Definition of the requirements in plane geometry, solid geometry, plane and solid geometry, major requirement, plane and solid geometry minor requirement /

Wm. F. Osgood, chairman.

The major organs and vessels

Leonardo da Vinci; 10 15/16 in.x 7 3/4 in.; pen and ink with brown and greenish wash, over black chalk on paper

The American vade mecum: or, The companion of youth, and guide to college : a book of miscellanies /

"To advocate the claims of the University of Virginia upon American fathers." Introd.

The knightly soldier: a biography of Major Henry Ward Camp, Tenth Conn. vols.

At head of title: A record of college, field, and prison.

Regional location of production of major field crops at alternative demand and price levels, 1975; a linear programing analysis,

Issued in cooperation with Iowa State University of Science and Technology, Agriculture and Home Economics Experiment Station, and the Center for Agricultural and Economic Development.

A clinical and echocardiographic score for assigning risk of major events after dobutamine echocardiograms

OBJECTIVES We sought to develop and validate a risk score combining both clinical and dobutamine echocardiographic (DbE) features in 4,890 patients who underwent DbE at three expert laboratories and were followed for death or myocardial infarction for up to five years. BACKGROUND In contrast to exercise scores, no score exists to combine clinical, stress, and echocardiographic findings with DbE. METHODS Dobutamine echocardiography was performed for evaluation of known or suspected coronary artery disease in 3,156 patients at two sites in the U.S. After exclusion of patients with incomplete follow-up, 1,456 DbEs were randomly selected to develop a multivariate model for prediction of events. After simplification of each model for clinical use, the models were internally validated in the remaining DbE patients in the same series and externally validated in 1,733 patients in an independent series. RESULTS The following score was derived from regression models in the modeling group (160 events): DbE risk = (age (.) 0.02) + (heart failure + rate-pressure product <15,000) (.) 0.4 + (ischemia + scar) (.) 0.6. The presence of each variable was scored as 1 and its absence scored as 0, except for age (continuous variable). Using cutoff values of 1.2 and 2.6, patients were classified into groups with five-year event-free survivals >95%, 75% to 95%, and <75%. Application of the score in the internal validation group (265 events) gave equivalent results, as did its application in the external validation group (494 events, C index = 0.72). CONCLUSIONS A risk score based on clinical and echocardiographic data may be used to quantify the risk of events in patients undergoing DbE. (C) 2004 by the American College of Cardiology Foundation.

A case study of the development of the Argentinean community college system

In the 1980's and 1990's, Argentina was undergoing significant political, social and economic changes as a result of the change over from a military driven government to elected governments. A major aspect of the change was an increased emphasis on privatization, and promotion of foreign and domestic investment in Argentina. Higher education leaders were increasingly drawn into developing a national strategy for changing the educational structure to help facilitate changes in other aspects of the society. Preliminary reviews by the Argentinean higher education leaders indicated that adaptation of the American community college promised to help achieve the national goals. ^ The purpose of this study was to determine: if and how the community college concept, an American invention, could be adapted to function in Argentina, a nation with a significantly different history of political, social, cultural and economic development. Achieving this purpose involved: identifying the key leaders in the movement that developed to apply the community college concept in Argentina; the study of their perspectives regarding the movement as it developed; and tracking the assistance given by selected American community college leaders. ^ The case study method was employed in this research, using interview and historical data collection. Key leaders from higher education in the United States and Argentina were interviewed in-depth, to determine their views. An interview protocol with appropriate sub-questions was followed to ensure complete coverage. The interviewees identified several major areas of education in need of change including, the system, access to the system, new areas of study, integration into the hemisphere and, in general, decentralization. Historical review revealed a steady development of the community college concept in Argentina reflected in documentation of events, conceptual writings and legal structures. ^ It was concluded that there is a community college structure beginning to emerge that, so far, in broad outline, follows the structure developed in the United States. It is anticipated however, that future developments will include conceptual aspects to the model reflective of Argentina. ^

A case study of adults in college who developed an experiential learning portfolio

This single-case study provides a description and explanation of selected adult students' perspectives on the impact that the development of an experiential learning portfolio had on their understanding of their professional and personal lives. The conceptual framework that undergirded the study included theoretical and empirical studies on adult learning, experiential learning, and the academic quality of nontraditional degree programs with a portfolio component. The study employed qualitative data collection techniques of individual interviews, document review, field notes, and researcher journal. A purposive sample of 8 adult students who completed portfolios as a component of their undergraduate degrees participated in the study. The 4 male and 4 female students who were interviewed represented 4 ethnic/racial groups and ranged in age from 32 to 55 years. Each student's portfolio was read prior to the interview to frame the semi-structured interview questions in light of written portfolio documents. ^ Students were interviewed twice over a 3-month period. The study lasted 8 months from data collection to final presentation of the findings. The data from interview transcriptions and student portfolios were analyzed, categorized, coded, and sorted into 4 major themes and 2 additional themes and submitted to interpretive analysis. ^ Participants' attitudes, perceptions, and opinions of their learning from the portfolio development experience were presented in the findings, which were illustrated through the use of excerpts from interview responses and individual portfolios. The participants displayed a positive reaction to the learning they acquired from the portfolio development process, regardless of their initial concerns about the challenges of creating a portfolio. Concerns were replaced by a greater recognition and understanding of their previous professional and personal accomplishments and their ability to reach future goals. Other key findings included (a) a better understanding of the role work played in their learning and development, (b) a deeper recognition of the impact of mentors and role models throughout their lives, (c) an increase in writing and organizational competencies, and (d) a sense of self-discovery and personal empowerment. ^

Working adult students' perspectives on persisting in college

The purpose of this study was to describe and explain working adult undergraduate students' perspectives on persistence in college in order to address the applicability of retention theory to a specific group of college students. Retention of college students is a major concern in higher education where persistence rates have continued to decline for the last 16 years and changing student demographics have influenced enrollment patterns. ^ A qualitative research design was used. Data were collected through in-depth semi-structured interviews with nine working adult undergraduate students. The participants were selected to include diversity in age, race/ethnicity, family roles, career/work levels, college majors, and educational histories. ^ Triangulation was performed on data from the interviews, participant data forms, and a research journal. Open and axial coding were used to generate emerging themes. Member checking was used to verify the interpretation of the participants' perspectives. A peer reviewer corroborated the data analysis. Three major themes emerged from the data which explained how the students stayed motivated, engaged in learning, and managed the institutional aspects of college. ^ Five conclusions were drawn from the findings of this study. First, working adult students described their core experience of college as both positive and negative, creating tensions and often conflicts that influenced their persistence. Second, persistence factors associated with working adult students included personal aspects, such as having clear career/life goals, self management skills, and supportive relationships; learning aspects, such as interactive teaching methods, connections to prior learning, and relevance to career/life goals; and institutional aspects, such as customer service orientation of staff, flexibility of policies and procedures, and convenient access to information. Third, current retention theory was applicable to working adult students. However, working adult students described their experience of academic and social integration differently from that of traditional college students found in the literature. Fourth, findings from this study supported the developmental components of the Adult Persistence in Learning model (MacKinnon-Slaney, 1994). Finally, the study findings indicated a clearly active role required of the institution in the persistence of working adult students by providing flexibility and accessibility in procedures and services. ^