Traditional recycling collection and processing : Illinois Recycling Grants Program : FY08 request for application.

"Application deadline: December 19, 2007"

Village of Davis Junction flood control project : small projects program : village of Davis Junction, Ogle County, Illinois.

"The Illinois Department of Natural Resources/Office of Water Resources (OWR) is cooperating with the Village of Davis Junction to construct a flood control project under the authority of the Flood Control Act of 1945, 615 ILCS 15 (1996 State Bar Edition)."--Leaf 1.

Volunteer Lake Monitoring Program report for ... County, Illinois.

Includes 87 or more reports on individual lakes in Illinois; some will be updated periodically.

Wetland Monitoring and Assessment Program for the State of Illinois /

"IEPA/BOW/07-020"--Cover.

[Employment Opportunities Grant Program annual report to Governor Rod R. Blagojevich and the Illinois General Assembly].

Description based on: Nov. 12, 2008 ; title supplied by cataloger.

Illinois Transportation Enhancement Program /

"ITEP is a three year program. Projects funded through the Illinois Transportation Enhancement Program include: scenic/historic highways; historic transportation structure rehabilitation; pedestrian and bicycle facilities; landscaping; transportation museums; outdoor advertising control."

Cost effectiveness of the U.S. Geological Survey's stream-gaging program in Illinois /

Tables.

Case Study 4: Education Doctoral Student - "An Exploratory Study of Online Social Networking within a Doctorate of Education Program"

Introduction The professional doctorate is specifically designed for professionals investigating real-world problems and relevant issues for a profession, industry, and/or the community. The focus is scholarly research into professional practices. The research programme bridges academia and the professions, and offers doctoral candidates the opportunity to investigate issues relevant to their own practices and to apply these understandings to their professional contexts. The study on which this article is based sought to track the scholarly skill development of a cohort of professional doctoral students who commenced the course in January 2008 at an Australian university. Because they hold positions of responsibility and are time-poor, many doctoral students have difficulty transitioning from professional practitioner to researcher and scholar. The struggle many experience is in the development of a theoretical or conceptual standpoint for argumentation (Lesham, 2007; Weese et al., 1999). It was thought that the use of a scaffolded learning environment that drew upon a blended learning approach incorporating face to face intensive blocks and collaborative knowledge-building tools such as wikis would provide a data source for understanding the development of scholarly skills. Wikis, weblogs and similar social networking software have the potential to support communities to share, learn, create and collaborate. The development of a wiki page by each candidate in the 2008 cohort was encouraged to provide the participants and the teaching team members with textual indicators of progress. Learning tasks were scaffolded with the expectation that the candidates would complete these tasks via the wikis. The expectation was that cohort members would comment on each other’s work, together with the supervisor and/or teaching team member who was allocated to each candidate. The supervisor is responsible for supervising the candidate’s work through to submission of the thesis for examination and the teaching team member provides support to both the supervisor and the candidate through to confirmation. This paper reports on the learning journey of a cohort of doctoral students during the first seven months of their professional doctoral programme to determine if there had been any qualitative shifts in understandings, expectations and perceptions regarding their developing knowledge and skills. The paper is grounded in the literature pertaining to doctoral studies and examines the structure of the professional doctoral programme. Following this is a discussion of the qualitative study that helped to unearth key themes regarding the participants’ learning journey.

An analysis of the effects of a peer mentor program and other factors on HIV patients' retention in care and clinical outcomes at Thomas Street Health Clinic, Houston Texas

Research examining programs designed to retain patients in health care focus on repeated interactions between outreach workers and patients (Bradford et al. 2007; Cheever 2007). The purpose of this study was to determine if patients who are peer-mentored at their intake exam remain in care longer and attend more physicians' visits than those who were not mentored. Using patients' medical records and a previously created mentor database, the study determined how many patients attended their intake visit but subsequently failed to establish regular care. The cohort study examined risk factors for establishing care, determined if patients lacking a peer mentor failed to establish care more than peer mentor assisted patients, and subsequently if peer mentored patients had better health outcomes. The sample consists of 1639 patients who were entered into the Thomas Street Patient Mentor Database between May 2005 and June 2007. The assignment to the mentored group was haphazardly conducted based on mentor availability. The data from the Mentor Database was then analyzed using descriptive statistical software (SPSS version 15; SPSS Inc., Chicago, Illinois, USA). Results indicated that patients who had a mentor at intake were more likely to return for primary care HIV visits at 90 and 180 days. Mentored patients also were more likely to be prescribed ART within 180 days from intake. Other risk factors that impacted remaining in care included gender, previous care status, time from diagnosis to intake visit, and intravenous drug use. Clinical health outcomes did not differ significantly between groups. This supports that mentoring did improve outcomes. Continuing to use peer-mentoring programs for HIV care may help in increasing retention of patients in care and improving patients' health in a cost effective manner. Future research on the effects of peer mentoring on mentors, and effects of concordance of mentor and patient demographics may help to further improve peer-mentoring programs. ^

Farm Bureau Decennial Celebration : DeKalb, Illinois, June 30, 1922 /

Inscribed by H.H. Parke, Committee Chairman.

University of Illinois at Urbana-Champaign : graduate college ...

Title changed to "Graduate school departments at Urbana" in 1941.

Announcement of courses in war training for Illinois industries.

Conducted by University of Illiniois Division of University Extension Urbana, Illinois in cooperation with Engineering Science and Mangement War Training Program.

Machine parameter deduction by program analysis /

Thesis (M.S.)--University of Illinois.

Iterative global flow techniques for detecting program anomalies /

Thesis--Illinois.