1924 University of Michigan Men's Golf Team

Moses Holdsworth, James Prentiss, Dan Quirk, M.S. Crosby, Hugh Smith, Robert Potter, Fred Feely, Edwin T. Broderick

1916 UM Football Team, posed on Club House steps

Back Row: R. Glenn Dunn, Fred Rehor, Elton Wieman, Maurice Dunne, Hoyne Howe, Clarence Skinner, Cedric Smith, James Sharpe, James Whalen, Frank Willard, Earl MacLaughlin, Orva Williams, Philip Raymond, Sidney Eggert, Henry Dieters

Middle Row: trainer Harry Tuthill, asst. coach Miller Pontius, Harry McCallum, Richard Weske, Joseph Hanish, Walter Nieman, Albert Martens, Clifford Gracey, Willard Peach, Alan Boyd, John Goodsell

Nathaniel (?) Robbins, Donald Bathrick, N.J. Brazell, Edward Biber, Clifford Sparks, coach Fielding Yost, captain John Maulbetsch, Owen Watts, Harold Ziegler, asst. coach Prentiss Douglass

1908 UM Football Team posed on Ferry Field

L-R: Roe D. Watson, Hugh Gamble, Harold Green, David Allerdice, Maurice Crumpacker, LeRoy Ranney, William Kuhr, Fred Lawton, Stanfield Wells, William Embs, Ernest Primeau, Leo Lillie, Wilbur Davison, Prentiss Douglas, Hubert Brennan, William Casey, William Wasmund

University of Michigan Football Team, 1920, full squad posed on practice field

Back Row: assistant coach A.J. Sturznegger, Richard Rowland, Frank Czysz, Abe Cohn, George Planck, James Johns, Louis Lehman, William Van Orden, assistant coach Robert Watson,

Center Row: John Searle, Allen Bailey, Grenville Andrews, Theodore Banks, George Gilmore, Horace Wachter, Frank Steketee, Meyer Paper, Charles Petro, assistant coach Prentiss Douglas

Front Row: Edward Usher, John Perrin, Viggo Nelson, John Dunn, Robert Jerome Dunne, Tad Wieman, head coach Fielding Yost, Angus Goetz, Ernie Vick, Hugh Wilson, Franklin Cappon, William Fortune

Rochambeau. A commemoration by the Congress of the United States of America of the services of the French auxiliary forces in the war of independence.

Includes index.

A hand-book of classical geography, chronology, mythology, and antiquities.

Mode of access: Internet.

New criminal procedure: or, New commentaries on the law of pleading and evidence and the practice in criminal cases,

"The general rules of practice and procedure are treated in volumes I and II, while volume III is devoted wholly to procedure and evidence in various common law crimes."--Pref, to 2d ed.

New criminal procedure ; or, New commentaries on the law of pleading and evidence and the practice in criminal cases /

v. 1. General and elementary, complete in itself -- v. 2. Specific offences and their incidents

Brief review of "Considerations respectfully submitted to the citizens of Boston and Charleston, on the annexation of these two cities,"

Mode of access: Internet.

Administrators' perspectives of culture at a multicampus community college

The purpose of this study was to explore how administrators’ perceived the campus and administrative cultures found on a single campus of a multicampus community college system. A review of the literature revealed that the culture found in higher education institutions contains a high degree of human interactions, has a myriad of cultures, and that individuals play a significant role in the maintenance or the evolution of the cultures present. The study site was Neighborhood Campus which is one campus of a large urban community college system containing a total of eight campuses, Urban College. Kuh’s conventional organizational models served to identify the model on Neighborhood Campus, Levin’s cultural definitions described the campus culture, and cultural definitions from Bergquist and Pawlak formed the framework for the administrative culture. The study was guided by the following research questions: What are the administrators’ perspectives of the campus culture on a community college campus and what are the administrators’ perspectives of the administrative culture on a community college campus? A qualitative case study method was used, data collection included interviews, document and videograph reviews, and observations of administrative meetings. The participants for the interview portion of the study included 10 individuals defined as administrators. ^ The study revealed that administrators’ perspectives of these cultures demonstrated five themes (student-centered, size, location, Hispanics, and family) served as contributors to the campus culture. The administrative culture was supported by six themes (size, team, collaboration, open, Inclusion, and rewards and recognition). ^ The findings revealed three of Kuh’s conventional organizational models (rational, bureaucratic, and collegial models) were seen as being in place at Neighborhood Campus. Levin’s traditional and service cultures were seen in the campus culture with the service culture demonstrating dominance. Using Bergquist and Pawlak’s definitions, components of the collegial, managerial, and developmental cultures appear to be present in the administrative culture with the collegial culture serving as the dominant administrative culture. ^ Through an understanding of these cultures and themes, administrators can provide leadership that is sensitive to these cultures, especially if institutional change is required.^

Hearing the Child's Voice: Their Lived Experience in the Pediatric Intensive Care Unit

Background: More than 200,000 children are admitted annually to Pediatric Intensive Care Units (PICUs) in the US. Research has shown young children can provide insight into their hospitalization experiences; child reports rather than parental reports are critical to understanding the child’s experience. Information relating to children’s perceptions while still in the PICU is scarce. Aims: The purpose of this qualitative study was to investigate school age children’s and adolescents’ perceptions of PICU while in the PICU; changes in perceptions after transfer to the General Care Unit (GCU); differences in perceptions of school age children/adolescents and those with more invasive procedures. Methods: Interviews were conducted in PICU within 24-48 hours of admission and 24-48 hours after transfer to GCU. Data on demographics, clinical care and number/types of procedures were obtained. Results: Participants were 7 school age children, 13 adolescents; 10 Hispanic; 13 males. Five overarching themes: Coping Strategies, Environmental Factors, Stressors, Procedures/Medications, and Information. Children emphasized the importance of peer support and visitation; adolescents relied strongly on social media and texting. Parent visits sometimes were more stressful than peer visits. Video games, TV, visitors, and eating were diversional activities. In the PICU, they wanted windows to see outside and interesting things to see on the ceiling above them. Children expressed anticipatory fear of shots and procedures, frustration with lab work, and overwhelming PICU equipment. Number of child responses was higher in PICU (927) than GCU (593); the largest difference was in Environmental Factors. Variations between school age children and adolescents were primarily in Coping Strategies, especially in social support. Number of GCU procedures were the same (8 children) or greater (2 children) than PICU procedures. Discussion: Admission to PICU is a very stressful event. Perceptions from children while still in PICU found information not previously found in the literature. Longitudinal studies to identify children’s perceptions regarding PICU hospitalization and post-discharge outcomes are needed.