The relationship between single-sex and co-educational environments on socioemotional development

There have been many debates over the advantages and disadvantages of single-sex education with regards to socioemotional development. Although some research shows that girls are often neglected in the classroom when boys are present, other research states that single-sex education may not be as beneficial as thought. The purpose of this study was to examine the discrepancies between previous research on single-sex and co-educational environments in relation to socioemotional development. Specifically, we investigated the differences in perceived competence, self-esteem, locus of control, and perceived social support. Within these areas of socioemotional development, we expect differences to exist based on educational environment. However, we are reluctant to postulate which educational environment will yield the higher scores in each area since conflicting research is present

Poverty, Disease, and the Ecology of Complex Systems

Understanding why some human populations remain persistently poor remains a significant challenge for both the social and natural sciences. The extremely poor are generally reliant on their immediate natural resource base for subsistence and suffer high rates of mortality due to parasitic and infectious diseases. Economists have developed a range of models to explain persistent poverty, often characterized as poverty traps, but these rarely account for complex biophysical processes. In this Essay, we argue that by coupling insights from ecology and economics, we can begin to model and understand the complex dynamics that underlie the generation and maintenance of poverty traps, which can then be used to inform analyses and possible intervention policies. To illustrate the utility of this approach, we present a simple coupled model of infectious diseases and economic growth, where poverty traps emerge from nonlinear relationships determined by the number of pathogens in the system. These nonlinearities are comparable to those often incorporated into poverty trap models in the economics literature, but, importantly, here the mechanism is anchored in core ecological principles. Coupled models of this sort could be usefully developed in many economically important biophysical systems—such as agriculture, fisheries, nutrition, and land use change—to serve as foundations for deeper explorations of how fundamental ecological processes influence structural poverty and economic development

From Aaron to Ivanhoe

A collection of Bulloch County history materials compiled by Charles Bonds, Dorothy Brannen, Maggie Collins, Dan Good, Nkenge Jackson, Evelyn Mabry, Carolyn Postell, Robert M. Seel, and Rita Turner Wall. Included are a brief history of Bulloch County, an article on local 19th century architecture, two accounts on county history by Rita Turner Wall, a short history of Willow Hill School, a report on the research on Willow Hill School, “Extinct Towns in Bulloch County,” “Pretoria Station,” the biographies of Beatrice Riggs and Laura Bell Hendley Martin, three articles from the Bulloch Times on the memories of a Confederate veteran and the 1865 Census of Bulloch County. The index to this collection was compiled by Julius Ariail.https://digitalcommons.georgiasouthern.edu/bchs-pubs/1014/thumbnail.jp

Examining the Relevancy and Utility of the American Fisheries Society Certification Program to Prepare Future Fisheries Professionals

Fisheries science is a diverse field that requires individuals to be knowledgeable in many disciplines in addition to fisheries (e.g., economics, sociology, political science, chemistry; Kelso and Murphy 1988). This challenges students attempting to enter a career in fisheries, as well as academic institutions and eventual employers, to develop both depth and breadth of knowledge needed to succeed in the profession (Oglesby and Krueger 1989). The preparedness and competency of young professionals entering the workforce has long been a problem (Stauffer and McMullin 2009). Several constraints and ongoing challenges facing the profession have continued to magnify these issues over time (McMullin et al., this issue). These issues stem from the diversity of skills required or expected across employer groups (e.g., government agencies, private sectors, nongovernment organizations) and degree levels sought (B.Sc., M.Sc., Ph.D.), complexity of fisheries-related problems, and balancing a broad academic focus with specific training. Additionally, employers perceive that students lack welldeveloped critical thinking, communication, and statistical skills that are highly desired in any area of fisheries. The American Fisheries Society’s (AFS) mission of preparing and promoting the development of fisheries professionals has been addressed in many ways, including development of the AFS Professional Certification Program in 1963. This program provides minimum standards for which fisheries professionals are recognized across government, academic, and nongovernment entities. The certification program fosters greater recognition that fisheries professionals are well equipped and prepared to act on the public’s behalf concerning fisheries-related issues. Two tiers of certification exist, with first-tier certification (Associate Fisheries Professional) contingent upon the completion of higher education courses in six broad subject areas. In this article, we focus on the first tier of certification, the basic education determined by AFS to be critical in preparing young professionals for a career in fisheries

