Koinonia

Future of Student Affairs: Plan or Perish, Darrel Shaver How College Students Have Changed, Larry J. McKinney ACSD 1987 Convention Very Challenging The Law and Private Institutions of Higher Education Cultural Events Effecting Christian Higher Education ACSD Regions with Region Directorshttps://pillars.taylor.edu/acsd_koinonia/1055/thumbnail.jp

The understandings of the nature of science, learning in science and science teaching held by Oklahoma public school administrators.

The responsibility of curriculum leadership in the school rests with those persons employed by the local Board of Education to implement its policies. Those persons are employed as superintendents, principals, coordinators, department heads and in other administrative-type roles.Five statistical analyses were made on the data. These were an intercorrelation analysis, a t-test, a F-star test, a Behrens-Fisher statistic v and a principal components analysis.What types of understandings of curriculum do administrators need to enable them to make decisions which will provide students with classroom experiences which will lead those students to understand the discipline of science?The statistical analyses revealed that administrators do not perceive science, learning science and teaching science as do science educators. School administrators were not sure about what science is, how it is learned and how it should be taught. Perhaps administrators had an indifferent attitude towards science, or they lacked sufficient knowledge about the nature of science, learning science and science teaching.The purpose of this study was to test the hypothesis: the attitudes toward science, learning science and science teaching of school administrators are not those held by professionals in science education. To test that hypothesis, attitudes of administrators making decisions about science, learning science and science teaching, had to be measured. To measure administrators' attitudes a Science Attitude Inventory (SAI) was developed and then validated using members of the National Association of Research in Science Teaching (NARST). The SAI was mailed to a stratified proportional random sample of 240 administrators and 154 responded.Because the science textbook is a strong influence upon the schools' curriculum, the science textbook adoption process was investigated. Science textbook adoption is a process for which school administrators are responsible and in which science teachers should be involved. The science textbook adoptions of 1973 and 1977 in the State of Oklahoma were investigated. Science teachers had examined and evualuated science textbooks in both adoptions. The information they produced was compiled and provided to school administrators. Science textbook purchasing patterns were then collected. The study revealed that those science textbooks that best represented science, learning science and teachining science as rated by science teachers were not those being purchased for use in the science classrooms

Appendix 4: Search strategies

OBJECTIVE: To systematically review all meta-analyses that included outpatient sub-analyses or network meta-analyses with medications treatment comparisons in order to study the clinical benefits of these deimplemented medications in the outpatient setting

Outpatient Medications Deimplemented by the AAP Bronchiolitis Guidelines: An Umbrella Review of Meta-analyses

OBJECTIVE: To systematically perform an umbrella review all meta-analyses that included outpatient sub-analyses or network meta-analyses with medication treatment comparisons to study the clinical benefits of these deimplemented medications in the outpatient setting

Evaluation of brine disposal from the bryan mound site of the strategic petroleum reserve program final report

On March 10, 1980, the Department of Energy's Strategic Petroleum Reserve Program began leaching the Bryan Mound salt dome and discharging the resulting brine into the coastal waters off Freeport, Texas. During the months of March and April, a team of scientists and engineers from Texas A and M University conducted an intensive environmental study of the area surrounding the diffuser site. A pipeline has been laid from the Bryan Mound site to a location 12.5 statute miles (20 km) offshore. The last 3060 ft (933 m) of this pipeline is a 52-port diffuser through which brine can be discharged at a maximum rate of 680,000 barrels per day. Initially, 16 ports were open which permitted a maximum discharge rate of 350,000 barrels per day and a continuous brine discharge was achieved on March 13, 1980. The purpose of this report is to describe the findings of the project team during the intensive postdisposal study period of March and April, 1980. The major areas of investigation are physical oceanography, analysis of the discharge plume, water and sediment quality, nekton, benthos, phytoplankton, zooplankton, and data management. Document type: Repor

The Vehicle, 1969, Vol. 11 no. 2

Vol. 11, No. 2 Table of Contents Short Story: The TripCharles Whitepage 4 PhotoDale Huberpage 5 A NightRoger Zulaufpage 6 Sixteen-year-old Students...NBpage 6 LostJim Biropage 6 The AmateurRoger Zulaufpage 7 ManRoger Zulaufpage 7 My CamelotRonald Garnerpage 7 The Rose and the BriarKenneth L. Folkertspage 9 Who Am I?Frank McKennedypage 10 PhotoDale Huberpage 11 Mr. Samuel ClemensLarry A. Millerpage 11 Lock OutAra Childspage 12 Excuse MeRoger Zulaufpage 12 On Shadows from a Candle \u2767Michael G. McKeepage 12 beginning of an endCaryl Dagropage 12 DrawingMADpage 13 We Ain\u27t Un HurJames Birchlerpage 13 Genesis II, 18 \u2767Michael G. McKeepage 13 Short Story: A Patent Leather PaleEleanor Aikenpage 14 hungry childRoger Zulaufpage 15 DrawingRoger Zulaufpage 15 PhotoRoger Digglepage 16 Do You Like The Rain?Linda Boltmanpage 17 Seasons ChangePerry J. Carterpage 17 PhotoDale Huberpage 19 Whistling TreesPam McKinneypage 19 PostscriptThomas W. Reapage 20 PhotoDale Huberpage 20https://thekeep.eiu.edu/vehicle/1020/thumbnail.jp

