5,505 research outputs found
Crossing boundaries in conservation physiology
No full textAbstract not available.Sean Tomlinson, Jodie L. Rummer, Kevin R. Hultine and Steven J. Cook
Adult status in Trapper Creek and thermal and physical habitat suitability in 2016
No full textSteven J. Starcevich, Elizabeth J. Bailey, and Michael H. Meeuwig (Oregon Department of Fish and Wildlife - Native Fish Investigations Program).This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (pages 30-33).Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Steven Mailloux's 2021 Essay "Political Theologies of Sacred Rhetoric," and Walter J. Ong's Thought
No full textSee the above abstract.In my 4,000-word review essay "Steven Mailloux's 2021 Essay 'Political Theologies of Sacred Rhetoric,' and Walter J. Ong's Thought," I highlight certain points in Mailloux's perceptive essay in the new 290-page 2021 anthology Responding to the Sacred: An Inquiry into the Limits of Rhetoric, edited by Michael Bernard-Donals and Kyle Jensen (Penn State University Press, pages 77-98). For example, Mailloux discusses Pope Francis, the first Jesuit pope, and the Spanish Renaissance mystic St. Ignatius Loyola (1491-1556), the founder of the Jesuit order, and the author of the short book of instructions known as the Spiritual Exercises. In connection with highlights from Mailloux's fine essay, I discuss the thought of the American Jesuit Renaissance specialist and rhetorician Walter J. Ong (1912-2003; Ph.D. in English, Harvard University, 1955).N/AFarrell, Thomas. (2021). Steven Mailloux's 2021 Essay "Political Theologies of Sacred Rhetoric," and Walter J. Ong's Thought. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/219594
No. 698 Steve Erickson
No full textTranscript (25 pages) of an interview by Samantha Senda-Cook with consultant Steve Erickson on 17 December 2009. Part of the Nuclear Technology Oral History Project, Everett Cooley Collection tape no. U-3032Mr. Erickson was born on February 28, 1953 in Libertyville, Illinois. He discusses his early life including memories of the Cuban Missile Crisis and the assassination of John F. Kennedy. He discusses his activism as a student at Columbia during the Vietnam years and his eventual move to Salt Lake City. Describing himself as a "gunslinger for peace" he sees the most pressing issues of the world today as those surrounding war and peace. He became active in opposing the MX missile plan, founded the Citizens Education Project, and foresees future work lobbying for a test ban treaty in the Utah Legislature. Mr. Erickson has also done previous work in oral history; creating a special archive, the Steven G. Erickson Archive at the American West Center at the University of Utah, relating to the nuclear past. Project: Nuclear Technology. Interviewer: Samantha Senda-Cook
Executive function and pre-academic skills in preschoolers from South Africa
No full textBackground: While there is now considerable evidence in support of a relationship between executive function (EF) and academic success, these findings almost uniformly derive from Western and high-income countries. Yet, recent findings from low- to -middle-income countries have suggested that patterns of EF and academic skills differ in these contexts, but there is little clarity on the extent, direction and nature of their association.Aim: This study aimed to investigate the contribution of EF to pre-academic skills in a sample of preschool children (N = 124; Mage = 50.91 months; 45% female).Setting: Two preschools were recruited from an urban setting in a community with both formal and informal housing, overcrowding, high levels of crime and violence, and poor service delivery. Three preschools were recruited from rural communities with household plots, a slow rate of infrastructure development, reliance on open fires for cooking, limited access to running water and rudimentary sanitation.Methods: Pre-academic skills were assessed using the Herbst Early Childhood Development Criteria test, and EF was assessed using the Early Years Toolbox.Results: Although EF scores appeared high and pre-academic skills were low (in norm comparisons), EF inhibition (ß = 0.23, p = 0.001) and working memory (ß = 0.25, p < 0.001) nevertheless showed strong prediction of pre-academic skills while shifting was not significant.Conclusion: While EF is an important predictor of pre-academic skills even in this low- and middle-income country context, factors in addition to EF may be equally important targets to foster school readiness in these settings.Contribution: The current study represents a first step towards an understanding of the current strengths that can be leveraged, and opportunities for additional development, in the service of preparing all children for the demands of school
Spectrums of investment in Doctor Who fandom
No full textThis thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Drawing upon a significant weight of empirical data, collected in the field, this thesis proposes a set of four spectrums of investment engaged in by cult media fans: the spectrum of financial investment; the spectrum of what is here termed 'participatory investment'; the spectrum of investment in the idea of textual authenticity; and the spectrum of multiple investments. The spectrum model allows the individual members of the research sample to be located within specific regions of each spectrum and correlations to be drawn between the distinct spectrums, in order for any patterns which emerge to be examined. The thesis also reviews a number of relevant theoretical concerns such as fan studies, ethnography and social psychology
Organic wastewater compounds, pharmaceuticals, and coliphage in ground water receiving discharge from onsite wastewater treatment systems near La Pine, Oregon: occurrence and implications for transport
