Proceedings of the Ninth Annual Indiana STEM Education Conference: Resourcing STEM Education

The Proceedings of the Ninth Annual Indiana STEM Education Conference are edited by the Center for Advancing the Teaching and Learning of STEM (CATALYST, https://www.education.purdue.edu/catalyst/) at Purdue University. The theme for the 2024 conference is Resourcing STEM Education. This year’s Indiana STEM Education Conference provides opportunities to learn about effective STEM education strategies, curriculum, and resources to engage students in integrated STEM learning opportunities and address the recently updated Indiana Academic Standards for Science and Computer Science, Indiana Academic Standards for Mathematics, and Indiana Academic Standards for Integrated STEM (https://www.in.gov/doe/students/indiana-academic-standards/)

The Ursinus Weekly, March 8, 1965

Freshmen women receive UC colors, learn meaning in 35th annual observance • William James scholar to speak in faculty Forum • Faculty agrees to publish next Weekly issue • Carousel features queen and court, Cub and Key seven: Fine decorations, Al Raymond band add to evening • Psych Club hears Phila. social worker • Two seniors win electrochemical scholarships • Students produce House hearing on Watkins case • 33 men join fraternities: Five frats bid • Applications urged for political internship plan • Track notice • Editorial: Fraternity rushing • Red China today: Still growing • Letters to the editor • Book review: Good grief, it\u27s Candy • Snellbelles smash East Stroudsburg 63-48, return match no match: Regester, Kohn lead offense with 38; Day, Smiley control defensive boards • Wrestlers end, tie last match • Fircroft takes the field; Spring finds us ready • UC grad presents flag flown over South Pole • UC student lectures to DAR • Advice column • Dean\u27s listhttps://digitalcommons.ursinus.edu/weekly/1242/thumbnail.jp

School Counselors and Administrators Agree: Time and Testing are Barriers

School leaders continuously state their concerns about rising mental health issues in schools. This study looks at the perceptions of the roles of school counselors as mental health professionals in schools from the perspectives of school counselors and principals. The purpose of this study is to explore how administrators and school counselors describe the role of school counselors, and the perceived barriers to school counselors spending the recommended 80 percent of their time in the delivery of services to students. This study uses deductive qualitative content analysis to review written responses from the 518 participants who identified as either a licensed or certified school counselor or a school administrator. The results show that school administrators and school counselors have very different perceptions of school counselors as mental health professionals; however, they agree that time and testing are barriers to providing direct services to students. RésuméLes dirigeants d’écoles expriment sans cesse leurs préoccupations envers l’augmentation des problèmes de santé mentale dans les écoles. Cette étude examine comment les directeurs et les conseillers en orientation perçoivent les rôles de ces derniers entant que professionnels de santé mentale dans les écoles. Le but de cette étude est d’explorer comment les administrateurs et les conseillers en orientation décrivent le rôle de ces derniers et les obstacles qui les empêcheraient de consacrer 80 pour cent de leur temps (tel que recommandé) à servir les élèves. Cette étude utilise une analyse de contenu qualitative et déductive pour examiner les réponses écrites des 518 participants qui se sont identifiés comme étant soit un conseiller en orientation certifié, soit un administrateur scolaire. Les résultats montrent que les administrateurs et les conseillers en orientation ont des perceptions très différentes de ces derniers en tant que professionnels de santé mentale; cependant, ils conviennent tous que le manque de temps et les tests posent un défi à la capacité des conseillers à servir les élèves directement. Keywords / Mots clés : school counselors, administrators, roles and responsibilities, barriers / conseillers en orientation, administrateurs, rôles et responsabilités, obstacle

Lockin to Weak Ferromagnetism in TbNi2B2C and ErNi2B2C

This article describes a model in which ferromagnetism necessarily accompanies a spin-density-wave lockin transition in the borocarbide structure provided the commensurate phase wave vector satisfies Q = (m/n)a* with m even and n odd. The results account for the magnetic properties of TbNi2B2C, and are also possibly relevant also for those of ErNi2B2C.Comment: 4 page