Letter from Ben Reifel to Senator Langer Regarding Outline of Contract, The United States of America with the Three Affiliated Tribes of Fort Berthold Reservation, September 24, 1947

This letter, dated September 24, 1947, from Fort Berthold Indian Agency Superintendent Ben Reifel to United States (US) Senator William Langer, conveys to Langer two copies of the document, Outline of Contract, The United States of America with the Three Affiliated Tribes of Fort Berthold Reservation, prepared by Three Affiliated Tribes of the Fort Berthold Reservation general counsel Ralph H. Case. Only one copy of the Outline of Contract was found with this letter in Langer\u27s papers. See also: Outline of Contract, The United States of America with the Three Affiliated Tribes of Fort Berthold Reservation, September, 1947https://commons.und.edu/langer-papers/1998/thumbnail.jp

A case study of the use of risk management in NCAA compliance at a division I institution

Background: Institutions face significant risks related to athletics compliance. While risk assessment has been a standard part of compliance programs outside higher education, it has not been among the tools of NCAA athletics compliance. Purpose: To (a) identify the methods and steps of using risk assessment in intercollegiate athletics compliance and (b) evaluate the effects of risk assessment on the athletics compliance operation communication and decision making about compliance, interactions with the NCAA, and compliance outcomes. Research Design: The researched employed a nonexperimental descriptive case study design. Setting: The research site was a Division I institution. The institution was purposively selected on the basis of its staff’s experience with both risk management and NCAA athletics, as well as the representative size of its compliance staff (one full-time professional and one administrative assistant). Data Collection and Analysis: Two kinds of data were collected, interview data and documents. Informants included (a) the president, (b) athletics staff members, (c) an athletics council member, and (d) institutional and system-wide compliance staff members, as well as (e) the conference compliance director and (f) two NCAA enforcement staff members. The interviews were primarily one to one and face to face. Relevant documents were collected and reviewed. The risk-based compliance process was observed to include (a) risk assessment, (b) risk management, and (c) risk assurance. Risk assessment included scanning the environment and identifying, rating, prioritizing, and reporting risks. Risk management included identifying specific risks in high-priority risk areas, developing risk-mitigation plans, and implementing the plans. Risk assurance included the review of compliance activities by outside parties to verify the controls. Findings: The findings indicated that risk management had been successfully incorporated into athletics compliance and had positive effects on the compliance function and on communication and decision making about compliance and other athletics risks. No changes were observed in the program’s interactions with the NCAA. The athletics compliance program was seen as well-functioning and effective. Conclusion: The conclusion is that risk management was effective at this institution, could be applied more widely in athletics compliance, and is a potentially powerful and beneficial approach for protecting institutions against athletics risks

Identifying the task characteristics that predict children's construction task performance

Construction tasks form a major part of children’s play and can be linked to achievement in maths and science. However there is a lack of understanding of construction task ability and development. Therefore, there is little foundation for the applied use of construction tasks, such as in teaching or research, as there are no apparent methods for assessing difficulty. This empirical research identifies four construction task characteristics that impact on cognition and predict construction task difficulty in children aged 7-8 and 10-11 years and adults. The results also reveal a developmental trajectory in construction ability. The research provides a method to quantify, predict and control the complexity of construction tasks for future research and to inform applied use

Therapeutic Potential of Retinoid X Receptor Modulators for the Treatment of the Metabolic Syndrome

The increasing prevalence of obesity is a fundamental contributor to the growing prevalence of the metabolic syndrome. Rexinoids, a class of compounds that selectively bind and activate RXR, are being studied as a potential option for the treatment of metabolic syndrome. These compounds have glucose-lowering, insulin-sensitizing, and antiobesity effects in animal models of insulin resistance and type 2 diabetes. However, undesirable side effects such as hypertriglyceridemia and suppression of the thyroid hormone axis also occur. This review examines and compares the effects of four RXR-selective ligands: LGD1069, LG100268, AGN194204, and LG101506, a selective RXR modulator. Similar to selective modulators of other nuclear receptors such as the estrogen receptor (SERMs), LG101506 binding to RXR selectively maintains the desirable characteristic effects of rexinoids while minimizing the undesirable effects. These recent findings suggest that, with continued research efforts, RXR-specific ligands with improved pharmacological profiles may eventually be available as additional treatment options for the current epidemic of obesity, insulin resistance, type 2 diabetes, and all of the associated metabolic sequelae

Curriculum in early childhood education: critical questions about content, coherence, and control

A continuing struggle over curriculum in early childhood education is evident in contemporary research and debate at national and international levels. This reflects the dominant influence of developmental psychology in international discourses, and in policy frameworks that determine approaches to curriculum, pedagogy, and assessment. Focusing on early childhood education, we argue that this struggle generates critical questions about three significant themes within curriculum theory: content, coherence, and control. We outline two positions from which these themes can be understood: Developmental and Educational Psychology and contemporary policy frameworks. We argue that within and between these positions, curriculum content, coherence, and control are viewed in different and sometimes oppositional ways. Following this analysis, we propose that a focus on ‘working theories’ as a third position offers possibilities for addressing some of these continuing struggles, by exploring different implications for how content, coherence, and control might be understood. We conclude that asking critical questions of curriculum in early childhood education is a necessary endeavour to develop alternative theoretical frameworks for understanding the ways in which curriculum can be considered alongside pedagogy, assessment, play, and learning