No full textby Stephen R. Hinkle, Rodney J. Weick (Oregon Department of Environmental Quality), Jill M. Johnson (Deschutes County Environmental Health Division), Jeffery D. Cahill, Steven G. Smith, and Barbara J. Rich (Oregon Department of Environmental Quality) ; prepared in cooperation with Oregon Department of Environmental Quality and Deschutes County Environmental Health Division.Title from PDF cover (viewed on April 3, 2020).This archived document is maintained by the State Library of Oregon. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (pages 52-54).Mode of access: Internet from the State Library of Oregon U.S. Government Publications Collection.Text in English
Interview with Alvin J. Banker
No full textAlvin Banker joined the U.S. Marine Corps on July 16, 1942. He attended boot camp at Montford Point, Camp LeJeune, N.C. Montford Point, which opened April 26, 1942, was a segregated training facility constructed to accommodate the first African American Marine Corps recruits. Banker was one these recruits. Banker was assigned to a Special Duty Platoon of the 51st Composite Defense Battalion. He remained at Montford Point as a cook and Mess Supervisor until September of 1946. He was then transferred to the 6th Colored Replacement Draft Marines and Deployed to the Marianna Islands. He served in the Pacific and the U.S. until August of 1966
Bedrock Geology Map of the Cavity Lake Fire Area: Cook County, Northeastern Minnesota
No full textThis map is the result of three and a half days of mapping in the Cavity Lake burn area on
Gabimichigami Lake. It is the third map in a series of maps produced by the Precambrian Research Center Field Camp for the summer of 2007. The mapping area included portions of the Ogishkemuncie Lake and Gillis Lake U.S.G.S. 7.5' Quadrangles. Mapping was performed primarily on Gabimichigami Lake,and extended north to Agamok Lake and east to Howard Lake and Peter Lake. The field area was split into two study areas: the basal contact of the Duluth Complex (Tuscarora intrusion),and the structural elements of the meta-sediments associated with the collapse of an Archaean caldera. The area was previously mapped by Gruner in 1938 in a large-scale regional mapping project of the structural geology of the Knife Lake area of north-eastern Minnesota. The purpose of this mapping was two-fold: 1) a capstone project for field camp students that provided hands on geologic experience in a serene wilderness setting, and 2) to assist in the larger goal of the state of Minnesota to remap the Boundary Waters Canoe Area.Costello, Daniel E; Gál, Benedek; Hoaglund, Steven Arthur; Putz, Amanda J; Jirsa, Mark A. (2007). Bedrock Geology Map of the Cavity Lake Fire Area: Cook County, Northeastern Minnesota. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/257360
Problem solving and principal’s interaction with accountability
No full textPROBLEM: Increasing accountability in public schools has created a new set of problems for school leaders. With the prominence of high stakes testing, the pressure to make Adequate Yearly Progress, accountability for closing the achievement gap of every subgroup of students, the demand for a highly qualified faculty and related pressures from school boards and communities, school leaders are faced with an array of unstructured, complex problems. Set within a rich literature on educational leadership and the relatively unexplored literature on problem solving, this study examines the school principal’s interaction with the problems created by accountability to determine how expert leaders perceive, approach, and engage others in addressing complex problems. Three areas of interaction are explored (Leader Capacity, Leader Response and Organizational Response) in order to address the following questions: * Does the mental model of the expert principal differ from a more typical principal as it relates to problem solving? * How do leaders’ beliefs, conceptions of problems, and knowledge influence their response in problem solving? * How does the problem solving capacity of the expert school leader differ from that of the non-expert? * Are there leader responses to problems created by accountability that offer the best possibility of school success? METHOD: A total sample of 24 New Jersey middle school principals were selected using a regression analysis of three years of New Jersey data from within four quadrants of performance: High Socio Economic Status (SES) and higher than predicated performance, low SES and higher than predicted performance, high SES and lower than predicated performance, low SES and lower than predicated performance. These principals must have been leaders in their respective schools for at least two years permitting their school’s performance to serve as a proxy for expertise. Once selected, principals were interviewed by two researchers using an in-depth guide in order to probe areas of interest in the study. The data from the 24 interviews was coded using a qualitative software package and analyzed according to the conceptual framework serving as the basis of discussion and findings. FINDINGS: Differences exist between successful principals and typical principals with respect to approaching and resolving complex problems. This study finds patterns of influence that are significant in capturing attributes of successful school leadership. Specifically, more expert principals tend to operate with an inventive mindset that approaches problems with an open mind toward trying new avenues toward reform. Similarly these principals are more likely to set broad goals for a problem’s resolution and engage others in a substantive fashion. SIGNIFICANCE: Adding to the rich body of literature on school leadership by offering a construct for effective problem solving addresses an important area of study. In an era of increasing accountability, transparency, and complexity, identifying school leaders with the capacity to innovate and set broad goals for addressing the complex problems associated with student achievement is essential.Ed. D.Includes bibliographical referencesby Steven J. Maye
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