The identification of appropriate experiences for an administrative internship program for the Council Bluffs Community School District.

In the last decade, school research has given considerable attention to effective elementary schools and the role of the elementary principal as the educational manager and the instructional leader

Impact Of Timber Harvest On Mercury Mobilization In A Mixed Pine And Hardwood Forest And Adjacent Lake In Mississippi

With 65% of land area covered in forest, Mississippi is a leader in the timber industry. Whereas forestry provides numerous benefits for humans and wildlife, forest harvest has been hypothesized to increase mercury (Hg) mobilization to aquatic systems. In a forest, Hg mostly accumulates in the upper layer of soil, where associates with organic matter. This top soil is exposed after clear-cutting and thus more susceptible to runoff. Harvest may also change the net balance between Hg methylation and demethylation by microorganisms through changes in redox conditions and addition of carbon sources from decaying logging residues. To better understand the impact of timber harvest on Hg in mixed pine and hardwood managed forest in the southeast United States, Hg was determined in soil, sediment, water and biota from the forest floor, a forest stream, and adjacent lake (Dorroh Lake located in Webster County, Mississippi) prior to and after harvest. Mean surface soil-Hg concentrations (ppb ± SE) were 50.0 ± 3.9 before harvest and 36.0 ± 3.8 after harvest. Before harvest, the majority (82%) of the Hg in the forest surface soil was bound to the oxidizable phase, which includes humic acids and other organic matter. After harvest, the distribution of Hg in the surface soil changed, and more Hg was bound to the reducible phase (78%), which primarily consists of iron/manganese oxides. This points to a decrease in the amount of organic matter present in the surface soil, possibly as a result of a mixing of surface and deeper soils containing lower Hg levels, erosion, and increased Hg volatilization. In the lake, concentrations of THg and MeHg increased in the month following harvest. Mean-THg increased from 0.82 to 5.0 ng/L and MeHg increased from 0.04 to 0.17 ng/L. In the stream, dissolved THg decreased after harvest from ~3 to ~1.5 ng/L. Dissolved MeHg was similar before and after harvest (0.48 and 0.40 ng/L, respectively), but the proportion of MeHg increased in the stream from ~10 to 30%. Timber harvest also seemed to decrease oxygen levels in the stream and lake, at least temporarily. Nevertheless, the unharvested riparian zone adjacent to the stream seemed to serve as a buffer retaining organic matter and minimizing effects on the stream and lake. Suggestions for future work include a long-term study of fish-Hg concentrations in a lake whose watershed was disturbed by deforestation, and a study site closer to Oxford that will allow for a greater frequency of sampling. Methylation rate measurements are also needed to fully address impacts of forest harvest on in-situ production of MeHg

Solution Center

poster abstractThe IUPUI Solution Center, a division of the Office of the Vice Chancellor for Research, was created in 2004 through IUPUI funding and generous support from the Lilly Endowment. The Solution Center mission is to serve as IUPUI’s “Front Door” to the community to assist in the economic development of Central Indiana by connecting the university’s intellectual capital to the pressing demands of business, government, and the nonprofit sector. Drawing on the talent of IUPUI’s faculty and students, the Solution Center facilitates partnerships designed to build human capital, respond to external challenges, and retain the best and brightest baccalaureate and graduate degreed professionals in the state. The center works in concert with OVCR to coordinate meaningful research collaborations between students, faculty, community organizations, and companies. The cornerstone of the Solution Center’s work with the community is its ability to serve as a knowledgeable and informed point of contact for thousands of businesses, nonprofit, and government leaders, connecting them to the talent and expertise of IUPUI for internships, community-based research, and business assistance projects. Equally important to our success in the community is the IUPUI Venture Fund program that allows us to grant match funding to organizations in order to create and sustain meaningful, challenging, and career-relevant internships and applied projects

