Allocating for Graduation--A Correlation Analysis of Institutional Education and General Expenditures and Six-Year Graduation Rates at All Public, Four-Year or Above Degree-Granting Colleges and Universities

This study utilizes six-year graduation rates and E&G expenditures for the population of all public, four-year or more degree-granting institutions in the United States, as reported in the National Center for Educational Statistics’ IPEDS database, to examine the correlation between graduation rate and institutional expenditures expressed as percentages of total institutional E&G expenditure. Results of this study’s partial correlation analysis revealed there is not a strong correlation between graduation rate and levels of E&G expenditures. Further, the study showed that the proportions of E&G expenditures do not vary appreciably at institutions with the highest, lowest, or mid-level six-year graduation rates. Public higher education administrators, politicians, and policy makers faced with the challenge of improving graduation rates should be made aware that higher graduation rates cannot be “bought” by striving for optimal resource allocation levels

CVT/GPL phase 3 integrated testing

The hardware for 20 candidate shuttle program life sciences experiments was installed in the GPL and experiments were conducted during a 5-day simulated mission. The experiments involved humans, primates, rats, chickens, and marigold plants. All experiments were completed to the satisfaction of the experimenters. In addition to the scientific data gathered for each experiment, information was obtained concerning experiment hardware design and integration, experiment procedures, GPL support systems, and test operations. The results of the integrated tests are presented

La preparación de los maestros en la Universidad de Virginia

The purpose of this article is to describe how teacher education candidates at The University of Virginia’s College at Wise (UVa-Wise) in the United States are prepared and become eligible for professional teaching licenses in grades 6-12 in the Commonwealth of Virginia. The authors first offer a brief overview of the College and the collaborative efforts between the UVa-Wise Department of Education and other academic disciplines. The authors identify specific program endorsement areas and grades levels in which UVa-Wise TEP candidates pursue licensure. Respective curricula in endorsement areas that candidates are required to complete to become eligible for their professional licenses in their respective teaching endorsement areas are summarized. Topics of discussion include: 1.) Requirements that candidates must meet for admission into the UVa-Wise teacher education program; 2.) the professional dispositions expectations for admission into and continuation in the UVa-Wise teacher education program; and 3.) the admission requirements to the student teaching internship, which is required of all program completers. Additionally, the roles of the Virginia Department of Education and the Virginia Board of Education in the teaching endorsement approval process for all teacher education programs in Virginia are discussed. Finally, the process of how teacher education programs can become recognized by a national accrediting organization (more specifically, the Teacher Education Accreditation Council) is briefly examined.El objetivo de este artículo es describir la formación de los estudiantes de Formación del Profesorado en la Universidad de Virginia de Estados Unidos y cómo llegan a ser docentes para la Enseñanza Primaria (Grados 6-12) en el Estado de Virginia. Los autores presentan, en primer lugar, una breve visión general del College y los esfuerzos colaborativos entre el Departamento de Educación de UVA-Wise y otras disciplinas académicas. Los autores identifican las áreas específicas de apoyo a los programas y las etapas y grados de los candidatos a la Formación del Profesorado en UVA-Wise para licenciarse. Asimismo, se resumen los respectivos planes de estudio que deben completar los estudiantes para adquirir la licencia profesional en sus correspondientes áreas. Los temas de la presente exposición incluyen: 1. Requisitos que los candidatos necesitan para ser admitidos en el programa de Formación del Profesorado en UVA-Wise; 2. Las expectativas de los profesionales en cuanto a su admisión y continuación en el mencionado programa; y 3. Los requisitos de admisión al periodo de prácticas, el cual es requerido para completar el programa. Se expone además, el papel que tiene el Departamento de Educación de Virginia y el Consejo de Educación para la aprobación de los programas dirigidos a la Formación de Profesores en Virginia. Finalmente, ha sido brevemente examinado, el reconocimiento otorgado a los programas de formación de profesores por parte de una organización nacional de acreditación (en concreto, el Consejo de Acreditación de Educación de Profesores)

Friction pull plug welding: top hat plug design

Friction Pull Plug Welding is a solid state repair process for defects up to one inch in length, only requiring single sided tooling, or outside skin line (OSL), for preferred usage on flight hardware. The most prevalent defect associated with Friction Pull Plug Welding (FPPW) was a top side or inside skin line (ISL) lack of bonding. Bonding was not achieved at this location due to the reduction in both frictional heat and welding pressure between the plug and plate at the end of the weld. Thus, in order to eliminate the weld defects and increase the plug strength at the plug `top` a small `hat` section is added to the pull plug for added frictional heating and pressure

