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Typescript (photocopy). / Digitized by Kansas State University Libraries

8 pp. / This publication provides an depth look at the North American Monsoon system and its impact on summer weather in Arizona.

Every summer Camp Hopewell in Oxford, Mississippi hosts its annual summer camps. Over the course of a week, kids between the ages of seven and fifteen run, play, hike, and canoe. It's the pretty standard summer camp fair, but there is something that makes a week at Camp Hopewell different. Every child that comes to camp has been diagnosed with Type I Diabetes. Some have had it for years and consider camp their second home while some have just been diagnosed and still live in fear of their condition. For this one week, however, they all have something in common, and while they eat, sleep, and play, they learn to take care of their own Diabetes. Diabetes Camp is a 25 minute documentary film that is meant to show audiences the remarkable occurrences at Camp Hopewell through the eyes and voices of the campers and the staff that work there.

Approximately 80% of students with learning disabilities (LD) experience difficulties learning to read (Shaywitz, Morris, & Shaywitz, 2008). Many schools have begun offering intensive summer reading programs in an effort to enhance the reading of students with and at risk for LD. Yet, remarkably little is known about the teachers who staff these programs and are tasked with teaching students with some of the most significant reading needs. For this reason, this study investigated the relationship between characteristics of summer reading teachers, their knowledge of reading, and the code-focused reading instruction they provided in the classroom during an intensive summer reading program for students with and at risk for LD. Data for this study were collected by the Iowa Reading Research Center as part of its Intensive Summer Reading Program (ISRP) study. In total, 74 teachers participated in this study. In addition to completing the Teacher Knowledge of Early Literacy Skills test, each teacher’s classroom was observed one day each week during the ISRP study. Findings of multiple regression analysis indicate that summer reading teachers certified in special education spent 4.1% less of their overall instructional time on code-focused instruction in comparison to general education teachers. Additionally, summer reading teachers who scored higher on the TKELS spent less time on code-focused instruction. Finally, years of teaching experience and years of experience teaching students achieving below grade level were not useful in predicting variation in the amount of code-focused instruction teachers provided during the intensive summer reading program.

Thesis (M.A.)--Georgetown University, Washington, D.C. / Bibliography: p. 73-75.

Samuel Barber is one of the most important American composers in the twentieth century. He wrote 103 solo songs. Among these works, Knoxville: Summer of 1915, op. 24 is unique because its scale is larger than other vocal works and because it is the only piece Barber wrote for soprano and orchestra. Since the premier in 1948, this masterwork is considered the most ¡§American¡¨ piece of Barber¡¦s works, for that he successfully sketches the atmosphere described in the lyrics, that is, American country life during the 1910s. The main issue of this short thesis is to reveal reasons that make the work well-known for its ¡§most American¡¨ nature. The musical education of the composer, the short biography of the poet, and the compositional background of Knoxville: Summer of 1915, op. 24 are mentioned. Through the analyses of lyrics, tempo and melody, the discussion focuses on how Barber translates the picture of American country life during the 1910s into musical notes.

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The purpose of this quantitative study was to identify and explore the relationship between state appropriations and freshman to sophomore retention at public, four year institutions of higher education. Additional questions concerning the users of retention programming learning centers, summer bridge programs, and freshman seminars emerged during the analysis of the initial question. Data sources included the College Board annual survey of institutions, WebCASPAR, Barron's Profiles of American Colleges, and email surveying of the 271 institutions included in the sample for the years 1991 and 1996. The data was used in a series of multiple regressions and fixed effects regressions. The fixed effects method was viable since the same institutions provided observations for two points in time. The choice of independent variables was informed by retention theory and prior quantitative research into the retention question, as well as by the small body of literature addressing the efficacy of retention interventions. The new independent variable was the state dollars allocated per FTE student at each institution in 1991 and 1996.The multiple regression analyses confirmed that state dollars have a statistical impact on freshman to sophomore retention. In addition, the analyses suggested that summer bridge programming is the most effective of the three retention interventions considered, despite the small size of these programs relative to learning centers and freshman seminars. However, learning centers were the most numerous of the three programs and freshman seminars were the fastest growing. Descriptive statistics suggested that institutions using these three programs have higher populations of students of color and also were more selective than those institutions not using the programs.The fixed effects regressions, however, returned very different results, with freshman seminars showing a strong, negative effect on retention rates and state appropriations no apparent effect. Data limitations may have resulted in these disparate results. Implications of this work include a stronger case for institutions to lobby the states and the suggestion to implement summer bridge programming prior to the other two interventions while additional research should employ a more robust data set and focus on disaggregating state money into its primary beneficiaries.

The East Asian Summer Monsoon (EASM) is a major component in Asian climate. It is largely driven by climatic factors such as humidity, solar insolation and temperature. For at least 50 years the EASM has been studied extensively by scientists regarding its current strength. Models have been recreating past monsoon intensity as well as attempted to predict future intensity. As the monsoon undergoes changes, the climatic shifts responsible for them leave various traces behind; geochemical as well as biological, and these have been preserved and recorded in various locales on the planet. The most significant climatic change is the variation between glacial and interglacial periods which have been alternating for the last 2.6 million years and the EASM has changed in tune with the climate during this time. The EASM follows the δ18O-record in speleothems found in Eastern Asia as well as in ice cores from Greenland. Various geochemical and biological tracers seem to reflect these fluctuations in climate locally as well as globally over a 200 kyr period. The current intensity of the EASM seems to be one of decreasing strength, a phase that has persisted since the Holocene climatic optimum 8.5 kyr ago. Recently however a decrease in the East Asian Winter Monsoon has been confirmed, indicating an increase in EASM intensity. During the Holocene the EASM reached peak intensity during the Holocene climatic optimum but has fluctuated largely in tune with solar insolation. This is also true for the Eemian period although some events such as the mid-Eemian cooling show that factors other than solar insolation regulate monsoon intensity over large time periods. The future of the EASM seems to be one of increased strength due to climate change and models predict both increased wind speeds and an increasing occurrence of extreme precipitation despite decreasing solar insolation.