The Vehicle, 1969, Vol. 11 no. 2

Vol. 11, No. 2 Table of Contents Short Story: The TripCharles Whitepage 4 PhotoDale Huberpage 5 A NightRoger Zulaufpage 6 Sixteen-year-old Students...NBpage 6 LostJim Biropage 6 The AmateurRoger Zulaufpage 7 ManRoger Zulaufpage 7 My CamelotRonald Garnerpage 7 The Rose and the BriarKenneth L. Folkertspage 9 Who Am I?Frank McKennedypage 10 PhotoDale Huberpage 11 Mr. Samuel ClemensLarry A. Millerpage 11 Lock OutAra Childspage 12 Excuse MeRoger Zulaufpage 12 On Shadows from a Candle \u2767Michael G. McKeepage 12 beginning of an endCaryl Dagropage 12 DrawingMADpage 13 We Ain\u27t Un HurJames Birchlerpage 13 Genesis II, 18 \u2767Michael G. McKeepage 13 Short Story: A Patent Leather PaleEleanor Aikenpage 14 hungry childRoger Zulaufpage 15 DrawingRoger Zulaufpage 15 PhotoRoger Digglepage 16 Do You Like The Rain?Linda Boltmanpage 17 Seasons ChangePerry J. Carterpage 17 PhotoDale Huberpage 19 Whistling TreesPam McKinneypage 19 PostscriptThomas W. Reapage 20 PhotoDale Huberpage 20https://thekeep.eiu.edu/vehicle/1020/thumbnail.jp

Universities Should Not Abandon Cuba

Larry McKinney, Executive Director Harte Research Institute for Gulf of Mexico Studies Texas A&M University Corpus-Christi I traveled to Cuba on November 14, 2017 only a few days after the US State Department released new restriction for travel to Cuba. My purpose was to sign a cooperative research agreement with the University of Havana. My last trip there was in July to host a joint workshop with the Center for Marine Research (CIM). I could tell no difference, either coming or going between the two travels. I did not expect any. What was different was university response in the USA. My university system's risk assessment office put a hold on my travel and required my president to review and sign-off a second time, specifically because it was Cuba. I received all sorts of dire warnings and safety instruction. It was an abundance of caution, appreciated, but annoying and nothing I had to deal with in the previous three Cuba trips of 2017. Any number of colleagues from other universities questioned the safety of going there, understandable because of recent events. I was more disturbed when I heard from a Cuban colleague that a major New England university that had supported student exchanges in Cuba for more than twenty years had just canceled the program. I hope this is not a general trend with US universities. The general retreat from improving relations with Cuba is disappointing but fortunately, it has not targeted cooperative science efforts and education exchange. My hope is that this was deliberate, a recognition of the value in maintaining these relationships. As a marine scientist from an institute that has worked extensively in Cuba over the last ten years, I have seen the value of positive engagement as opposed to isolation and embargo. Science diplomacy, based on the pursuit of common conservation goals, has been a key element in advancing shared interests through difficult times. These efforts have been instrumental in sustaining contact when other possibilities have closed. My hope is that science will continue to fill that role in the face of a retreating policy of engagement. Despite decades of lingering restrictions, science and research have been an effective means of communicating with our neighbor, less than 100 miles to the south. On issues spanning disaster preparedness and response, fisheries health, the spread of diseases and more, there has been and will continue to be a real need for cooperation. The relatively recent agreement between the AAAS and the Cuban Academy of Sciences signed in April of 2014 to advance scientific cooperation is one of several that continue to build positive relationships and advance science diplomacy. Recently the National Academy of Sciences Gulf Research Program joined with the Harte Research Institute to help develop the next generation of Gulf scholars. The program brings together promising graduate students from around the Gulf of Mexico, including Cuba, to promote international cooperation and to foster a network of future Gulf research leaders. These efforts can only be successful if students and researchers are allowed, and most importantly, encouraged to participate. I do understand that the world is a far more dangerous place than it may have once been. No university wants to put either their staff or students at risk. I do not think Cuba represents any greater risk now, than before the new travel requirements. What we do risk is the significant progress that we have made over many years of productive science diplomacy between our two countries. Derailing that progress would be a tragedy