mind to Eric Rogers, and ultimately to the progressive school Bedales in the 1920s and 1930s, as well as American reform under the banner of the Physical Science Study Committee. These were played out at a local level, for example in Worcester, led by Ted Wenham and John Lewis. During and after the project, although there was some resistance to sharing these ideas as they developed, key figures began to engage with other national systems and projects in spreading the word about Nuffield physics. Transnationalism was at the heart of the significance and achievements of Nuffield O-level physics, no less than of its problems and limitations.
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Boehm, Lisa Krissoff, and Linda S. Larrivee. "Promoting a Culture of Engaged Scholarship and Mentoring Junior Faculty in the Reappointment, Tenure, and Promotion Process at a ‘Teaching First’ University." Metropolitan Universities 27, no. 2 (August 16, 2016): 7–18. http://dx.doi.org/10.18060/21123.
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This paper analyzes the processes and outcomes involved with mentoring junior faculty in the reappointment, promotion, and tenure (RPT) process at a comprehensive state university and creating a culture supportive of engaged research. Although the university in this case study is governed by a collective bargaining agreement that prohibits the development of new written policies on RPT, the deans and other academic leaders can promote significant change through cultural means. The article will examine: the place of engaged scholarship within the reappointment, tenure, and promotion processes of the university; the university’s commitment to a cross-institutional research approach; the mentoring of faculty conducting innovative community projects; the university’s recent strategic plan initiative funding of collaborative cross-college and community projects; partnership with the city of Worcester’s Department of Public Health on applied scholarship related to five domains of public health currently establishedas the focus of efforts by the city and the region; and the innovative CitySpeak devised theater project. At this state university, strong leadership helped support a deepening culture of engaged teaching and scholarship and helped faculty negotiate the road of RPT.
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Vinson, Gavin P., and John P. Coghlan. "James Francis Tait. 1 December 1925—2 February 2014." Biographical Memoirs of Fellows of the Royal Society 65 (September 5, 2018): 381–404. http://dx.doi.org/10.1098/rsbm.2018.0015.
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James F. Tait FRS, with his wife Sylvia A. S. Tait FRS, made an indelible contribution to life science and medicine with the isolation and characterization of aldosterone, the most potent mineralocorticoid hormone produced by the mammalian adrenal cortex. Trained as a physicist, Tait turned to endocrinology during his first academic appointment at the Medical School of the Middlesex Hospital in London, where he met Sylvia. Their collaboration resulted in this major achievement within five years of his appointment, and they were both elected to fellowships of the Royal Society in 1959, when James was just 34. Shortly afterwards the Taits moved to the Worcester Foundation for Experimental Biology in Massachusetts, where he virtually created the study of hormone dynamics, using sophisticated techniques involving isotopically labelled hormone infusions. Many of his most highly cited papers stem from this period. In 1970 the Taits returned to the Middlesex Hospital, when he was appointed to the Joel Chair of Physics as Applied to Medicine. Here they continued studies on aldosterone and other adrenal steroids, using animal cell models. He continued to be active after retiring in 1982, and published a history of aldosterone in 2009. As a hobby he made a magnificent photographic record of the churches and abbeys of Yorkshire. Although, initially, recognition of aldosterone's clinical significance was slow, today it is thought that 10% of the incidence of essential hypertension is attributable to excess aldosterone. Aldactone, the earliest aldosterone antagonist, as well as more recently developed blockers, have proved effective in congestive heart failure. Sixty years after its discovery, aldosterone remains a rich and dynamic research field.
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Wenzel, Siegfried. "A Sermon in Praise of Philosophy." Traditio 50 (1995): 249–59. http://dx.doi.org/10.1017/s0362152900013234.
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Worcester Cathedral MS F.10 forms a random collection of Latin, English, and macaronic sermons which were gathered and copied by a fairly large number of scribes in the middle of the fifteenth century. These sermons, most of them anonymous, are for a variety of occasions and audiences and have been entered in no particular liturgical order, even if, as the presence of several sets of quire numbers indicates, the individual quires were reordered several times in the medieval period. The collection contains a number of pieces that were evidently preached to a university audience, as is shown by their addressing “magistri” and by internal references to a university milieu. Their locale was presumably Oxford. Besides such general university sermons, the collection also includes two that are labeled “Introitus Sententiarum” and three other pieces that agree with these in form — the scholastic sermon structure — and content — praise of theology or holy Scripture and Peter Lombard. These five pieces are introitus, academic speeches or sermons which, according to university statutes, bachelors as well as masters (or doctors) of theology were required to deliver as they began their courses on the Bible or on Peter Lombard's Sentences. In addition, the manuscript contains an item that is very similar to the introitus sermons in that it follows the scholastic sermon structure and praises its subject. The latter, however, is not theology but philosophy, and the thema on which the piece is based is not a biblical text but a quotation from Aristotle. A sermon on a secular text itself is a rarity in medieval sermon literature, certainly from England; and appearing as it does in a sermon collection, the piece seems to be a rarissima avis stuck in the wrong flock.