Development of the ECOSAR P-Band Synthetic Aperture Radar

This paper describes objectives and recent progress on the development of the EcoSAR, a new P-band airborne radar instrument being developed at the NASA/ Goddard Space Flight Center (GSFC) for the polarimetric and interferometric measurements of ecosystem structure and biomass. These measurements support science requirements for the study of the carbon cycle and its relationship to climate change. The instrument is scheduled to be completed and flight tested in 2013. Index Terms SAR, Digital Beamforming, Interferometry

Are We Preparing the Next Generation of Fisheries Professionals to Succeed in their Careers?: A Survey of AFS Members

Natural resource professionals have frequently criticized universities for poorly preparing graduates to succeed in their jobs. We surveyed members of the American Fisheries Society to determine which job skills and knowledge of academic topics employers, students, and university faculty members deemed most important to early-career success of fisheries professionals. Respondents also rated proficiency of recently hired, entry-level professionals (employers) on how well their programs prepared them for career success (students and faculty) in those same job skills and academic topics. Critical thinking and written and oral communication skills topped the list of important skills and academic topics. Employers perceived recent entry-level hires to be less well-prepared to succeed in their careers than either university faculty or students. Entry-level hires with post-graduate degrees rated higher in proficiency for highly important skills and knowledge than those with bachelor’s degrees. We conclude that although universities have the primary responsibility for developing critical thinking and basic communication skills of students, employers have equal or greater responsibility for enhancing skills of employees in teamwork, field techniques, and communicating with stakeholders. The American Fisheries Society can significantly contribute to the preparation of young fisheries professionals by providing opportunities for continuing education and networking with peers at professional conferences. ¿Estamos preparando a la siguiente generación de profesionales en pesquerías para que tengan éxito en sus carreras?: una encuesta a miembros de la AFS Los profesionales de los recursos naturales, con frecuencia, han criticado a las universidades por la preparación deficiente de los graduados para tener éxito en sus trabajos. En este trabajo se encuestaron a miembros de la Sociedad Americana de Pesquerías para determinar qué conocimiento de tópicos académicos y habilidades laborales consideran los empleados, estudiantes y miembros de facultades universitarias como las más importantes en los profesionales de las pesquerías para tener éxito al inicio de sus carreras. Los encuestados también reconocieron las habilidades de los profesionistas regresados y contratados (empleados) o qué tan bien sus programas académicos los preparaban para tener éxito en sus carreras (estudiantes y facultad) en las mismas habilidades laborales y tópicos académicos. El pensamiento crítico y las habilidades de comunicación oral y escrita encabezaron la lista de habilidades y tópicos académicos importantes. Los empleadores percibieron a las contrataciones recientes como menos preparadas para tener éxito en sus carreras que los miembros de la facultad o los propios estudiantes. Los individuos recién contratados con posgrado fueron mejor calificados en cuanto a poseer el conocimiento y las habilidades más importantes que los titulados de licenciatura. Concluimos que si bien las universidades tienen la responsabilidad primordial de desarrollar el pensamiento crítico y las habilidades de comunicación en los estudiantes, los empleadores tienen la misma o mayor responsabilidad para fomentar las habilidades de sus trabajadores en lo referente a trabajo en equipo, técnicas de trabajo en campo, y comunicación con los involucrados en las pesquerías. La Sociedad Americana de Pesquerías puede contribuir significativamente a preparar a los jóvenes profesionistas de las pesquerías mediante el otorgamiento de oportunidades para continuar con su educación y el establecimiento de redes de contactos, durante conferencias, con pares y profesionales. Préparons-nous la prochaine génération de professionnels de la pêche à réussir leur carrière?: Un sondage auprès des membres AFS Les professionnels des ressources naturelles ont fréquemment critiqué les universités, car elles préparent mal les diplômés à réussir leur carrière. Nous avons interrogé les membres de l’American Fisheries Society pour déterminer quelles compétences professionnelles et quelles connaissances académiques les employeurs, étudiants et membres du corps professoral des universités jugent les plus importantes pour le succès des professionnels de la pêche au début de leur carrière. Les répondants ont également évalué l’aptitude des professionnels récemment entrés sur le marché du travail (employeurs) ou dans quelle mesure les programmes les ont préparés à réussir leur carrière (étudiants et professeurs) dans ces mêmes compétences professionnelles et sujets académiques. La pensée critique, les compétences en communication écrite et orale étaient en tête de la liste des compétences et des sujets académiques importants. Les employeurs ont perçu les professionnels récemment entrés sur le marché du travail moins bien préparés pour réussir dans leur carrière que les professeurs d’université ou les étudiants. Les employés au niveau d’entrée possédant des diplômes postuniversitaires étaient mieux notés dans la maîtrise des compétences et des connaissances très importantes que ceux ne possédant que des diplômes de baccalauréat. Nous concluons que, bien que les universités aient la responsabilité principale de développer la pensée critique et les compétences en communication de base des étudiants, les employeurs ont la responsabilité égale ou supérieure d’améliorer ces compétences dans le travail d’équipe, les techniques de terrain et la communication avec les parties prenantes. L’American Fisheries Society peut contribuer de manière significative à la préparation des jeunes professionnels de la pêche en offrant des possibilités de formation continue et de réseautage avec des pairs lors de conférences professionnelles