Characteristics of Owners and Nonowners of Personal Computers

Home Economics - Housing, Design and Consumer Resource

Reflective Curiosities

Artist Statement My craft work and paintings reflect my life experiences and personal curiosities, particularly those associated with the natural world. Every day, I am bombarded with a constant flow of visual impressions and ephemeral experiences. There are some that demand attention by virtue of their sheer power, such as the repetition of line in a plowed field, the color of nautical landscape at twilight, or the intelligent behavior of crows. Like a tourist who buys a souvenir to capture a moment, I try to capture instances of profound experiences. I interpret these moments through a process-oriented approach to media. Fiber, glass, and paint are the vehicles through which I explore the natural world. In these media, I layer materials. The first layer of media establishes a foundation, the next layer affects perceptions of the first, and additional layers add to the visual experience. As each piece reaches completion, the composition is the sum of all parts. Coupled with my understanding of layering as a creative process is my acknowledgment that life’s layered experiences shape me as a person

Appraisal of housing by selected senior citizens in "original town" Manhattan, Kansas

Call number: LD2668 .T4 1967 D482Master of Scienc

Some aspects of play production in the English and parallel medium secondary schools of the Eastern Cape 1822-1977

There has been very little research into play production in schools, as distinct from drama in education and theatre in education, and none at all with specific attention to the Eastern Cape. The proliferation of dramatic productions in the schools of the Eastern Cape during the 1960s and 1970s coincided with the establishment at Rhodes University of a Department of Speech and Drama. The particular interest of this Department in the educational aspects of dramatic work of all kinds led naturally to a desire to investigate what was being done, and had been done, in the schools in the area. Added to this, interest in the history of the Eastern Cape has been stimulated by the building of the 1820 Settlers' Monument, which was opened in 1974, to mark the hundred and fiftieth anniversary of the arrival of the British Settlers. In order to set the social and political scene for the beginnings of cultural activity in the schools, I have given a brief account of the historical events leading up to the English settlement in the Eastern Cape. Because the evolution of the towns has affected that of the schools, an account of this development has been included¹. To prevent this work from becoming unwieldy, the detailed investigation of the cultural milieu has been limited to that of two frontier towns and two seaports, as being the most representative in the Eastern Cape². So much that was done in the schools had grown out of the ideas brought from Britain and its public schools that it was necessary also to look at the basis upon which the schools in the Eastern Cape were founded, and the lines along which their ethos developed. To facilitate a consideration of the work done in play production and related activities over a period of approximately a hundred and fifty years, I have separated the account into four natural historical divisions: from 1820 until the turn of the century; 1900 to 1918; the period between the two world wars; and that which follows the Second World War. Of these, the first three have been considered from the historical point of view; but with regard to the years between 1940 and 1977 it seemed more interesting and profitable to examine specific trends and developments in dramatic activity within the schools. I wished, further, to find more detailed information about what is happening in the schools at present than could be gathered from school magazines and the local press. For this purpose, two questionnaires were sent to the schools. The evaluation of these will be found in Part III and in Appendix B. The investigation was confined to the English and parallel medium schools in the area. The catalogue of plays produced since 1860 which is given in Appendix E is not necessarily exhaustive, though as comprehensive as it was possible to make it. It has been drawn up from the information in school archives and the press, as well as that given in the answers to the questionnaires, but there are occasions when these sources do not give titles of plays (this is especially the case with one-act plays) and there are also times when productions may not have been reported, or magazines are missing. It is not the purpose of this thesis to give details of the best production procedures. Teacher-directors may find these in many excellent books on the subject, some of which have been suggested in Appendix F. ¹While not strictly part of the subject under investigation, a consideration of musical activity is relevant to developments in drama . A short section on music has therefore also been included in Appendix A. ²My researches have pointed to the fact that there is an interesting field for further investigation in the smaller towns such as Cathcart and Uitenhage. (Pref. p. ii-iii

Training Students with T-shaped Interdisciplinary Studies in Predictive Plant Phenomics

