This thesis describes searches for new particles predicted by the super symmetry (SUSY) theory, a theory extending beyond the current Standard Model of particle physics, using the ATLAS detector at the CERN Large Hadron Collider. The thesis focuses on searches for stop and sbottom squarks, the SUSY partners of the top and bottom quarks, which are expected to be lighter than the partners of the first and second generation quarks and therefore good candidates for the first evidence of SUSY. It describes novel techniques for estimating and rejecting the Standard-Model backgrounds to searches for these particles. It also includes an independent analysis seeking to constrain the Standard Model ttZ background process, which also represents the first ATLAS search for this rare process at the LHC. The stop squark analysis described, with substantial leading contributions from the author, is the first search for these particles at the LHC to use the jets plus missing transverse energy plus 0-lepton signature and provides the world's best limits on the stop mass for light neutralino LSPs. All in all, the thesis describes three different world-leading analyses in both Standard Model and SUSY physics and therefore represents a major contribution to the field.

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Many congregations are experiencing significant change both within and beyond their walls, and both members and leaders feel a sense of loss in the midst of these changes. In the midst of change, loss, and grief, congregations yearn for leadership--typically with differing expectations of what constitutes effective leadership in response to their needs, hopes, and priorities. At the same time, congregations resist leadership. After all, leadership assumes those who follow will be open to more change. Strategic Leadership for a Change provides congregational leaders with new insights and tools for understanding the relationships among change, attachment, loss, and grief. It also helps to facilitate the process of grieving, comprehend the centrality of vision, and demonstrate theological reflection in the midst of change, loss, grief, and attaching anew. All this occurs as the congregation aligns its vision with God's and understands processes of change as processes of fulfillment.

Co-written by a professor and 10 students, this book explores their attempts to come to grips with fundamental issues related to writing narrative accounts purporting to represent aspects of people's lives. The fundamental project, around which their explorations in writing textual accounts turned, derived from the editor's initial ethnographic question: "Tell me about the [previous] class we did together?" This proved to be a particularly rich exercise, bringing into the arena all of the problems related to choice of data, analysis of data, the structure of the account, the stance of the author, tense, and case, the adequacy of the account, and more. As participants shared versions of their accounts and struggled to analyze the wealth of data they had accumulated in the previous classes -- the products of in-class practice of observation and interview -- they became aware of the ephemeral nature of narrative accounts. Reality, as written in textual form, cannot capture the immense depth, breadth, and complexity of an actual lived experience and can only be an incomplete representation that derives from the interpretive imagination of the author. The final chapter results from a number of discussions during which each contributing author briefly revisited the text and -- through dialogue with others and/or the editor -- identified the elements that would provide an overall framework that represents "the big message" of the book. In this way, the contributors attempted to provide a conceptual context that would indicate ways in which their private experiences could be seen to be relevant to the broader public arenas in which education and research is engaged. In its entirety, the book presents an interpretive study of teaching and learning. It provides a multi-voiced account that reveals how problematic, turning-point experiences in a university class are perceived, organized, constructed, and given meaning by a group of interacting individuals.