On the Compressibility Correction Factor for Axially Symmetric Bodies

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/77573/1/AIAA-11826-832.pd

History of a Fever in Sunderland, Mass. in the Years 1831–32

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Dufilho, Grandchamps, or Peyroux? The Development of Professional Pharmacy in Colonial and Early National American Louisiana

This paper will examine the hidden history of the New Orleans Pharmacy Museum and investigate the claims regarding the first licensed pharmacist in the United States. Drawing from legislative, church, medical, legal and institutional records, this study argues that colonial control, such as regulations governing medical practice and licensing requirements, established by continental powers in their overseas colonies, tended to recreate traditions and laws found in the home countries. For instance, the more rigorous licensing requirements for medical professionals, as practiced in France and Spain, were also the custom in Louisiana. However, when Louisiana became part of the Unites States, these regulations were relaxed, reflecting the laissez-faire policy of English laws and custom. This work challenges the bias often found in the presentation of American historical experience that makes claims for English colonial traditions informing the entire American experience

Undergraduate African American Males’ Narratives on the Personal Factors Influencing Retention in the Social Sciences

The purpose of this study was to explore the perceptions of undergraduate African American social science majors on the personal factors that influenced their retention in higher education. This was a qualitative study with 15 African American males who were enrolled in three universities in the University of North Carolina system. The data were collected using face-to-face interviews of approximately 45 minutes duration that took place on two separate occasions. They appeared eager to discuss their experiences as freshmen and the factors that influenced them to return to the university a second year. The main findings from this study were that African American males who persisted in the social science majors had inner determination, support from peers, mentors, parents, siblings, and extended families. They also had spiritual support, and learned to navigate through the social science curriculum with a commitment to a career in the social science field. The findings from the study contributes to the field of higher education by informing administrators about some approaches to facilitate the retention and graduation of African American males in social science majors. Future research studies might examine the persistence of other underrepresented students at other universities in social science majors using a mixed methods approach

Examining The Institutional Factors Promoting The Educational Attainment of African American Males Social Science Majors

The purpose of this study was to determine the institutional factors that African American male students identified as influencing their educational attainment in higher education. The following research question guided this study: What institutional factors do African American male students identify as influencing their educational attainment at their respective universities? Throughout the years, there have been numerous theories developed to understand the challenge of college student retention. Alexander Astin (1991) proposed one of the first models, the input-environment-outcome (I-E-O) model. In this model, there are three sets of elements considered: inputs, environment, and outcomes. Inputs are the family backgrounds, demographic characteristics, and academic experiences that students bring to college (Pascarella & Terenzini, 2005). The environment is the range of people, programs, policies, cultures, and experiences that students encounter in college; and outcomes are students\u27 characteristics, knowledge, skills, attitudes, values, behaviors, and beliefs as they exist after college. According to Astin\u27s (1985) student involvement is defined as the amount of energy a student commits to their education, the energy a student devotes to their studies, their level of participation in campus organizations, and the frequency of interacts among professors and other students. In contrast, an uninvolved student is apathetic towards his education, does not get involved in extracurricular activities, and infrequently interacts with professors and other students (Astin, 1999)