Friction pull plug welding: chamfered heat sink pull plug design

The average strength of a pull plug weld is increased and weak bonding eliminated by providing a dual included angle at the top one third of the pull plug. Plugs using the included angle of the present invention had consistent high strength, no weak bonds and were substantially defect free. The dual angle of the pull plug body increases the heat and pressure of the weld in the region of the top one third of the plug. This allows the plug to form a tight high quality solid state bond. The dual angle was found to be successful in elimination of defects on both small and large plugs

Friction pull plug welding: chamfered heat sink pull plug design

Friction Pull Plug Welding (FPPW) is a solid state repair process for defects up to one inch in length, only requiring single sided tooling (OSL) for usage on flight hardware. Experimental data has shown that the mass of plug heat sink remaining above the top of the plate surface after a weld is completed (the plug heat sink) affects the bonding at the plug top. A minimized heat sink ensures complete bonding of the plug to the plate at the plug top. However, with a minimal heat sink three major problems can arise, the entire plug could be pulled through the plate hole, the central portion of the plug could be separated along grain boundaries, or the plug top hat can be separated from the body. The Chamfered Heat Sink Pull Plug Design allows for complete bonding along the ISL interface through an outside diameter minimal mass heat sink, while maintaining enough central mass in the plug to prevent plug pull through, central separation, and plug top hat separation

Stopping distance for high energy jets in weakly-coupled quark-gluon plasmas

We derive a simple formula for the stopping distance for a high-energy quark traveling through a weakly-coupled quark gluon plasma. The result is given to next-to-leading-order in an expansion in inverse logarithms ln(E/T), where T is the temperature of the plasma. We also define a stopping distance for gluons and give a leading-log result. Discussion of stopping distance has a theoretical advantage over discussion of energy loss rates in that stopping distances can be generalized to the case of strong coupling, where one may not speak of individual partons.Comment: 20 pages, 4 figures [change from v1: fixed embarrassing reference error

Friction pull plug welding: dual chamfered plate hole

Friction Pull Plug Welding (FPPW) is a solid state repair process for defects up to one inch in length, only requiring single sided tooling (OSL) for usage on flight hardware. Early attempts with FPPW followed the matching plug/plate geometry precedence of the successful Friction Push Plug Welding program, however no defect free welds were achieved due to substantial plug necking and plug rotational stalling. The dual chamfered hole has eliminated plug rotational stalling, both upon initial plug/plate contact and during welding. Also, the necking of the heated plug metal under a tensile heating/forging load has been eliminated through the usage of the dual chamfered plate hole

Adult Learner Considerations in Admissions and Enrollment

As national focus on retention and student success increases, many states and institutions are looking for ways to increase the number of students who ultimately earn degrees. Many are realizing that the non-traditional adult student population is a historically untapped demographic that can provide almost instant, positive changes in graduation rates. This group is often considered low-hanging fruit and can be targeted to quickly complete unfinished degrees. This is especially true for institutions that have a large number of non-completers with high numbers of earned hours. Many non-returners have 90 or more earned hours and simply need some encouragement and proper guidance to start down the path to degree completion. In West Virginia, as in many other states, institutions have recently increased their focus on student retention and success. One of the outcomes of this increased focus was the creation in 2011 of the statewide DegreeNow program to encourage degree completion by adults with previously earned college credit. DegreeNow is aimed at non-traditional students who have a significant amount of earned college credit—typically 90 or more semester hours—and who therefore can complete their degrees with minimal time and effort. To facilitate the success of DegreeNow, the West Virginia Higher Education Policy Commission partnered with Dr. Marguerite M. Culp and the National Association of Student Affairs Administrators in Higher Education (NASPA) to create the Leveraging DegreeNow training project. Sponsored by a grant from the Lumina Foundation, the project focuses on teaching theoretical frameworks that support adult learners; strengthening partnerships between academic affairs and student affairs; creating a culture of evidence in student affairs; and identifying other ways to assist adult learners during their college experience

An Analysis of Mature Consumers\u27 Reactions to Unsatisfactory Complaint Handling by Service Provider

In this nationwide survey, consumers over the age of 65 reported their reactions to a recalled unsatisfactory complaint experience that involved a service rendered. The study focused on the possible link between attributions of complainants for failure to obtain desired outcomes and subsequent behaviors. Inferences about causes and some demographic characteristics were found useful for explaining variation in anger reactions, negative word-of-mouth communications, repurchase behaviors, and estimations of the likelihood of future complaint actions among sampled seniors. Implications of results in terms of effective complaint handling by service organizations are discussed