Southern California fisheries monitoring summary for 1993 and 1994

The southern California Monitoring and Management Units collectively gathered 803 discrete samples of 7,329 marine finfishes and invertebrates from local commercial fish markets or authorized fish transporters in 1993. Nineteen different species were sampled and biological information recorded for future summarization and use in formulating fisheries management strategies and decisions. Increased sampling efforts in 1994 resulted in 801 samples of 14,566 marine finfish and invertebrates representing 44 different species. Fisheries trends and threats to local fishing opportunities were identified. Results of Marine Recreational Fishery Statistics Survey interviews were also incorporated for a more complete overview of species targeted by both the sport and commercial industries. (26pp.

Value and Outcome Uncertainty as Explanations for the WTA vs WTP Disparity: Theory and Experimental Evidence

This paper contributes to the widespread discussion of the sources of the divergence between WTA and WTP values. The paper reports on theoretical and empirical investigations which show that value and outcome uncertainty offer an explanation for this disparity. Given a set of hypotheses generated by the theory, the paper investigates the disparity using an inducedvalue experimental laboratory setting. The incentive-compatible Becker-DeGroot-Marshak mechanism is employed to elicit the WTP and WTA values. Two conclusions can be drawn from the empirical results. First, the WTA - WTP difference is generally increasing in both value and outcome uncertainty. Second, a re-contracting option reduces the disparity when it arises from value uncertainty. Key Words: Experimental, Uncertainty, WTP-WTA disparity

Letter from Robert B. McKee to Senator Langer Regarding List of Residents, October 4, 1956

This letter, dated October 4, 1956, from [illegible] on behalf of Fort Berthold Agency Superintendent Robert B. McKee to United States (US) Senator William Langer informs Langer that the list Langer requested in his letter of September 26, 1956--of the names and addresses of residents of the Fort Berthold Reservation over 21 years of age--will be sent within the next few days. See also: An Act to Provide for the Segregation of Certain Funds of the Fort Berthold Indians on the Basis of Membership Roll Prepared for Such Purposehttps://commons.und.edu/langer-papers/1749/thumbnail.jp

Measuring self-worth and certainty of punishment in prison populations

This thesis attempts to establish a link between the variables of self-worth and certainty of punishment. The focus of this work centers around the administration of a questionnaire to inmates of four penal institutions (n = 219). The sites visited were the Stewart-Mojave Detention Center in Las Vegas, Nevada; the Southern Nevada Desert Correctional Centers in Jean and Indian Springs, Nevada; and the California Correctional Center in Tehachapi, California; Chapter one is an introduction and a review of the literature. This includes the plan of the study and background into the problem. Chapter two explains the concepts and discusses prior studies relating to measuring crime and deterrence. Chapter three is a discussion of the methodology, design and administration of the questionnaire. Chapter four is the findings section. Chapter five is the conclusion, where comments are made on the results of the questionnaire, future studies and the relevance of this thesis

Encouraging Classroom Discussion

Classroom discussion has the potential to enhance the learning environment and encourages students to become active participants in the educational process. Student participation in classroom discussion has been shown to significantly improve the student learning experience. Research suggests that classroom discussion is an effective method for encouraging student classroom participation and for motivating student learning beyond the classroom. Participation in classroom discussion encourages students to become active collaborators in the learning process, while at the same time providing instructors with a practical method of assessing student learning. Classroom discussion is an effective tool for developing higher-level cognitive skills like critical thinking. Despite the potential discussion holds for student learning, many in academia lament the lack of participation in the classroom. The lack of student participation in classroom discussion is not a recent problem; it is one that has frustrated instructors for decades. Instructors report that some of the more current methods for encouraging classroom discussion can be exasperating and at times non-productive. This two-year study of 510 college and university students provides insight into the reasons why some students do not participate in classroom discussion. This study, which also elicited input from sixteen college and university professors and two high school teachers, offers some suggestions for creating and encouraging an environment conducive to student participation in the classroom

