Arthur J. Russell Correspondence

Entries include brief biographical information corrected in pencil, letters of introduction to Russell and his sister concerning the Maine Author Collection, a handwritten reply from Emma M. Russell, typed correspondence between Dunnack and Russell concerning books that should have been purchased right away at secondhand stores, a Maine Library Bulletin envelope with a small photographic portrait of young Russell and a full-length photograph, a page typed with a misspelling by the Maine State Library presented with a photograph of the home of Russell\u27s birth in Hallowell, Maine, and a lengthy typed biography on Minneapolis Journal stationery

Summary Report of Admissions and Graduation Requirements of Selected Units and Programs at Western Washington University

Summary of departmental admissions and graduation requirements

Summary Report of Admissions and Graduation Requirements of Selected Units and Programs at Western Washington University

Executive Summary: During Winter Quarter of 1990, all college department chairs and the deans of Huxley and Fairhaven Colleges were sent a questionnaire intended to delineate admission and graduation requirements. The questionnaire was followed by a telephone or in-person interview. For the purposes of readability, all respondents are referred to as departments. The survey results showed that nineteen departments have self-generated admission requirements, whose categories are as follows: 1) overall university GPA; 2) completion of foundation courses; 3) GPA within foundation courses; 4) credit completion; 5) audition, portfolio, or resume review. Sixteen of the above nineteen departments have multiple requirements. There are three departments that both collect baseline information and use it as a comparative tool. Twenty-seven departments have capstone experiences, whose categories are as follows: 1) overview courses; 2) senior theses, project, performance, or portfolio; 3) internships or student teaching. One department\u27s students take a state accrediting test. Six departments use two capstone experiences. Ten departments utilize standing committees to evaluate, to varying degrees, the quality or content of their programs. Fourteen departments have graduation requirements evaluated by more than one faculty member, or by outside professionals. Departments were asked about the number of courses with substantial production of written English , defined as having at least two of the following criteria: 1) mid-term and\or final essay exam; 2) one lengthy (10+ pages) term paper or report; 3) multiple short (1-10 page) papers or reports; 4) opportunities for students to revise papers written under either item 2 or 3. The number of such courses varied widely, from 1 to 27. Evaluation of these courses was based usually on the first three criteria; generally, the opportunity to revise was reserved for courses specifically designated as writing intensive. Two departments required a senior thesis; one required a summary report of all clinical experiences. Three were two departments that required unqualified passage of the Junior Writing Exam. All others required only that the student take the Junior Writing Exam

National College Health Risk Behavior Survey of Western Washington University Students, Spring, 1995

In May, 1995, the National College Health Risk Behavior Survey-developed by the Centers for Disease Control and Prevention (CDC)-was mailed to 1,000 randomly selected Western Washington University students. The final tally of completed forms was 482, a 48.2% survey response rate. The National College Health Risk Behavior Survey was established by the CDC to monitor the prevalence of behaviors most influencing the health of college students. In addition to Western students, the survey was administered to over 10,000 representative college students nationwide. (Baseline data from that administration was not available at the time of the publication of this report). The National College Health Risk Behavior Survey gathers data in six behavioral categories contributing to the leading causes of mortality and morbidity among college students: 1) behaviors that result in unintentional or intentional injuries; 2) use of tobacco; 3) use of alcohol and other drugs 4) sexual behaviors that contribute to unintended pregnancy and sexually transmitted diseases, including HIV infection; 5)body weight/nutrition; and 6) physical activity. The primary purpose of administering the Health Risk Behavior Survey at Western was to produce baseline data on the status of college student health, especially as it relates to the 29 national health objectives described in Healthy People 2000: National Health Promotion and Disease Prevention Objectives. (U.S. Department of Health and Human Services #91-50212, 1991.) To date no such comprehensive assessment of the overall health of Western students exists. While student utilization rates of health services have been rigorously recorded, and though utilization rates are important for assuring adequate delivery of such services, they do not accurately reflect the health profile of the student body as a whole. Data from the Health Risk Behavior Survey completes the picture of student health at Western and is invaluable to strategic planning processes targeting the most compelling student needs

Does regular exercise reduce the pain and stiffness of osteoarthritis?

Exercise helps reduce the pain, but it's unclear whether it helps with stiffness. Exercise moderately reduces pain in elderly patients with osteoarthritis (strength of recommendation [SOR]: A, 3 systematic reviews, including high-quality studies) and has a small effect on reducing self-reported disability (SOR: B, 2 systematic reviews, including reviews of smaller studies). No studies have evaluated the effect of exercise on stiffness

The Evolving Character of WWU Freshmen: Analyses of CIRP Surveys from 1971 to 1991

Executive Summary: Since 1971, Western Washington University has utilized the Cooperative Institutional Research Program (CIRP) Student Information Survey to profile the characteristics, attitudes, values, educational achievements, and future goals of its incoming freshmen. Between 1971 and 1991 there were six administrations of the CIRP. This report uses those findings to examine the changes in WWU\u27s in-coming freshmen over that twenty-year period. Raw data is also presented: that for the overall population in Appendix B, and by gender in Appendix C. Because of the large accumulation of data, while trends of significance were highlighted in the report, they may not constitute all significant trends. Space limitations were also a consideration for the summary. With data as robust and flexible as that gathered by the CIRP, there was so much to consider. Nevertheless, however loosely grouped will be the following categories: general demographics, pre-college academic issues, why students chose college/WWU, college plans, and behaviors and attitudes