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Levy, Boris. "Advanced Catalysts and Nanostructured Materials: Modern Synthetic Methods Edited by William R. Moser (Worcester Polytechnic Institute). Academic Press: San Diego, CA, 1996. xxvi + 592 pp. $85.00. ISBN 0-12-508460-9." Journal of the American Chemical Society 119, no. 49 (December 1997): 12027. http://dx.doi.org/10.1021/ja9657925.
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Davaro, Raul, and alwyn rapose. "375. COVID 19 infection in a Massachusetts community hospital." Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S257—S258. http://dx.doi.org/10.1093/ofid/ofaa439.570.
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Abstract Background The ongoing pandemic of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infections has led to 105690 cases and 7647 deaths in Massachusetts as of June 16. Methods The study was conducted at Saint Vincent Hospital, an academic health medical center in Worcester, Massachusetts. The institutional review board approved this case series as minimal-risk research using data collected for routine clinical practice and waived the requirement for informed consent. All consecutive patients who were sufficiently medically ill to require hospital admission with confirmed severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection by positive result on polymerase chain reaction testing of a nasopharyngeal sample were included. Results A total of 109 consecutive patients with COVID 19 were admitted between March 15 and May 31. Sixty one percent were men, the mean age of the cohort was 67. Forty one patients (37%) were transferred from nursing homes. Twenty seven patients died (24%) and the majority of the dead patients were men (62%). Fifty one patients (46%) required admission to the medical intensive care unit and 34 necessitated mechanical ventilation, twenty two patients on mechanical ventilation died (63%). The most common co-morbidities were essential hypertension (65%), obesity (60%), diabetes (33%), chronic kidney disease (22%), morbid obesity (11%), congestive heart failure (16%) and COPD (14%). Five patients required hemodialysis. Fifty five patients received hydroxychloroquine, 24 received tocilizumab, 20 received convalescent plasma and 16 received remdesivir. COVID 19 appeared in China in late 2019 and was declared a pandemic by the World Health Organization on March 11, 2020. Our study showed a high mortality in patients requiring mechanical ventilation (43%) as opposed to those who did not (5.7%). Hypertension, diabetes and obesity were highly prevalent in this aging population. Our cohort was too small to explore the impact of treatment with remdesivir, tocilizumab or convalescent plasma. Conclusion In this cohort obesity, diabetes and essential hypertension are risk factors associated with high mortality. Patients admitted to the intensive care unit who need mechanical ventilation have a mortality approaching 50 %. Disclosures All Authors: No reported disclosures
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Whalen, Brian. "From the Editor." Frontiers: The Interdisciplinary Journal of Study Abroad 16, no. 1 (December 15, 2008): vii—viii. http://dx.doi.org/10.36366/frontiers.v16i1.232.
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This third Special Issue featuring Undergraduate Research offers more compelling examples of study abroad learning. The student articles span several academic disciplines and geographic regions, and together provide us with an understanding of the high-level academic work of which students studying abroad are capable.
Each of the three Special Issues that we have published have been well received by education abroad colleagues, faculty, and by those interested in the assessment student learning outcomes. The Frontiers Editorial Board continues to believe that these volumes serve an important purpose in raising the bar for quality education abroad programs by showcasing the very best examples of what our students may achieve. Based on the very positive feedback to these Special Issues, we think that these volumes are achieving this goal.
The collaboration with the Forum on Education Abroad in publishing these volumes has been extremely fruitful. The idea for the Undergraduate Research Awards, from which the student papers are generated, began and continues to be nurtured in the work of the Forum on Education Abroad’s Committee on Outcomes Assessment. A full description of the Committee’s work and the award selection process is available on the Forum web site at www.forumea.org.
Natalie Mello of Worcester Polytechnic Institute coordinated the Undergraduate Research Awards process and the mentoring of students who presented at the Forum Conference in Austin in March, 2007, and we thank her for her outstanding work. She worked with the faculty selection committee that chose the Award winners and that nominated students who submitted their papers to Frontiers for review. The three winners who presented at the conference were Hannah Arem, Demetri Blanas Hannah Arem, and Jason Nossiter who were all outstanding. Many attendees commented that their presentations were highlights of the conference.
This year’s selection process has been overseen by Bernhard Streitwieser of Northwestern University, and we thank him for his excellent work. Bernhard collaborated with Neal Sobania of Pacific Lutheran University to write an exceptional introductory article that discusses the important topic of institutional oversight of and the role of the Institutional Review Board (IRB) in student research conducted abroad. Drawing on the relevant literature, established best practices, and their own experiences in overseeing programs that involve students in conducting research, they offer expert guidance to those of us who are developing and managing education abroad programs that involve student research.
I am pleased to announce that at its most recent meeting the Frontiers Editorial Board decided to continue to publish in future volumes the best examples of undergraduate research. The Board will continue to work with the Forum to identify and highlight student research as part of our ongoing collaboration.
This project would not have been possible without funding from the IFSA Foundation, which saw the value of featuring research abroad as a way to encourage quality academic achievement in the field. The fact that Frontiers will continue to feature undergraduate student research in future volumes is testimony to the successful outcomes of the IFSA grant. The Frontiers Editorial Board thanks the Foundation for making this possible.