Fort Berthold Agency News Bulletin Election Issue, August 10, 1956

This issue of the Fort Berthold Indian Agency News Bulletin, dated August 10, 1956, is provides information on the tribal election scheduled for September 18 of the same year, in which members will vote on whether to amend the tribal constitution. This issue contains comment pieces by Fort Berthold Indian Agency Superintendent Robert B. McKee and Tribal Business Council Chairman Martin Cross, as well as copies of letters from Assistant Secretary of the United States (US) Department of the Interior Wesley D\u27Ewart to McKee and Cross regarding the decision to allow absentee ballots to be used by nonresident members in this election and a copy of the solicitor\u27s opinion that the use of absentee ballots by nonresident members would be permissible in an election to amend the tribal constitution. The issue also includes the text of the proposed amendment and the text of a tribal resolution to close enrollment in advance of the distribution of per capita payments to enrolled members as authorized by the passage of Senate Bill 2151, which upon passage and signing became public Law 553. Finally, the issue also includes a memorandum on the practice of issuing credit, and short reports on the New Town Health Center, land operations, and agency schools. See also: An Act to Provide for the Segregation of Certain Funds of the Fort Berthold Indians on the Basis of Membership Roll Prepared for Such Purposehttps://commons.und.edu/langer-papers/1746/thumbnail.jp

Patriarchal Ideology and Violence Against Women: A Theoretical Contribution Using Longitudinal, Individual-Level Analyses

Feminist researchers have recently highlighted the need to revive patriarchy as a theoretical tool in regards to violence against women. Patriarchy is typically considered to be a structural concept, but a theory of patriarchy for violence against women must also include an individual-level component of patriarchal ideology. Patriarchal ideology has not been clearly conceptualized and is rarely operationalized. Very little research has assessed patriarchal ideology as a dependent variable and almost none has done this longitudinally. This research aims to fills these gaps. The current study also seeks to identify significant predictors of change in patriarchal ideology, an issue of tremendous importance for a theory of violence against women. Stronger theories that can appropriately incorporate patriarchy may lead to more effective proactive policies rather than the existing reactive policies based on poor theoretical understanding. The data used for this dissertation comes from the Longitudinal Study of Violence against Women: Victimization and Perpetration among College Students in a State-Supported University in the United States, 1990-1995 (White, Smith, and Humphrey 2001). Since the data was from a sample of college men, the first wave of data is just before individuals transitioned into college. This was followed by three subsequent waves of data assessing patriarchal ideology after the first, second, and third years of college. Because of the various challenges posed by longitudinal data and specific challenges posed by this data, two major analyses were performed. The main goals of these analyses were to: come up with reliable operational measures of patriarchal ideology, determine their measurement invariance over time, assess predictors of patriarchal ideology, evaluate the change/stability in patriarchal ideology, and account for the predictors of change/stability. The first major analysis operationalized individual patriarchal ideology using attitudinal measures over two waves of data in a traditional test/re-test panel design. The second major analysis operationalized patriarchal ideology using vignettes that were proxy measures of patriarchal ideology over three waves of data. Latent growth-curve modeling was used in order to assess the intra-individual and inter-individual changes in patriarchal ideology over time. The analyses were the first of their kind to assess patriarchal ideology as an outcome variable overtime. Overall, findings suggest patriarchal ideology is a multidimensional concept that can be measured using attitudinal measures and vignettes, with some support suggesting vignettes may be preferred. During the transition from precollege to the end of one\u27s freshman year, patriarchal ideology was stable. After this time period, over the next three years of college patriarchal ideology declined for the sample as a whole. Interestingly, there was inter-individual change but no infra-individual change in patriarchal ideology. The means that regardless of one\u27s initial levels of patriarchal ideology, everyone\u27s levels declined over these three years. These results are discussed further regarding their theoretical, methodological, and policy implications. Suggestions for future research assessing the role patriarchal ideology plays in theories of violence against women are discussed

A study of the home and school background of twenty third grade children exhibiting high and low achievement on certain tests of motor performance

Thesis (M.A.)--Boston University, 1948. This item was digitized by the Internet Archive