Modern sensors and data analysis techniques make it feasible to develop methods to predict plant growth and productivity based on information about their genome and environment. The NSF Research Traineeship (NRT) Predictive Plant Phenomics (P3) Specialization implements the T-training model proposed by the American Society of Plant Biology (ASPB) and described in “Unleashing a Decade of Innovation in Plant Science: A Vision for 2015-2025.”[1] The goal of the P3 program is to prepare graduate students with the understanding and tools to design and construct crops with desired traits that can thrive in a changing environment. Students with “T-shaped” experiences will differ from traditional STEM graduate programs that produce students with deep disciplinary knowledge in at least one area. This depth represents the vertical bar of the T . The horizontal bar represents their ability to effectively collaborate across a variety of different disciplines [2], which is the focus of P3. The first cohort of students began their training in August 2016 with a two-week “boot camp” short course to introduce the students to the basic topics they will need to succeed. The four-credit P3 core graduate course (Fundamentals of Predictive Plant Phenomics) taken the first year of the program expands upon the boot camp and is comprised of classroom and hands-on laboratory components. The P3 core course has two key objectives: 1) bring all students’ knowledge up to the same level for issues that pertain to plant phenomics, sensor engineering, and data analysis, and 2) begin the process of teaching students the needed terminology to speak across disciplines. A companion paper submitted to the ASEE Graduate Studies Division discusses the first offering of this course. Additionally, the collaborative spirit required for students to thrive will be strengthened through the establishment of a community of practice to support collective learning (i.e., a P3 graduate learning community). The P3 program is being evaluated both internally and externally. The internal evaluation focuses on metrics such as student recruitment and retention, program outcomes, and student performance. The external evaluation includes pre-test and post-test designs for quantitative assessments of how well the program is developing scientists and engineers with broad skillsets to address the research needs to increase understanding of agricultural production. Qualitative measures include in-depth interviews and focus groups of student students. Evaluation activities follow a recursive design so that the project can be continually informed and improved by the evaluation findings in real time. This evaluation has already been applied to the initial boot camp activities. The overall view of the activities was positive from both the trainees and program administrators. However, the students felt that the introductory sessions should be more hands-on and structured more for beginners in the field. This input will be applied to future designs. 1. American Society of Plant Biologists, Unleashing a Decade of Innovation in Plant Science - A Vision for 2015-2025, in Plant Science Decadal Vision. 2013, American Society of Plant Biologists,. p. 36. 2. T-Summit 2016, “What is the T?”, http://tsummit.org/t, viewed October 2016

Oxandrolone in trauma patients

Study Objective To determine the effect of oxandrolone administration on nutritional and clinical outcomes after multiple trauma. Design Prospective, randomized, double-blind, placebo-controlled study. Setting. Level 1 trauma center in a university teaching hospital. Patients Sixty-two patients requiring enteral nutrition, 60 of whom completed the study. Intervention Patients were randomized to receive either oxandrolone 10 mg or placebo twice/day for a maximum of 28 days. Measurements and Main Results Total urinary nitrogen, prealbumin, nitrogen balance, total body water, and body cell mass were measured on day 1 of enteral nutrition and then at day 7, day 10, and study exit. Patients were assessed daily for metabolic and infectious complications. The two groups were similar for demographics and dosage of enteral nutrition. Measurement of total urinary nitrogen at study entry showed both groups to be highly catabolic (oxandrolone 17.2 ± 4.9, placebo 19.1 ± 10.8 g/day, NS). On days 7 and 10, total urinary nitrogen increased in both groups; however, there was no significant difference between groups. Nitrogen balance was negative throughout the study in each group. Body cell mass decreased slightly in both groups over the study period. Prealbumin serum concentrations increased significantly in both groups at day 10 and study exit compared with study entry. The groups did not differ significantly for length of hospital stay (oxandrolone 30.8 ± 17.9, placebo 27.0 ± 25.7 days), length of intensive care unit stay (oxandrolone 17.1 ± 7.8, placebo 15.5 ± 9.7 days), and frequency of pneumonia or sepsis (oxandrolone 48, placebo 43 episodes). Conclusion Oxandrolone 20 mg/day does not have obvious benefit in nutritional and clinical outcomes during the first month after multiple trauma