Paleoenvironmental changes during the late Miocene (Messinian)–Pliocene transition (Bajo Segura Basin, southeastern Spain): sedimentological and ichnological evidence

A detailed sedimentological and paleontological analysis of the uppermost Miocene (Messinian)–Pliocene boundary at the northern border of the Bajo Segura Basin, southeastern Spain, was carried out in order to describe the evolution of the regional paleocoastline during the Pliocene reflooding of the Mediterranean immediately after the sea-level fall related to the Messinian Salinity Crisis. Multiple trace fossils typical of firm- and hardgrounds were recognized, allowing identification of Glossifungites (two different types), Entobia, and Gnathichnus ichnofacies. Trace-fossil analysis showed that lithology and media consistency exerted considerable control on the development of the different ichnocoenoses and that there was a clear decrease in hydrodynamic energy from a coastal to a shallow-water shelf environment related to progressive sea-level rise. Ichnological and sedimentological data provide evidence that the definitive flooding of the Mediterranean was rapid and synchronous throughout the northern margin of the Bajo Segura Basin. The following model for the Pliocene transgression in the study area is therefore proposed: (1) the marine ingression penetrated along the incised paleovalleys carved as a consequence of the fall in sea level, where the first two Pliocene systems were deposited (P0–P1); (2) during the maximum flooding surface of the transgression, the sea overflowed the margins of the paleovalleys and extended throughout the entire northern margin of the basin; and (3) the third Pliocene system was deposited, forming the lower part of a highstand systems tract (P2).

Ukraine: Can meaningful reform come out of conflict? Bruegel Policy Contribution 2014/08, August 2014

Apart from threats to its national security and territorial integrity, Ukraine faces serious economic challenges. These result from the slow pace of economic and institutional reform in the previous two decades, the populist policies of the Yanukovych era and the consequences of the conflict with Russia. The new Ukrainian authorities have made pro-reform declarations, but these do not seem to be supported sufficiently by concrete policy measures, especially in the critical areas of fiscal, balance-of-payment and structural adjustment. Also, the international financial aid package granted to Ukraine has not been accompanied by sufficiently strong policy conditionality. Ukraine urgently needs a complex programme of far-reaching economic and institutional reform, which will include both short-term fiscal and macroeconomic adjustment measures and medium- to long-term structural and institutional changes. Energy subsidies and the low retirement age are the two critical policy areas that require adjustment to avoid sovereign default and a balance-of-payments crisis.

The harsh reality of Ukraine's fiscal arithmetic. Bruegel Policy Contribution ISSUE 2015/07, June 2015

Ukraine is struggling with both external aggression and the dramatically poor shape of its economy. The pace of political and institutional change has so far been too slow to prevent the deepening of the fiscal and balance-of-payments crises, while business confidence continues to be undermined. • Unfortunately, the 2015 International Monetary Fund Extended Fund Facility programme repeats many weaknesses of the 2014 IMF Stand-by Arrangement: slow pace of fiscal adjustment especially in the two key areas of energy prices and pension entitlements, lack of a comprehensive structural and institutional reform vision, and insufficient external financing to close the expected balance-of-payments gap and allow Ukraine to return to debt sustainability in the long term. • The reform process in Ukraine must be accelerated and better managed. A frontloaded fiscal adjustment is necessary to stabilise public finances and the balance-of-payments, and to bring inflation down. The international community, especially the European Union, should offer sufficient financial aid backed by strong conditionality, technical assistance and support to Ukraine’s independence and territorial integrity.

Direct loans : William D. Ford federal direct loan program : all about direct loans.

Mode of access: Internet.

Defaults in the federal guaranteed student loan programs [microform] : hearings before the Subcommittee on Postsecondary Education of the Committee on Education and Labor, House of Representatives, One Hundredth Congress, second session, hearings held in Washington, DC, June 14 and 16, 1988.

"Serial no. 100-86."

Direct student loans : efforts to resolve lenders' problems with consolidations are under way : report to Congressional requesters /

"B-278616"--P. 1.

Direct loans : William D. Ford Federal Direct Loan Program : PLUS loan basics.

Mode of access: Internet.

2007 application guidelines : Community Development Assistance Program : economic development.

The following activities are considered ineligible. 1. Construction of buildings, or portions thereof, used predominantly for general conduct of government (e.g. city halls, courthouses, jails, police stations, etc.) 2. General government expenses. 3. Costs of operating and maintaining public facilities and services (e.g. mowing parks and replacing street light bulbs). 4. Servicing or refinancing existing debt.

2008 application guidelines : Community Development Assistance Program : economic development.

The following activities are considered ineligible. 1. Construction of buildings, or portions thereof, used predominantly for general conduct of government (e.g. city halls, courthouses, jails, police stations, etc.) 2. General government expenses. 3. Costs of operating and maintaining public facilities and services (e.g. mowing parks and replacing street light bulbs). 4. Servicing or refinancing existing debt.

Annual report to the Illinois General Assembly on public university tuition and fee waivers /

"... prepared in fulfillment of the requirements of Public Act 92-0051..."

