CAN THE UNITED STATES COMPETE WITH DAIRY EXPORTING NATIONS?

International Relations/Trade,

SIMULATED EFFECTS OF USE VALUE ASSESSMENT ON PROPERTY TAX RATES

Public Economics,

Marketing New England poultry, Station Bulletin, no.475

The Bulletin is a publication of the New Hampshire Agricultural Experiment Station, College of Life Sciences and Agriculture, University of New Hampshire, Durham, New Hampshire

An economic analysis of hay harvesting and utilization using a simulation model, Station Bulletin, no.495

The Bulletin is a publication of the New Hampshire Agricultural Experiment Station, College of Life Sciences and Agriculture, University of New Hampshire, Durham, New Hampshire

The impact of the federal soil bank program on the economy of Coos County New Hampshire 1956-1959, Station Bulletin, no.468

The Bulletin is a publication of the New Hampshire Agricultural Experiment Station, College of Life Sciences and Agriculture, University of New Hampshire, Durham, New Hampshire

The Ursinus Weekly, October 18, 1948

Sophs apparently foiled as freshmen prexy, Lee Trimble, is safely hidden • WAA introduces \u2752 to Ursinus sports • Dale White elected editor of Lantern as Wentzel resigns • Football, fun, light fantastic promise successful old timers\u27 day celebration • Forum to feature election discussion • Grads get degrees on Founders\u27 Day • Five men appointed to act with faculty committees • Dressner, Buchanan picked as council representatives • German club plans dinner; to make Philadelphia trip • Thespians greet applicants at first meeting of year • Former student to return in concert with soprano • Frosh show ends customs for men • NSA head requests college democracy • A happy thought for hapless frosh • Freshman reviews first two weeks • Frosh live again after customs end • Soph ruler reveals innermost thoughts • Junior looks back on freshman year • Frosh views hist.1 with heavy heart • Modern miss visits ancient Latin lands • Subs work all year but get no credit • Dickinson romps to 24-0 victory over bear; Gerry Miller features with 85 yard runback • Bears seek victory on old timers\u27 day • Coeds triumph 5-2 in season\u27s opener • Mules trip bruins in soccer opener • Church colleges hit by Lafayette prexy • Footlighters start ambitious season • Staiger writes article for organic chemistry journal • Pre-meds plan activities; members need high gradeshttps://digitalcommons.ursinus.edu/weekly/1598/thumbnail.jp

Impact of Experience Corps® Participation on Children’s Academic Achievement and School Behavior

This article reports on the impact of the Experience Corps® (EC) Baltimore program, an intergenerational, school-based program aimed at improving academic achievement and reducing disruptive school behavior in urban, elementary school students in Kindergarten through third grade (K-3). Teams of adult volunteers aged 60 and older were placed in public schools, serving 15 h or more per week, to perform meaningful and important roles to improve the educational outcomes of children and the health and well-being of volunteers. Findings indicate no significant impact of the EC program on standardized reading or mathematical achievement test scores among children in grades 1–3 exposed to the program. K-1st grade students in EC schools had fewer principal office referrals compared to K-1st grade students in matched control schools during their second year in the EC program; second graders in EC schools had fewer suspensions and expulsions than second graders in non-EC schools during their first year in the EC program. In general, both boys and girls appeared to benefit from the EC program in school behavior. The results suggest that a volunteer engagement program for older adults can be modestly effective for improving selective aspects of classroom behavior among elementary school students in under-resourced, urban schools, but there were no significant improvements in academic achievement. More work is needed to identify individual- and school-level factors that may help account for these results

The Role of Education and Intellectual Activity on Cognition

Although educational attainment has been consistently related to cognition in adulthood, the mechanisms are still unclear. Early education, and other social learning experiences, may provide the skills, knowledge, and interest to pursue intellectual challenges across the life course. Therefore, cognition in adulthood might reflect continued engagement with cognitively complex environments. Using baseline data from the Baltimore Experience Corps Trial, multiple mediation models were applied to examine the combined and unique contributions of intellectual, social, physical, creative, and passive lifestyle activities on the relationship between education and cognition. Separate models were tested for each cognitive outcome (i.e., reading ability, processing speed, memory). With the exception of memory tasks, findings suggest that education-cognition relations are partially explained by frequent participation in intellectual activities. The association between education and cognition was not completely eliminated, however, suggesting that other factors may drive these associations