The American West, 1899–1936: Prose, Poetry & Drama

This comprehensive volume presents Harriet Monroe’s (1860–1936) previously unexplored love affair with the American West, an infatuation that blossomed in three interrelated genres: prose, poetry, and drama. Known internationally as the founder and influential editor of Poetry: A Magazine of Verse, here Monroe is revealed as a prolific author with a passion for the people, scenery, and environments she encountered during western escapes from her constricted urban life in Chicago. Monroe’s western travels were transformative. Originally schooled in the literary and artistic traditions of Europe, Monroe became increasingly convinced of the fundamental importance of the American West as the muse to which American writers and artists should turn for inspiration. Her vivid impressions of the Grand Canyon, the rituals of Native Americans, and the camaraderie of outings with John Muir and the Sierra Club include writings drawn from newspaper accounts and early journal articles as well as previously unpublished archival materials. The foreword by Lindsay Atnip and the introduction by Michael R. Hill helpfully place Monroe’s genre-spanning writings within the vibrant artistic and intellectual milieu of the early twentieth century.https://digitalcommons.unl.edu/zeabook/1156/thumbnail.jp

Effects of Craniofacial Structures on Mouse Palatal Closure In Vitro

Heads of Swiss-Webster mouse fetuses of four ages spanning days 12-13 of gestation, were partially dissected by removing the brain (B), tongue (T) and mandible (M) alone or in combination (BT, BM, BTM). Preparations were suspended in a gassed, circulating culture system such that palatal closure must take place against gravity. Closure occurred earlier than in vivo and required the posterior half of the mandible be intact and the tongue removed.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68249/2/10.1177_00220345780570024401.pd

Assessing the Relationship Between Student and Faculty Perceptions of Student Engagement at Central Mountain College

This study compared the perceptions of students versus faculty at Central Mountain College with regard to the issue of student engagement. Central Mountain College participated in the Community College Survey of Student Engagement and the Community College Faculty Survey of Student Engagement during the spring semesters of 2009, 2011, and 2013. The institution was provided with aggregate results from these survey administrations by the Center for Community College Student Engagement. Prior to this study, the survey results had not been accumulatively evaluated by the institution. The study aimed to determine areas where there was congruence and incongruence between the students and the faculty so as to be able to target problem areas for improvement and to reinforce successful practices. A descriptive analysis of the survey results was conducted utilizing a framework known as the Crosswalk Tool which was produced by the Center for Community College Student Engagement. A report of institutional activities that coincided with the timing of the survey administration, and which could have had impacts on student and faculty perceptions was also prepared. The study found little variation within student and faculty perceptions of student engagement during the three survey administrations. Despite significant physical changes to campus, and organizational changes to the institution, there appeared to be minimal impact to the two groups\u27 perceptions of what was taking place in the classroom. Areas of disagreement centered on student effort and involvement in their learning. These differences in perspectives highlight the need for more open communication between faculty and students, and expectations that are made clearer and more attainable to students. The study also suggested that more collaboration and congruence between the expectations of the K-12 system and higher education institutions would ease the transition to college and perhaps improve student engagement. Faculty may need to complete additional training in the area of classroom management and student success initiatives to enhance the level of engagement in their classrooms

Assessing the Relationship Between Student and Faculty Perceptions of Student Engagement at Central Mountain College

This study compared the perceptions of students versus faculty at Central Mountain College with regard to the issue of student engagement. Central Mountain College participated in the Community College Survey of Student Engagement and the Community College Faculty Survey of Student Engagement during the spring semesters of 2009, 2011, and 2013. The institution was provided with aggregate results from these survey administrations by the Center for Community College Student Engagement. Prior to this study, the survey results had not been accumulatively evaluated by the institution. The study aimed to determine areas where there was congruence and incongruence between the students and the faculty so as to be able to target problem areas for improvement and to reinforce successful practices. A descriptive analysis of the survey results was conducted utilizing a framework known as the Crosswalk Tool which was produced by the Center for Community College Student Engagement. A report of institutional activities that coincided with the timing of the survey administration, and which could have had impacts on student and faculty perceptions was also prepared. The study found little variation within student and faculty perceptions of student engagement during the three survey administrations. Despite significant physical changes to campus, and organizational changes to the institution, there appeared to be minimal impact to the two groups\u27 perceptions of what was taking place in the classroom. Areas of disagreement centered on student effort and involvement in their learning. These differences in perspectives highlight the need for more open communication between faculty and students, and expectations that are made clearer and more attainable to students. The study also suggested that more collaboration and congruence between the expectations of the K-12 system and higher education institutions would ease the transition to college and perhaps improve student engagement. Faculty may need to complete additional training in the area of classroom management and student success initiatives to enhance the level of engagement in their classrooms

EXPERIENTIAL LEARNING IN ENGINEERING: BUILDING A ROBOT AND ELECTRONIC CONTROL SYSTEM, R.T.

In order to enhance students’ interest in engineering to improve retention, we have developed a directed study course in robotics and electronic control so that small group of sophomore engineering students can participate in experiential learning projects related to these subjects. In the first project, simple and affordable robot kits were purchased and students developed a robot and associated software that could have a controlled motion within a convex 2D space (simulating motion of a carpet cleaner robot). In the second project an affordable and portable laboratory kit for an engineering control course was developed based on the Ph.D dissertation of R. M. Reck’s at the University of Illinois, Urbana-Champaign. These laboratory projects not only have generated students’ interest in learning control systems and robotics but also created opportunity for collaboration and interaction with other students from local high schools. Supported by the VSU Innovation Grant

Ultrasound and Computed Tomography-Guided Thrombin Injection of a Type 2 Endoleak

Introduction Type II endoleaks are a well-documented complication of endovascular aortic aneurysm repair. This case demonstrates the successful combined use of duplex ultrasound to assist in the percutaneous treatment of type II endoleaks. Case report A 75 year-old man who had previously undergone endovascular aortic aneurysm repair was found to have a type II endoleak. As the result of failure of the transfemoral endovascular coil embolization to repair the leak, the patient underwent computed tomography-and ultrasound-guided thrombin injection of the aneurysm sac via a trans-lumbar approach. Duplex ultrasound proved useful in guiding the placement of the translumbar needle, in confirming the thrombosis of the endoleak, and in demonstrating continued patency of the endograft. Conclusion The two imaging modalities worked in a complementary fashion to guide needle placement and to enable real-time imaging of color-enhanced flow within the aneurysm sac. </jats:sec