As always, we wish to thank our institutional sponsors that continue to support the Frontiers mission.
Brian Whalen, Editor
Dickinson College
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DeMeulenaere, Eric. "The HeART of Listening." Metropolitan Universities 29, no. 2 (May 23, 2018). http://dx.doi.org/10.18060/22395.
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Dr. Eric DeMeulenaere is Associate Professor of Education at Clark University in Worcester, MA. When he received the Ernest A. Lynton Award for the Scholarship of Engagement in 2015, he was an Assistant Professor coming up for promotion and tenure. He received the Lynton award because his scholarly work exemplifies deep collaboration with community partners across the faculty roles of teaching, research, and service. That reciprocity and valuing of the knowledge assets in the community comes across strongly in this essay. His essay is fundamentally about engagement that disrupts the dominant epistemology of the academy, which narrowly constrains ways of knowing and passes for legitimate knowledge. Much of this essay reflects the keynote address that Eric gave at the Lynton Colloquium at the University of Massachusetts, Boston in September of 2015. He received the Lynton Award at the annual meeting of the Coalition of Urban and Metropolitan Universities in Omaha, Nebraska the following month. Scholars like Eric, and all Lynton Award recipients, need supportive institutional environments of campuses—like those of CUMU—that redefine excellence through demonstrated engagement with and positive impact across their local cities and communities, valuing and nurturing their epistemic orientations and those of their students.
—John Saltmarsh, University of Massachusetts, Boston.
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Larrivee, Linda S., Stephanie M. Chalupka, Marilyn A. Cleary, and Cherie L. Comeau. "Direct Care Workers Pathways Program: A Strategy for Seamless Academic Progression." Metropolitan Universities 29, no. 2 (May 23, 2018). http://dx.doi.org/10.18060/21756.
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Nationally, there is a great demand for systems that meet the needs of local employers as well as develop tools and training for their incumbent workers. Concurrently, demand for healthcare professionals is growing and projected to continue for the next decade. Worcester State University created the “Direct Care Workforce Development Program” to offer a pathway for nontraditional-aged students in direct care positions to advance to higher-level jobs with family sustaining wages. Direct care workers (DCWs) (e.g., patient care assistant) encounter challenges in a quest to continue their education. They may be non-native speakers, lack a foundation in basic numeracy skills, or lack experience with technology. Therefore, DCWs require many support services for success in professional health-studies programs. In response, a partnership emerged between an urban medical center, state university, and labor union to provide academic pathways for DCWs to progress in careers through higher education. Two cohorts of DCWs from the medical center enrolled in the program, which provided courses totaling nine college credits. Career maps, containing action steps towards goals, and individual coaching helped DCWs define their aspirations. Many workers who completed the program matriculated into two and four-year professional programs, while others plan to do so in the future.
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Gillingham, Susan E. "Theology amongst the sciences: A personal view from the University of Oxford." Verbum et Ecclesia 32, no. 1 (March 4, 2011). http://dx.doi.org/10.4102/ve.v32i1.576.
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The paper focuses on two individuals who have each made a seminal contribution to the debates between theology and the sciences in Oxford - Charles Darwin (in the mid�19th century), and Richard Dawkins (from the 1990s to the present day). It introduces Darwin by way of a more personal and visual view from Worcester College Chapel. The restoration of the chapel took place at about the same time as the debates between Huxley and Wilberforce in the Oxford University Museum over Charles Darwin�s On the Origin of the Species. The first part of the paper then traces these debates back: first to an earlier period of disputation represented by Galileo Galilei (c. 1564�1642), and then to a period of greater accommodation represented by Isaac Newton (1643�1727). Darwin represents a third, more controversial, stage. The paper then looks at a fourth period, from the mid�20th century onwards, which is marked by more eirenical attempts to demarcate science and theology by seeing the former again as asking the �how� questions and the latter, the �why� questions. It then focuses on a fifth, more disputatious stage, which was initiated by Richard Dawkins, professor in the Public Understanding of Science until 2008. Professor Dawkins challenges the idea that theology cannot be studied, because its focus is a non-existent object, �God�.The second part of the paper looks at various Oxford projects and Oxford theologians who have risen to this contemporary challenge. They include the work of the Ian Ramsey Centre; Justin Barret�s and John Trigg�s joint � 2 million project, supported by the John Templeton foundation, which examines scientific ideas about religion and the mind; Richard Harries, Bishop of Oxford from 1987 to 2006, who has conducted a number of media interviews with Richard Dawkins; Keith Ward, who has written several books engaging not only with Dawkins but is also the Cambridge Professor of Mathematics, Stephen Hawking; and Alistair McGrath, who has a doctorate in both science and theology, and who has similarly written and entered into public debates challenging Dawkin�s ideas.The paper ends by referring to John Barton, Professor of the Interpretation of Holy Scripture at Oxford, who argues that provided that theology is a subject which is properly critical, open to alien truth and combines both intellectual and emotional modes of perception, it can set an example for almost any academic discipline, both in the humanities and the sciences. The conclusion is therefore that, far from theology having to become more like another science, the sciences might be challenged to become more like theology.