Management audit, Illinois State Scholarship Commission, administration of scholarships, grants and guaranteed loans.

Mode of access: Internet.

Report and recommendations to the House Committee on Higher Education /

Cover title.

Contribuição à história dos batistas Sul-Mato-grossenses a partir da memória coletiva Um Recorte Biográfico da missionária Ann Mae Louise Wollerman

Esta pesquisa parte do interesse de análise da contribuição da missionária Ana Wollerman para o crescimento da denominação batista no sul de Mato Grosso e Mato Grosso do Sul, no período compreendido entre os anos de 1948 a 1978. A memória religiosa e autobiográfica da missionária apresenta experiências com o sagrado que marcam divisores de fases e temporalidades no seu recorte biográfico e que influenciam decisivamente na postura ministerial adotada. As entrevistas com algumas pessoas que participaram das comunidades afetivas existentes e os registros nas atas lidas constatam em grande parte os dados coletados pela memória. Ana Wollerman, filha de descendentes de alemães nos E.U.A., graduou-se em Artes e pósgraduou- se em Educação Religiosa. Veio para o Brasil inicialmente como missionária sem depender do sustento financeiro de uma Junta Missionária, fundou diversas escolas de ensino primário, trabalhou na implantação de diversas igrejas e dedicou grande parte de seus esforços no ensino ministerial. Foi responsável pela ajuda financeira no sustento de mais de uma dezena de jovens nos Seminários de Curitiba-PR, no IBER-RJ e no Seminário do Sul-RJ. Contribuiu também para que fossem destinadas grandes ofertas para a construção do Seminário Teológico Batista em Dourados. O trabalho procura seguir uma metodologia ainda em construção no que se refere à memória religiosa e utiliza o referencial teórico de Maurice Halbwachs para apresentar as memórias individuais e construção da memória coletiva, bem como tem apoio no próprio Halbwachs ao trabalhar a leitura da formação das comunidades afetivas. Aliado a estas questões se presta como um primeiro tratado sobre a historiografia da denominação batista em Mato Grosso e Mato Grosso do Sul, reunindo aspectos da sua gênese e do seu desenvolvimento. O resgate e a valorização da memória do sujeito-objeto em questão, ainda em vida constitui também no reconhecimento que a academia pode prestar às pessoas e às comunidades que se dedicam à construção de um mundo melhor.(AU)

The effects of required/sequenced preparatory courses on academic success and retention at a community college

This dissertation had two purposes: first, to analyze how required sequenced college preparatory courses in mathematics, reading, and writing affect students' academic success and, second, to add to a theoretical model for predicting student retention at a community college. Grade point average, number of degree credits earned, and re-enrollment rate were measured as determinants of academic success. The treatment group had a significantly higher grade point average than the control group. There was no significant difference in the number of degree credits earned or re-enrollment rate for the groups. A series of logistic regressions used the independent variables E-ASSET scores in math, reading, and writing; number of college prep areas required; credits earned; grade point average; students' status; academic restrictions/required course sequencing; sex; race; and socio-economic status to determine the predictor variables for retention. The academic variable that showed the greatest potential as a predictor for retention was grade point average. Overall, receiving financial aid was the greatest predictor for re-enrollment. For a financial aid recipient the odds of re-enrollment were 2.70 times more likely than if no financial aid was received.

Academic and nonacademic experiences that affect first-generation college student attrition

The purpose of this qualitative study was to explore the academic and nonacademic experiences of self-identified first-generation college students who left college before their second year. The study sought to find how the experiences might have affected the students' decision to depart. The case study method was used to investigate these college students who attended Florida International University. Semi-structured interviews were conducted with six ex-students who identified themselves as first-generation college students. The narrative data from the interviews were transcribed, coded, and analyzed. Analysis was informed by Pascarella, Pierson, Wolniak, and Terenzini's (2004) theoretical framework of important college academic and nonacademic experiences. An audit trail was kept and the data was triangulated by using multiple sources to establish certain findings. The most critical tool for enhancing trustworthiness was the use of member checking. I also received ongoing feedback from my major professor and committee throughout the dissertation process. The participants reported the following academic experiences: (a) patterns of coursework; (b) course-related interactions with peers; (c) relationships with faculty; (d) class size; (e) academic advisement; (f) orientation and peer advisors; and (e) financial aid. The participants reported the following nonacademic experiences; (f) on- or off- campus employment; (g) on- or off-campus residence; (h) participation in extracurricular activities; (i) noncourse-related peer relationships; (j) commuting and parking; and (k) FIU as an HSI. Isolationism and poor fit with the university were the most prevalent reasons for departure. The reported experiences of these first-generation college students shed light on those experiences that contributed to their departure. University administrators should give additional attention to these stories in an effort to improve retention strategies for this population. All but two of the participants went on to enroll in other institutions and reported good experiences with their new institutions. Recommendations are provided for continued research concerning how to best meet the needs of college students like the participants; students who have not learned from their parents about higher education financial aid, academic advisement, and orientation.