796 research outputs found
Georgia Tech Football Team of 1954
No full textDigital image created at the Georgia Tech Library, 2010. Scanned at 600ppi.||Physical Condition: Good.GEORGIA TECH VARSITY FOOTBALL SQUAD, 1954. Top Row, Left to Right -- Carl Vereen, Dick Gookin, Tommy Gossage, Allen Ecker, Tommy Mansfield, Don Miller, Gayle Manley, Ken Owen, Bob Juhan, Dickie Mattison, Bob Woolf. Third Row -- W. A. Glazier, Waldo Dodd, Ken Thrash, Chuck West, Jim Summer, Don Ellis, Bill Linginfelter, Frank Christy, Paul Rotenberry, Jimmy Thompson, Bob McCauley, Lamar Carson. Second Row -- Jim Carlen, Rees Phenix, Buddy Jones, Jimmy M. Morris, Buck Wiley, Burton Grant, George Volkert, Bill Fulcher, Johnny Menger, Stan Cochran, Charlie Huff, Ray Willoch, Mot Morrison, Henry Hair. Front Row -- Johnny Hunsinger, Frank Webster, Linwood Roberts, Paul Perry, Jim Durham, James L. Morris, Captain Larry Morris, Larry Ruffin, Bucky Shamberger, Bill Brigman, Bill Sennett, Bill Teas, Jake Shoemaker, Franklin Brooks, George Humphreys and Ben Daugherty. 54-218 Georgia Tech Varsity Football Squad 1954. Resources: Actual phot
PERCEPTIONS OF INDIANA’S ENGINEERING/TECHNOLOGY EDUCATION CLASSROOM TEACHERS AS MEASURED BY THE CHARACTERISTICS OF TECHNOLOGY EDUCATION SURVEY
No full textThe purpose of this study was to determine Engineering/Technology Education (ETE) teachers’ perceptions of Project Lead The Way’s (PLTW) pre-engineering program in the state of Indiana utilizing the Characteristics of Technology Education Survey (CTES) (Daugherty, Hill, & Wicklein, 1996). The study focused on the perceptions of teachers who were and were not teaching PLTW’s pre-engineering curriculum as they related to curriculum content, teaching methodology, curriculum integration, and fit of curriculum in school environment. Two hundred and eighty two or 51.3% of Indiana high school ETE teachers responded to the 46 question CTES. Analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were conducted to test for significance. The study found no significant differences in the perceptions of ETE teachers who were and who were not teaching PLTW’s pre-engineering program
Flow cytometric measurement of simultaneous N- and C-terminal display (bi-terminal display)
No full textOverlays of two-parameter histograms resulting from clones displaying SApep and P2 on the N- and C-terminus, respectively, with a 6 () or a 26 () residue linker between SApep and the N-terminus of eCPX. In both (A) and (B) plots, the four distinct populations consist of non-displaying cells mock-labeled with SA–PE and Ypet-Mona (bottom left population), cells that display SApep and P2 labeled with only SA–PE (top left population), with SA–PE and YPet-Mona (top right population), or with only YPet-Mona (bottom right population).<p><b>Copyright information:</b></p><p>Taken from "Directed evolution of a biterminal bacterial display scaffold enhances the display of diverse peptides"</p><p></p><p>Protein Engineering, Design and Selection 2008;21(7):435-442.</p><p>Published online 13 May 2008</p><p>PMCID:PMC2427320.</p><p>© 2008 The Author(s)</p
Management of soft tissue sarcoma: Second edition
No full textManagement of Soft Tissue Sarcoma, 2nd Edition provides the most comprehensive analysis of demographics and natural history currently available for these lesions, based on the authors’ experience with over 10,000 patients. Sections regarding radiation therapy not found in the previous text have been expanded, as have updates on molecular characteristics of sarcomas and chemotherapy studies published since the prior edition. Clinical and molecular diagnoses are addressed, and tumor histopathology is employed as the basis of treatment recommendations including surgery, radiation and systemic therapy. This is the first book to provide specific chemotherapy opinions for every sarcoma subtype. Written by four world-renowned experts, this book gives a practical, up-to-date approach to managing the many subtypes of adult soft tissue sarcoma. Reviews from the first edition: “This is an impressive book. Written by a surgeon, a pathologist and an oncologist, the book draws heavily on the Memorial Sloan-Kettering Cancer Center soft tissue sarcoma (STS) database. … it is a book that should be in the library of any sarcoma unit and will appeal to the sub-specialist in Orthopaedic Oncology.” (Robert U. Ashford, European Journal of Orthopaedic Surgery & Traumatology, Vol. 24, 2014) “The book is laid out in 27 chapters, with an impressive inclusion of a wide array of sarcoma histology. One of the real strengths of the book is the quality and number of images, figures, tables, and graphs. … The overall outline of the text is well done. … This book is a unique and important addition to the sarcoma literature. … this edtion should find itself on every medical oncologist’s bookshelf … .” (Larry C. Daugherty and Sanjay P. Bagaria, Journal of Radiation Oncology, Vol. 3, 2014) © Springer International Publishing Switzerland 2013, 2016
