Studies on the Helminth Fauna of Alaska. XIII. Disease in the Sea Otter, with Special Reference to Helminth Parasites

During the spring of 1951, the U. S. Fish and Wildlife Service undertook the removal of sea otter, Enhydra lutris (L)., from the Aleutian Island of Amchitka, for the purpose of restocking range from which the animals have long been exterminated. The decision to undertake this activity was influenced by the nature of military operations planned for the island later the same year. The capture and removal of the otter were under the supervision of Mr. Robert D. Jones, Biologist, U. S. Fish and Wildlife Service. Heavy losses among the animals shortly after capture made the venture unsuccessful. Many deaths were concurrent among animals in the wild state. The writer was asked to investigate the causes of disease in the sea otter, and it is the purpose of this paper to report the results of these investigation, with special reference to helminth parasites.

THE ORGANISATION OF RABBIT CONTROL (Oryctolagus cuniculus) IN WESTERN AUSTRALIA

ABSTRACT: Under Western Australian legislation, landholders have an obligation to control rabbits on their properties; local authorities the responsibility to supervise their work whilst the Agriculture Protection Board has a Statewide supervisory and co-ordination role. Prior to 1950 (when the Agriculture Protection Board was formed) the central role was in the hands of a Government department which, through lack of staff and money was unable to provide adequate supervision, and rabbits were in plague proportions. Since 1950, the Board has actively engaged in a vigorous policy aimed at tighter control and supervision. To enable this, the Board has entered into a voluntary scheme with local authorities whereby the role of local supervision of landholders is passed to staff employed by the Board, but jointly financed by the local authority and the Board. A contract poisoning service is also pro¬vided by the Agriculture Protection Board to any landholder who is unable or unwilling, to meet his obligations in this area. Both services are subsidised. Two of the major reasons for the poor level of control existing before 1950, have thereby been minimised. Soon after its formation, the Board set up a research section which has devoted nearly all of its activities to applied research on control of the State's many vertebrate pest problems. In the rabbit control area, poisoning has received most attention. The "One-Shot" method of poisoning was developed after years of research. Fumigation is at present being closely studied as is the economics of complete eradication from some areas of the State. Greatest needs in the applied rabbit research field at present are: (1) a selective poison, or poisoning regime, which will not harm stock, and (2) a more complete understanding of the economics of control and eradication. The serious rabbit problem which existed in 1950 has been reduced to very small proportions, by organisational development using local research findings. These organisational developments have been implemented by circumvention rather than confrontation.

AVITROL 1973

The Federal Registration for Avitrol to be used in standing field corn restricts use to application under supervision of Governmental agencies trained in bird control. The majority of current Avitrol labels state, "For use by or under supervision of government agencies or pest control operators. Not for sale to the public." This slight difference has already caused much discussion and the matter isn't resolved yet. There are different interpretations of this statement. Also for crops the material is only registered for field corn. There is a need for the material to be registered for sweet corn and sunflowers, although I do not believe the latter were grown as widely in Ohio in 1973 as in the past few years.

Building Leadership: The Knowledge of Principals in Creating Collaborative Communities of Professional Learning

Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration. The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture of collaboration. The result was ten elements of principal knowledge: Staff involvement in important decisions, Charismatic leadership not being necessary for success, Effective elements of teacher teams, Administrator‘s modeling professional learning, The allocation of resources, Staff meetings focused on student learning, Elements of continuous improvement, and Principles of Adult Learning, Student Learning and Change. From these ten elements, the researcher developed a web-based survey intended to measure nine of those elements (Charismatic leadership was excluded). Principals of accredited high schools in the state of Nebraska were invited to participate in this survey, as high schools are well-known for the isolation that teachers experience--particularly as a result of departmentalization. The results indicate that principals have knowledge of eight of the nine measured elements. The one that they lacked an understanding of was Principles of Student Learning. Given these two findings of what principals do and do not know, the researcher recommends that professional organizations, intermediate service agencies and district-level support staff engage in systematic and systemic initiatives to increase the knowledge of principals in the element of lacking knowledge. Further, given that eight of the nine elements are understood by principals, it would be wise to examine reasons for the implementation gap (Knowing-Doing Gap) and how to overcome it.

