Personal Memoirs, by Ulysses S. Grant (2003)

Histor

Radiation stresses in short-crested waves

The radiation stresses in short-crested waves are expressed in terms of the two-dimensional energy spectrum of the wave elevation. It is shown that, for wind-driven waves, the short-crestedness has a considerable influence on the ratios of the radiation stresses to the average energy content of the waves per unit area

Ničelna toleranca proti restorativni pravičnosti v Združenih državah Amerike

As schools across the United States begin to move away from the harsh Zero Tolerance policies that characterised the better part of the previous three decades, there is an opportunity to change the focus of school discipline. Frequently, school discipline policies are centred on punitive approaches that separate students from their peers. Rather than meeting the needs of these students, schools alienate them from their peers, teachers, and school communities. The goal of the education system is to provide children and adolescents with a quality education that will allow them to grow into productive and participating members of society. Zero Tolerance and school discipline policies were created to protect students, but, in practice, these policies have proven to be harmful and have unintended consequences. Too often, punitive disciplinary action in the school setting puts students on a pathway that leads into the juvenile or criminal justice system. Although the Zero Tolerance policy is a federal initiative, many states are beginning to realise the harmful impacts this policy has on students, especially marginalised students. As a result, states are beginning to pass legislation that veers away from Zero Tolerance, focusing more on alternatives like restorative practices. This article will explore these issues and share information on policies current states are using and the implications of these policies on students, as well as the school-to-prison pipeline. (DIPF/Orig.

More Than a Job? The Perceived Outcomes of Campus Recreation Employees and Relevance to Professional Employment

As grant programs dwindle and students are needing to become less reliant on parents to help finance their education, employment while enrolled is shifting from a choice to a near requirement. Collegiate comprehensive recreation programs employ several hundred students annually. Employers must be intentional in creating positions that help meet their needs, but also serve as a co-curricular experience for the student, assisting them in preparation for experiences beyond graduation. This study explores the perceived outcomes of campus recreation employment and the relevance to professional employment. Student employees at a large university with a comprehensive collegiate campus recreation program reported their perceived skill enhancement based on their employment with campus recreation. Data were collected quantitatively and qualitatively. The quantitative data were collected via a paper and pencil survey, distributed and collected at in-service training meetings. All students, employed in December 2015 and January 2016, were invited to complete the survey. This data were analyzed through a comparison of mean scores, one way ANOVA, and independent samples t test. The qualitative data were collected through a series of focus groups. This data demonstrated additional motivation for pursuing employment and what skills they perceived enhancement in and where they would like to see more improvement. The data revealed that student employees did perceive enhancement in some skill areas, but there was opportunity for improvement in others. Students demonstrated a stronger perceived enhancement of skills related to Social work skills than technical work skills. This response pattern held true across each employee area. A statistical significant difference was not found between length of employment, at two years, and skill enhancement. The results of the study demonstrate the need for intentional and purposeful employment experiences that not only complete the day to day functions of the job or unit, but provide learning opportunities that are co-curricular, supplementing the classroom experience