Does changing the name of technology education to technology and engineering increase the program's prestige
No full textIncludes bibliographical references
Jesse W. Smith letter to Scott C. Bone, August 6, 1920
No full textIn this letter dated August 6, 1920, Jesse "Jess" W. Smith, secretary at Harding Headquarters, writes to Scott C. Bone of the National Republican Committee. The Cleveland News-Leader and other city newspapers are publishing a series of articles contributed by "The Girl Next Door to Hardings." The author is Eleanor Margaret Freeland, a teacher and close friend of the Hardings who lives next door to their home in Marion, Ohio. Her articles provide an intimate, wholesome portrait of Warren and Florence Harding. Smith suggests that the Republican National Committee circulate these for a wider audience, and asks that Freeland be compensated accordingly.
This letter is part of the Warren G. Harding Papers (MSS 345). This collection includes correspondence, business records, and other materials documenting Harding’s business career as owner and editor-in-chief of The Daily Marion Star, as well as the various stages of his political career. A significant portion of the collection, and what’s available on Ohio Memory, highlights his 1920 presidential campaign, spanning just before publicly announcing his candidacy to handily defeating Ohio Governor James M. Cox in the election. Correspondents include both Ohio and national businessmen, political figures, and ordinary citizens writing with questions, support, congratulatory notes, and campaign advice. Some of the most interesting insights into the tumultuous political climate in the U.S., the extreme factionalism within the Republican Party in Ohio, and Harding’s campaign strategies are described in letters between Harding and his campaign manager, Harry M. Daugherty. Some of the topics addressed include women’s suffrage, Prohibition, the League of Nations, African American representation and issues, and lingering peace negotiations following World War I
University of Nebraska College of Medicine Class of 1975 (3 Year)
No full textThree-Year - John Michael Adams, David Arnold Allerheiligen, Mark Jay Alison, Timothy Malcolm Anderson, Dean Anthony, Regan Kale Asher, Carl Earl Baker, Charles D. Barton, William Reynolds Beck, Kenneth W. Beresford, William Frank Bina, III, David Harold Bingham, Edwin John Bollerup, Matthew Merrill Bosley, Eugene Everett Bourne, Michael Frank Boyer, Dennis August Boysen, Richard M. Bregman, William E. Brennock, Bruce Harold Brumm, William Edward Brush, William Lee Buchanan, II, John Rodney Cardiff, Timothy Rae Chappell, Gary Lynn Chingren, Robert L. Collins, John Louis Colombo, Lynn Walter Cooman, Jr., Linda Blanche Blackwell Cottrell, Christopher Paul Crotty, David L. Davis, Ruth Ann Swan Demmel, Larry Dwayne Dillon, John Winston E. Douglas-Jones, Daniel Thomas Durant, Carole Kay Early, Frederick James Echternacht, Mark Edward Elles, Patrick Clay Elwood, Jimmy Dean Emery, John Michael Finkner, Desiray Claire Fitzgibbons, Glen Alan Forney, Richard Dale French, Lee Joseph Friend, Robert Anthony Frisenda, Natalie Larsen Gehringer, Nancy Germer, Richard G. Gilbert, Roderick Dean Gottula, Dennis Raymond Gutzman, Gregory David Haessler, Wayne Paul Halfar, Daniel Edward Halm, Ronald Francis Hanthorn, Gary Dean Heaton, Bruce William Henricks, Eugene N. Herbek, Dennis Lee Hodge, Robert Martin House, Jr., Mark Thomas Houser, William Gregory Hughes, Steven Lee Husen, Jerry James Hynes, Joel Edward Janousek, Mark Emil Janulewict, Roger David Jensen, Michael Bruce Jones, Gerald Frank Keasling, Mark Michael Kitzman, Michael Stephen Kochel, Linda Suzanne Kujawa, C. J. LaBenz, Dorothy Elizabeth Deppe Lawse, Olufemi Henry Lee-Johnson, Kathleen Lawless Lewis, Max Wayne Linder, Anant Kumar Lodhia, Chris Felber Maasdam, Jeffery Nesbit MacDonald, Robert James Manly, Alan Stephen Marion, Pamela Jean Masoud, David Thomas Miller, John Boyer