No description available.

The life history and ontogenetic microhabitat change of Mayatrichia ponta Ross were investigated in Honey Creek, Turner Falls Park, Murray Co., Oklahoma, U.S.A. from August 1994 to August 1995. The shape of larval cases changed from a small cone to a cylinder. M. ponta had an asynchronous multivoltine life history with considerable cohort and generation overlap; five generations were estimated. The development rate was reduced in winter. The winter generations of M. ponta had wider head capsule widths (136-165 μm) than summer generations (121-145 μm). The sex ratio of adults was 1.43 ♂ : 1 ♀. Fecundity ranged from 46 to 150 eggs/female. Fifth instar larvae and pupae aggregated on the bottom side of substrates. Early instars were distributed evenly on all sides of substrates. General patterns of ontogenetic microhabitat shift in aquatic insects are categorized as flow mediated, flow independent, and population interactions and other resources mediated.

No description available.

A series of four stations for sampling the waters of the Red Rivers and Lake Texoma was established. Water samples from top, middle, and bottom levels of these four stations were taken on monthly intervals during periods of homothermousity and on two-week intervals during periods of thermal stratification. These samples were analysed for the cations sodium, potassium, calcium, and magnesium, and for the anions normal carbonate, bicarbonate, sulfate, chloride, nitrate, water hardness (expressed as calcium carbonate), and phosphates. Determinations for dissolved oxygen, carbon dioxide, pH, temperature, and specific conductance were performed. Using these data, vertical profiles of the lake at these four stations were established. From the study of these data it was concluded that the waters of the Red River improve in quality coincident with impoundment, and that these improvements are sufficient to warrant the use of these waters.

The purpose of this study was to explore the participatory management system used by the Tulsa Public Schools in Tulsa, Oklahoma. Due to the size of the system and interest of the researcher, the middle schools were chosen as the units for investigation. A total of 535 (82%) of the teachers in the 17 middle schools responded to the survey. The major variables investigated were participatory management, job satisfaction, job-related tension, intention-to-leave the school or the profession, absenteeism, sex, and years of experience. Additional observations were made which were used as supporting qualitative data. The data were analyzed by using several statistical procedures: mean scores, analysis of variance, Pearson product-moment correlations, and t-tests. The findings not only confirmed participatory management to be the perceived mode of middle school governance in this system but determined that this management style was related to the majority of variables in the study. When the variables were analyzed separately, it was found that, in general, teachers were satisfied with their job, rarely felt tension related to their job, infrequently considered leaving their school or the profession, and maintained a high attendance rate. When these variables were examined in conjunction with participatory management, the variables of teacher job satisfaction and job-related tension were found to be correlated positively with teachers' perceptions of shared governance. In addition, teacher intent to leave and teacher absenteeism were lower when greater participation in the school's management was perceived. However, the sex of the teacher and the years of experience had no relationship with teachers perceived degree of involvement in the decision-making process. It can be concluded that participatory management practices may enhance teacher attitudes as noted by the analysis of the variables investigated in this study. Future research is needed to substantiate further these results by comparing the management system used by the Tulsa Public Schools with other educational systems throughout the nation. / Ed. D. / incomplete_metadata

The purpose of this investigation is to determine the incidence of retardation or non-promotion and the relationship of various characteristics of the retarded children in the fourth, fifth, and sixth grades of Sunset School.

