Writing with Discipline: A Call for Avoiding APA Style Guide Errors in Manuscript Preparation

The education community in the United States—as in many countries—is extremely large and diverse. Indeed, as documented by Mosteller, Nave, and Miech (2004), The United States has more than 3.6 million teachers in elementary and secondary education, more than 100,000 principals, and about 15,000 school districts, each with its own set of district administrators, school board members, and concerned citizens. The parents and family members of the 60 million students in elementary and secondary education represent another constituency, as do the policymakers and legislators in the 50 states (along with the District of Columbia) and at the federal level. Postsecondary education represents another 1 million faculty members, along with an enrollment of 15 million undergraduates and 1.8 million graduate students. (p. 29) Indeed, with the number of individuals involved in the educational system, educational research has the potential to play a pivotal role in improving the quality of education—from Kindergarten through primary, through secondary, through tertiary education. Yet, for educational research to play such a role, its findings must be disseminated to individuals (e.g., educators, administrators, stakeholders, policymakers) and groups (e.g., teacher associations) who can most effectively use them (Mosteller et al., 2004; Onwuegbuzie, Leech, & Whitmore, 2008). Unfortunately, research findings do not disseminate themselves, regardless of how statistically, practically, clinically, or economically significant they are for the field of education. Rather, it is educational researchers in general and practitioner-researchers in particular who must convey these findings

Prairie Farms Dairy, Inc.: Economic Impact of a Dairy Cooperative [This report is now at http://purl.umn.edu/180971]

This report is now at http://purl.umn.edu/180971Dairy cooperative, fluid milk, processing, distribution, history, economic impact., Livestock Production/Industries,

Barriers to Pursuing STEM-Related Careers: Perceptions of Hispanic Girls Enrolled in Advanced High School STEM Courses

Researchers indicate that the United States has fallen behind other nations in science, technology, engineering, and mathematics (STEM) education (President\u27s Council of Advisors on Science and Technology, 2010, 2012). A declining interest in the field of engineering as demonstrated by students who pursue degrees in STEM fields also threatens the U.S. competitive edge (National Science Foundation, 2013; Schneider, Judy, & Mazuca, 2012). Although some students perform successfully in STEM courses, an achievement gap between school-aged boys and girls is well-documented in the literature (e.g., College Board, 2007). Moreover, Hispanic students are underrepresented in science-related courses and careers (Hanley & Noblit, 2009) and even fewer Hispanic girls are attracted to the STEM areas despite the increase in the Hispanic population in general and in higher education (Dolan, 2009). In fact, few studies were located that addressed perspectives of Hispanic girls about their experiences and perceptions related to science and engineering (Crisp, Nora, & Taggart, 2009; Moller et al., 2015; O\u27Shea, Heilbronner, & Reis, 2010). Specifically, there is a need to attract girls and Hispanic students to mathematics and science coursework and careers. Therefore, the purpose of this collective case study was to explore and identify potential barriers and supports related to select Hispanic high school girls\u27 decisions to pursue advanced coursework and future careers in STEM. By increasing awareness of these potential barriers, school leaders will be better positioned to develop strategies and support systems to encourage Hispanic girls to take advanced science courses and seek out postsecondary studies and careers in STEM fields

Emerging Roles of Virtual Patients in the Age of AI

Today\u27s web-enabled and virtual approach to medical education is different from the 20th century\u27s Flexner-dominated approach. Now, lectures get less emphasis and more emphasis is placed on learning via early clinical exposure, standardized patients, and other simulations. This article reviews literature on virtual patients (VPs) and their underlying virtual reality technology, examines VPs\u27 potential through the example of psychiatric intake teaching, and identifies promises and perils posed by VP use in medical education

Representative Research: A Qualitatively Driven Approach

Research methodologies represent complex sociohistorical evolutions within the social sciences ranging from reductionist to reflexive sensibilities (Tuchman, 1994). These inquiries each emphasize dissimilar variations of data analysis as found in their subsequent conclusions obtained from and during the research process. Unlike quantitative methodology with its explicit formulaic constructions, qualitative research includes a veritable cornucopia of methodologies, paradigms and methods. This paper briefly reviews those experiences encountered and processes which unfolded during a pilot project for a research class. Although Miller and Crabtree (1992) proposed a research roadmap with associated typologies within qualitative research, this paper focuses on the process of learning to drive with this roadmap by synthesizing theory to the field and back to theory. Agar\u27s (1986) observation of research, specifically ethnography, as requiring intense personal involvement. . .and an ability to learn from a long series of mistakes (p. 12) best characterizes the research process written about here

Bodybuilders\u27 Knowledge and Perceptions of the Use of Anabolic Steroids

This study addressed the following questions: 1. What knowledge do bodybuilders have regarding the positive and negative effects of anabolic steroids? 2. What is the perception of bodybuilders regarding the positive and negative effects of anabolic steroids

Liquid rocket performance computer model with distributed energy release Interim final report, 15 Aug. 1969 - 15 Aug. 1970

Liquid propellant rocket engine performance computer program with distributed energy releas

Liquid rocket combustion computer model with distributed energy release. DER computer program documentation and user's guide, volume 1

A computer program for analyzing rocket engine performance was developed. The program is concerned with the formation, distribution, flow, and combustion of liquid sprays and combustion product gases in conventional rocket combustion chambers. The capabilities of the program to determine the combustion characteristics of the rocket engine are described. Sample data code sheets show the correct sequence and formats for variable values and include notes concerning options to bypass the input of certain data. A seperate list defines the variables and indicates their required dimensions

Liquid rocket performance computer model with distributed energy release

Development of a computer program for analyzing the effects of bipropellant spray combustion processes on liquid rocket performance is described and discussed. The distributed energy release (DER) computer program was designed to become part of the JANNAF liquid rocket performance evaluation methodology and to account for performance losses associated with the propellant combustion processes, e.g., incomplete spray gasification, imperfect mixing between sprays and their reacting vapors, residual mixture ratio striations in the flow, and two-phase flow effects. The DER computer program begins by initializing the combustion field at the injection end of a conventional liquid rocket engine, based on injector and chamber design detail, and on propellant and combustion gas properties. It analyzes bipropellant combustion, proceeding stepwise down the chamber from those initial conditions through the nozzle throat