Global Competence: Determination of its Importance for Engineers Working in a Global Environment

We live and work in a world that is even more interconnected and interdependent than ever before. Engineers must now not only develop technical engineering competence, but must also develop additional skills and competencies including global competence to obtain success within a global engineering environment. The purpose of this study was to determine whether multinational companies considered global competence an important skill in mechanical engineering graduates when making hiring decisions. The study was an exploratory study that utilized an extensive literature review to identify eight global competencies for engineering success within a global environment and also included a survey instrument completed by Brigham Young University (BYU) mechanical engineering alumni in 48 states and 17 countries. The study focused on an evaluation of standard hiring technical engineering competencies with eight global competencies identified in the literature review. The study established that standard engineering technical competencies were the most important consideration when hiring mechanical engineers, but global competence was also considered important by a majority of all survey respondents with six of the eight global competencies rated important by 79 to 91% of respondents with an ability to communicate cross-culturally the highest-rated global competence. The importance of global competence in engineers when making hiring decisions, as considered by large companies who employed more than 10,000 employees or who had annual revenue exceeding $1 billion (US$) per year, was particularly strong. The majority of respondents (70%) indicated that companies were willing to provide training and experience to help engineers obtain success in a global engineering environment. In addition, a majority of respondents (59.9%) indicated that companies valued the efforts of higher educational engineering institutions to prepare engineers for success in a global environment with only 4.8% of respondents indicating that they did not value the efforts of higher education engineering institutions. However, only 27% of respondents agreed that colleges and universities were successful in this endeavor. Globalization is not a passing phenomenon, it is here to stay. Colleges and universities throughout the world need to recognize the importance of globalization and the interdependence and interconnectedness among the world’s population. Therefore, it is important to identify, develop, and provide opportunities for international collaboration and interaction among students and faculty throughout the world and to focus on developing global competence as an important outcome for engineering graduates.

The South Omaha Community Scholarship Program: A Qualitative Study of Persistence of Hispanic Students at Bellevue University

The purpose of this case study was to determine the impact of the South Omaha Community Scholarship Program on the persistence of the Hispanic students who participated. Previous research on Hispanic student persistence has focused on the reasons why students do not persist and more recent research has been conducted on programs and retention efforts, colleges and universities are implementing on their campuses. This study researched a specific program, The South Omaha Community Scholarship Program, designed to provide financial, academic and other needed resources to help Hispanic students persist to graduation. The researcher believes this study was important because it provided an overview of how the South Omaha Community Scholarship Program is affecting students both on campus and in their community. Eight interviews were conducted, with eligible students, in person. Students eligible for the study were current students or recent graduates of the South Omaha Community Scholarship Program and had attained at least junior or senior status as of the fall of 2009, as defined by Bellevue University. Research questions were based on the four components of the program and the affect the program had on the student’s life, outside of Bellevue University. The four components of the program were: financial aid, academic advising, the scholarship aid, and the Professional Enrichment Program. The results of the study were broken into five components with an additional section that provided other themes that were derived from the interviews. The five components were: (a) financial aid counseling, (b) academic advising, (c) scholarship aid, (d) Professional Enrichment Program, and (e) the South Omaha Community Scholarship Program beyond Bellevue University. Other themes that were derived from the interviews were: class format, deciding on a college, higher education class, campus resources, and a sense of community on-campus. The research found that the scholarship, provided by the South Omaha Community Scholarship Program, was the primary motivating factor for students to attend Bellevue University and persist in college. The interviewed students also commented on how the scholarship had given them the opportunity to attend college, even though that opportunity had seemed out of reach. The interviewed students also commented on their academic advising experience, campus resources, and feeling a sense of community on-campus as other campus related areas that were affected by the South Omaha Community Scholarship Program. Finally, students provided examples of how the South Omaha Community Scholarship Program impacted their connection to their South Omaha community through volunteer and employment opportunities. Adviser: Richard Hoover