Multicomponent seismic imaging techniques improve geological interpretation by providing crucial information about subsurface characteristics. These techniques deliver different images of the same subsurface using multiple waveforms. Compressional (P) and shear (S) waves respond to lithology and fluid variations differently, providing independent measurements of rock and fluid properties. Joint interpretation of multicomponent images requires P-wave and S-wave events to be aligned in depth. The process of identifying P and S events from the same reflector is called depth-registration. The purpose of this investigation is to illustrate procedures for depth-registering P and S seismic data when the most fundamental information needed for depth-registration – reliable velocity data – are not available. This work will focus on the depth-registration of a 9-component 3-dimensional seismic dataset targeting the Sycamore formation in Stephens County, Oklahoma. The survey area – 16 square miles – is located in Sho-Vel-Tum oilfield. Processed P-P, SV-SV, and SH-SH wave data are available for post-stack analysis. However, the SV-data volume will not be interpreted because of its inferior data-quality compared to the SH-data volume. Velocity data are essential in most depth-registration techniques: they can be used to convert the seismic data from the time domain to the depth domain. However, velocity data are not available within the boundaries of the 9C/3D seismic survey. The data are located in a complex area that is folded and faulted in the northwest part of the Ardmore basin, between the eastern Arbuckle Mountains and the western Wichita Mountains. Large hydrocarbon volumes are produced from stratigraphic traps, fault closures, anticlines, and combination traps. Sho-Vel-Tum was ranked 31st in terms of proved oil reserves among U.S. oil fields by a 2009 survey. I will interpret different depth-registered horizons on the P-wave and S-wave seismic data volumes. Then, I will present several methods to verify the accuracy of event-registration. Seven depth-registered horizons are mapped through the P-P and SH-SH seismic data. These horizons show the structural complexity that imposes serious challenges on well drilling within the Sho-Vel-Tum oil field. Interval Vp/Vs – a seismic attribute often used as lithological indicator – was mapped to constrain horizon picking and to characterize lateral stratigraphic variations. / text

Classrooms, libraries, student unions, and university campuses shape students’ learning experiences. These physical learning spaces set the stage for college student engagement and academic performance. Most of the research about the role of physical spaces in learning lacks the student perspective. The goal of this study was to offer a student-centered vision of ideal learning spaces. Students are the learners for whom learning spaces are designed, and this thesis examines the way students of one summer class at Oklahoma Baptist University conceptualized and interacted with their learning spaces. Data collection included surveys of the students, a focus group with members of the class, participant observation in the classroom, and interviews with students and the professor. Students viewed physical spaces as the backdrop for human action and chose spaces that supported their learning styles and goals. Students described supportive spaces as warm, purposefully crafted spaces, and full of other people who were seriously pursuing the same goals. This thesis explores the ways students conceptualized and interacted with learning spaces as a network of support for their learning and provides recommendations for the design of learning spaces that facilitate this support.

Health disparities and substance misuse are increasingly prevalent, costly, and deadly in Indian Country. Although women historically held positions of influence in pre-colonial Tribal societies and shared in optimum health, their current health is relegated to some of the worst outcomes across all racial groups in the United States. Women of the Choctaw Nation of Oklahoma (CNO) have some of the highest prevalence estimates in physical inactivity and excessive drinking in the United States. Building on the Indigenous Stress Coping model of indigenous health, "Our Vision of Health for Future Generations" explores the intersection of a historical event, the Trail of Tears, and its lasting impact on the contemporary health outcomes in tribal members. This inquiry is positioned within the Yappallí Choctaw Road to Health project that explores these broader issues. This culturally-centered study explores proximal and settings-based/intermediary motivations of twenty-three women who completed the Yappallí­ project, walked the Trail of Tears, and developed a holitobit ibbak fohki "sacred giving" community health event. Analysis was conducted using the Listening Guide method, that highlighted the contrapuntal voices of embodiment, motivation, challenges, and transformation. Participants shared stories in relation to both their individual health concerns (proximal), and deep love and commitment for the health of their family, community and for future generations (intermediary). This study provides another framework for the development of indigenized research, by using in-depth interviews, haklo "listen deeply" as a form of indigenous storywork that is centering of the experiences of marginalized people, and reflexivity as anukfilli "Deep Reflection."

State-funded voluntary pre-K programs have grown steadily over the past decade and now enroll 1.3 million children (Barnett, Carolan, Fitzgerald, J., & Squires, 2012). While the overall trend has been to increase participation in state funded Pre-K, access in most states is targeted to select groups of at-risk 4-year-olds. Unfortunately, targeted programs for disadvantaged children tend to underserve their targeted populations with respect to availability and quality (Gelbach & Pritchett, 2002). In light of this, Pre-K advocates have begun pushing for universal Pre-K. However, only six states offer universal-prekindergarten, and with varying degrees of success. In this environment of modest state funding for Pre-K, the state of Oklahoma has managed to rise to the forefront of the universal Pre-K movement. That a high-quality Pre-K system exists in a conservative state is a very curious case and provides an opportunity for a thorough examination of the political processes. This study seeks not only to explain the development and passage of universal Pre-K in Oklahoma, but to also understand what lessons can be taken from a historical analysis of this issue for contemporary education policy. / text