The effect of Distinguished Educators on academic gain of Louisiana Academically Unacceptable schools

The purpose of this study was to examine the degree of academic growth of Academically Unacceptable schools in Louisiana which have been assigned a Distinguished Educator. Distinguished Educators are external change agents who are placed in Academically Unacceptable schools in Louisiana. The data were generated from the Louisiana Department of Education. The study investigated if English Language Arts (ELA) and mathematics scores significantly increased in schools which were assigned a Distinguished Educator. School Performance Scores for third, fourth, and fifth grades were examined to determine growth, as well. The ex post factodesign study consisted of different school configurations which included 139 Academically Unacceptable schools which housed third and fifth-grade classes and 149 Academically Unacceptable schools which housed fourth-grade classes. These schools are located throughout the State of Louisiana. This research design used a Pearson Product Moment correlation coefficient to examine if there was a significant relationship in scaled scores for ELA and mathematics and School Performance Scores between schools that were assigned a Distinguished Educator and schools which were not assigned a Distinguished Educator. This study also used a 2 X 3 factorial multivariate analysis of variance (MANOVA) to investigate the mean differences for LEAP and iLEAP ELA and mathematics variables. Results showed that there was neither an interaction, nor a main effect of either dependent variable, which were the fourth-grade LEAP, the third and fifth-grade iLEAP, ELA and mathematics scaled scores, or the school performance scores. The analysis of fourth-grade data revealed a significant relationship between Distinguished Educator assignment and school year. Schools with Distinguished Educator assignments outperformed the other schools on the LEAP ELA and mathematics assessments across years by roughly half of a standard deviation in both LEAP assessments. Based on the analysis of the results, the amount of gain was not significant for ELA, mathematics or scaled scores for third, fourth, or fifth grades. There was no statistically significant relationship between the level of school improvement in Academically Unacceptable schools and the assistance provided by the Distinguished Educator. There was no significant level of growth in scaled scores for English Language Arts and mathematics in schools which are assigned a Distinguished Educator and schools which have not been assigned a Distinguished Educator. However, for the fourth-grade sample, it was concluded that there was an interaction between LEAP ELA, LEAP mathematics, and SPS by year

SNC Times article about Main Hall renovations

Article in SNC Times v. 53 no. 1 September 16th 1982 page 9 on renovation Main Hall 1982-1983.https://digitalcommons.snc.edu/mainhallhistory/1006/thumbnail.jp

Alien Registration- Batchelder, Ruby C. (Howland, Penobscot County)

https://digitalmaine.com/alien_docs/7955/thumbnail.jp

Reflexion M\"ossbauer analysis of the in situ oxidation products hydroxycarbonate green rust

The purpose of this study is to determine the nature of the oxidation products of FeII-III hydroxycarbonate FeII4FeIII2(OH)12CO3~3H2O (green rust GR(CO32-)) by using the miniaturised M\"ossbauer spectrometer MIMOS II. Two M\"ossbauer measurements methods are used: method (i) with green rust pastes coated with glycerol and spread into Plexiglas sample holders, and method (ii) with green rust pastes in the same sample holders but introduced into a gas-tight cell with a beryllium window under a continuous nitrogen flow. Method (ii) allows us to follow the continuous deprotonation of GR(CO32-) into the fully ferric deprotonated form FeIII6O4(OH)8CO3~3H2O by adding the correct amount of H2O2, without any further oxidation or degradation of the samples

Residential Segregation, Neighborhood Social and Physical Context in Obesity Disparities in Hispanic Preschoolers: A Conceptual Model

During the last decade, there has been a significant inclusion in obesity prevention studies from individual characteristics to household factors then neighborhood factors. The study of place in the context of early childhood obesity studies has been limited to the food and physical built environment. With the persistent disparities in the prevalence of childhood obesity, and Hispanic minorities being increasingly affected, there is a need to reexamine existing models and develop new model conceptual frameworks to examine the role of place and residential segregation in the context of race, ethnicity, social position, and socioeconomic disparities. In the context of place as a relational space linked to where young children live, play and learn, this paper conceptualizes the role of the neighborhood social and physical factors as well as organizational, household and/or individual factors as mediators of the correlation between residential segregation and obesity in Hispanic preschoolers. In the model, we also attempted to include the role of policies and programs in moderating the negative effects of racial residential segregation and resource inequalities and their interactions with the multiple factors that may contribute to childhood obesity. Recommendations for future research need are identified