Obtaining Practical Information on the Geology of Texas

Information, like gold, is where you find it. Geological information is no exception, but in Texas such data are often readily at hand. The state has one of the highest concentrations of practicing geologists per capita in the United States; and Texans in general are very conscious of the importance of fossil fuels, earth materials, and land and water resources in the state's economy, history, and quality of life. But where does one turn for specific geological information? Fortunately, there are many sources of information on the geology of Texas, including: 1) State agencies 2) Federal agencies 3) Colleges and universities 4) Geological (and related) societies 5) Museums and nature centers 6) Oil, mining, and consulting companies 7) Public schools 8) Public libraries These organizations can often provide published information, films, lectures, and professional advice to persons requiring particular information as well as those who simply have a sincere interest in the geosciences. Most of the state and federal agencies, colleges and universities, and geological societies that engage in studies of the geology of Texas are listed in the accompanying appendices (A, B, C, and D), along with their addresses, telephone numbers, and summary statements of their areas of involvement or expertise.Bureau of Economic Geolog

STUDENTS' PERCEPTIONS OF AND RESPONSES TO OPPORTUNITIES FOR DECISION MAKING AND USE OF COMMUNITY IN FIVE PUBLIC SECONDARY ALTERNATIVE SCHOOLS

In the late 1960's the educational literature reported the emergence of a distinct kind of public school labeled "alternative." This term was used to describe a variety of school programs. Within this group of schools were several which claimed to offer students opportunities for individual and collective decision making and use of the community as a learning resource. The purpose of this study was to examine five such public secondary alternative schools, the perceptions of students concerning these opportunities, and their responses to these opportunities. The research questions for the study were: 1. Do students in the five schools see these schools offering all students opportunities to make decisions (a) individually concerning their learning and (b) as a group concerning the governance of the school as the schools' literature purports? 2. Do students in the five schools see these schools offering all students opportunities to use the community as a learning resource? 3. How important were the opportunities to make individual learning decisions and use the community as a learning resource in students' decisions to attend the alternative school? 4. Given these opportunities, what choices did a sampling of students actually make? The methods of data collection were: 1. a review of each school's literature to document the opportunities reported available; 2. researcher observations of selected activities and the environments of the five schools; 3. a questionnaire developed by the researcher voluntarily completed by the students; 4. interviews with students who had completed the questionnaire; and 5. interviews with a staff person in each of the five schools. Students' responses were reported in the form of actual numbers, percentages, and mean scores. The opportunities for individual decision making to be examined were those the schools' literature reported were available: (1) grade options, (2) independent study, and (3) evaluation of courses and instructors. All schools reported that some type of all-school meeting was involved in the governance of the school. Students reported the mechanics of the meetings and the range of authority of the meetings. Schools reported use of outside speakers and community persons in the schools and the opportunity for students to take outside learning activities. Students were asked to describe the extent to which these opportunities were available and the types of outside learning activities they pursued. The conclusions of the study were: 1. The opportunities to make learning decisions and use the community as a learning resource were important factors in students' decisions to attend; however, "other" factors such as peer pressure within their former schools and better student-teacher relationships in the alternative school were also important. 2. Students reported that they had a range of grade options, opportunities for independent study, and for evaluation of their courses and instructors. 3. Students knew that their schools had all-school meetings, but they were generally confused regarding the meeting's authority on a variety of issues. 4. Students perceived that they had the opportunity to use the community as a learning resource. 5. Although students reported having the opportunity to make learning decisions, over half the students did not take independent study. Almost as many reported that they did not take an outside learning activity. 6. Those who did take independent study and outside learning activities did so in a quarter or less of their courses. 7. The types of outside learning activities which students pursued varied. Students came to the alternative school partly because of the opportunities that the schools claimed to offer them. Students perceived generally that they had the opportunities which the schools claimed to offer. Some students participated in all activities; some participated selectively; some did not use any of the opportunities available

Variations in the California Emergency Medical Services Response to Opioid Use Disorder

Introduction: Opioids contributed to over 300,000 deaths in the United States in the past 10 years. Most research on drug use occurs in clinics or hospitals; few studies have evaluated the impact of opioid use on emergency medical services (EMS) or the EMS response to opioid use disorder (OUD). This study describes the perceived burden of disease, data collection, and interventions in California local EMS agencies (LEMSA). Methods: We surveyed medical directors of all 33 California LEMSAs with 25 multiple-choice and free-answer questions. Results were collected in RedCap and downloaded into Excel (Microsoft Corporation, Redmond WA). This study was exempt from review by the Alameda Health System - Highland Hospital Institutional Review Board. Results: Of the 33 California LEMSAs, 100% responded, all indicating that OUD significantly affects their patients. Most (91%) had specific protocols directing care of those patients and repeat naloxone dosing. After naloxone administration, none permitted release to law enforcement custody, 6% permitted patient refusal of care, and 45% directed base hospital contact for refusal of care. Few protocols directed screening or treatment of OUD or withdrawal symptoms. Regular data collection occurred in 76% of LEMSAs, with only 48% linking EMS data with hospital or coroner outcomes. In only 30% did the medical director oversee regular quality improvement meetings. Of respondents, 64% were aware of public health agency-based outreach programs and 42% were aware of emergency department BRIDGE programs (Medication Assisted Treatment and immediate referral). Only 9% oversaw naloxone kit distribution (all under the medical director), and 6% had EMS-based outreach programs. In almost all (94%), law enforcement officers carried naloxone and administered it anywhere from a few times a year to greater than 200 in one LEMSA. Conclusion: This study represents an important description of EMS medical directors' approaches to the impact of OUD as well as trends in protocols and interventions to treat and prevent overdoses. Through this study, we can better understand the variable response to patients with OUD across California

A Program to Address ADL Independence for Young Adults with Autism and Sensory Processing Disorder and Their Caregivers

Young adults with autism spectrum disorder (ASD) and sensory processing disorder (SPD) often have difficulty understanding the steps to perform activities of daily living (ADLs) and may become overstimulated when performing their ADLs. Difficulties performing their ADLs cause dependence on their caregivers, which in turn causes both the client and caregiver to have increased stress and avoidance of these ADLs. Occupational therapists (OT) work with individuals with ASD and SPD, but there is little literature to support OT intervention with young adults or to reduce caregiver stress. This capstone found resources and techniques to improve young adults independence in ADLs and decrease caregiver stresshttps://soar.usa.edu/otdcapstonesspring2024/1073/thumbnail.jp

Klipsun Magazine, 1974, Volume 05, Issue 01 - December

https://cedar.wwu.edu/klipsun_magazine/1021/thumbnail.jp

The Iowa Homemaker vol.37, no.7

Here’s The Way – Study Abroad, Diane Rasmussen, page 6 Your Speech Reflects You, Carole Boughton, page 7 Home Economics Grows With Pakistan, Mary Gibson, page 8 Favorite of Mice and Men, Rosalyn McBride, page 10 Have You Met Me?, Sharon Kay, page 12 We Present With Pride, Martha Burleigh, page 13 Check Your Personality, page 1