Association of Accelerometry-Measured Physical Activity and Cardiovascular Events in Mobility-Limited Older Adults: The LIFE (Lifestyle Interventions and Independence for Elders) Study.

BACKGROUND:Data are sparse regarding the value of physical activity (PA) surveillance among older adults-particularly among those with mobility limitations. The objective of this study was to examine longitudinal associations between objectively measured daily PA and the incidence of cardiovascular events among older adults in the LIFE (Lifestyle Interventions and Independence for Elders) study. METHODS AND RESULTS:Cardiovascular events were adjudicated based on medical records review, and cardiovascular risk factors were controlled for in the analysis. Home-based activity data were collected by hip-worn accelerometers at baseline and at 6, 12, and 24 months postrandomization to either a physical activity or health education intervention. LIFE study participants (n=1590; age 78.9±5.2 [SD] years; 67.2% women) at baseline had an 11% lower incidence of experiencing a subsequent cardiovascular event per 500 steps taken per day based on activity data (hazard ratio, 0.89; 95% confidence interval, 0.84-0.96; P=0.001). At baseline, every 30 minutes spent performing activities ≥500 counts per minute (hazard ratio, 0.75; confidence interval, 0.65-0.89 [P=0.001]) were also associated with a lower incidence of cardiovascular events. Throughout follow-up (6, 12, and 24 months), both the number of steps per day (per 500 steps; hazard ratio, 0.90, confidence interval, 0.85-0.96 [P=0.001]) and duration of activity ≥500 counts per minute (per 30 minutes; hazard ratio, 0.76; confidence interval, 0.63-0.90 [P=0.002]) were significantly associated with lower cardiovascular event rates. CONCLUSIONS:Objective measurements of physical activity via accelerometry were associated with cardiovascular events among older adults with limited mobility (summary score >10 on the Short Physical Performance Battery) both using baseline and longitudinal data. CLINICAL TRIAL REGISTRATION:URL: http://www.clinicaltrials.gov. Unique identifier: NCT01072500