Moeschler, Patrick William Morell, Micke C. Nave, Paul Douglas Nelsen, Robert Gene Penn, Bruce Carter Pinkerton, Ameen Ishak Ramzy, James Fred Reppert, James Burr Ross, Thomas David Roubinek, Kenneth Rene Schaefer, Donald Roger Schafer, Janet A. Schlechte, Ronald Opper Schwab, George Herbert Seberg, Jr., Robert Steven Shires, John Peter Slosburg, Gene Francis Stohs, Herschel E. Stoller, Michael Terry Sullivan, Sylvia Sydow, Milford Eugene Thieszen, James Dow Thompson, John R. Thompson, Jr., Thomas Patrick Trevisani, Charles Alfred Vacanti, Gerald L. Vitamvas, Frank Edward Waechter, III, Michael Larry Westcott, David Owen Wiebers, Donald Lee Wikoff, Mark Finley Wildgen, Michael Dale Wilkins, Stanley Dean Woerth, R. Hal Younglove, Mark Guy Zukaitas
September 26th, 1975 - Frank Joseph Daugherty
July 16th, 1975 - Allen Mark Morris, Joseph Ernest Francis Shanahan
December 19th, 1975 - Michael Joe Goeden, Mackay Joseph Hull, Terry I. Monk, Stuart Gordon Oxfordhttps://digitalcommons.unmc.edu/comclass/1056/thumbnail.jp
An evaluation of commercially prepared modules used in technology education
No full textPlan BMany technology education departments are moving from the traditional method of instruction to a modular based type of instruction. There are many modules that are available for schools to implement and many vendors to choose from. The problem for the technology education teacher, who is implementing a modular technology classroom, is deciding what modules meet the standards for technology education. The modular classroom is a relatively new concept in technology education. The introduction of standards is also new to technology education in Wisconsin. The purpose of this study is to evaluate how well commercially prepared modules meet Wisconsin Model Academic Standards for Technology Education, published by the Wisconsin Department of Public Instruction (1998). There are two main reasons this research is important. First, modules are relatively new to technology education. Secondly, academic standards have recently been released for technology education by the Wisconsin DPI. Many technology education departments across the state are implementing modular classrooms. This study will be helpful to those schools in determining which commercially prepared modules best meet the standards for technology education. The Wisconsin Model Academic Standards for Technology Education are broken into four main content standards: Human Ingenuity, Systems, The Nature of Technology, and The Impact of Technology. These categories each contain performance standards that students should meet by the end of the fourth, eighth, and twelfth grades. Because of the many vendors of technology modules, only one vendor was selected. Lab-Volt, Inc. was chosen for the study because of their prevalence in Wisconsin. The modules that are used in their middle school course, called tech design, were chosen for this study. The competencies for each module were evaluated as to whether they met the Wisconsin standards
Perceptions of technology and technology education in sixth grade students
No full textPlan BBecause female enrollment in Technology Education dropped off so markedly after the initial required sixth-grade class at Kennedy Middle School, the researcher sought to measure the differences in how boys and girls in that age group perceive the course and technology in general. The review of literature showed that gender issues have been a major part of educational research in the 1990s. Despite the fact that the research has had inconsistent results regarding boys’ and girls’ class room performance and does not definitively show which sex is at a greater disadvantage, Technology Education is the one subject area that has shown a definite pattern of greater male interest and success. The students' perceptions were measured using an instrument that was developed for a previous study. The 29 question instrument used a four-point scale to measure students' perceptions of the word technology, overall interest level and perception of the course content. The results were analyzed by the author and presented in bar graph form based on the mean score of each question along with a discussion. Recommendations were made to increase female interest and overall student interest in the sixth grade Technology Education classes offered at Kennedy Middle School and for the discipline of Technology Education in general
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