bluuebunny/crossref_metadata_2025 huggingface dataset:
The preparation of 15N‐phenoxybenzamine
Authors: Mendelson W. L. , Weaner L. E. , Petka L. A. , Blackburn D. W.
Published: October 2006

Phenoxybenzamine [N‐Bethyl‐N‐(l‐phenoxyisopropyl)‐2‐chloroethylamine hydrochloride] has been labelled with Nitrogen‐15 by a direct synthesis from 15N‐ammonium chloride. The isotopic enrichment was 92.8%.
Preparation of 2‐methylenebutanedioic acid‐4‐14C (itaconic acid)
Authors: Campbell D. R.
Published: October 2006

The pyrolysis of citric acid‐1, 5‐14C2 under controlled conditions and subsequent hydrolysis of the anhydride initially produced yields principally 2‐methylenebutanedioic acid‐4‐14C (citaconic acid‐14C), together with a minor amount of cis‐2‐methylbutenedioic acid‐4‐14C (citraconic acid‐14C). Comparison of the molar specific activities of the precursor and products indicates the absence of a carbon kinetic isotope effect in the decarboxylation‐dehydration reaction.
Synthesis of 2‐furanylmethyl‐α‐2H and ‐3H furosemide
Authors: Nelson W. L. , Wirth P. J. , Bettis C. J. , Spitznagle L. A.
Published: October 2006

Synthesis of furosemide. specifically labelled at the 2‐furanylmethyl α‐position with 2H or 3H is reported. This synthesis required reduction of N‐[(2‐furanyhethyl)amino]‐4‐chloro‐5‐(N‐acetylaminosulfonyl)benzoia acid (2) with sodium 2H‐ or 3H‐borohydride. followed by alkaline hydrolysis of the acetyl group.
Synthesis of disodium D (‐)‐6‐(2‐phenyl‐2‐sulfoacetamido‐1‐14C) penicillanate (sulfocillln‐14C) and 6‐(2‐isobutyl‐β,γ‐3H2‐sulfo‐2‐phenylacetamido‐1‐14C) penicillanic acid (SP‐421‐3H, 14C)
Authors: Haayshi Nobuyoshi , Kato Shinji , Toga Tadashi , Nishijima Koji , Hanaoka Tadashi , Akimoto Hiroshi , Sugimoto Keiichi
Published: October 2006

The syntheses of disodium 6‐(2‐phenyl‐2‐sulfoacetamido‐1‐14C) peniaillanate (IV) and 6‐(2‐isobutyl‐β,γ‐ 3H2‐sulfo‐2‐phenyl‐acetamido‐1‐14C) penicillanic acid (XII) are described. The optically active D(‐)‐IV was obtained by the fractional crystallization of diastereoisomeric mixture which was prepared from phenylacetia acid‐1‐14C (I). The compound double labelled with 3H and 14C, XII, was synthesized by the reaction of trimethylsilyl 6‐aminopenicillanate with 2‐isobutyl‐β,γ‐3H2‐ sulfo‐2‐phenylacetyl chloride‐1‐14C (XI) which was prepared from isobutanol‐2,3‐3H2 and I. The overall radiochemical yields of XII, at the specific activities of 9 mCi (3H)/mmole and 2 mCi (14C)/mmole, were 34% yield based on isobutanol‐2,3‐3H2 and 17% yield based on I respeatively.
Synthesis of 14C‐ and 3H‐labelled 1,6–dimethyl‐3‐carbethoxy‐4‐oxo‐6,7,8,9‐tetrahydrohomo‐pyrimidazole salts
Authors: Bánfi D. , Volford J. , Mészáros Z.
Published: October 2006

For pharmacological investigations tetrahydrohomopyrimidazole salts were synthetized which were labelled by 14C and 3H isotopes in definite positions. The 1‐methyl‐14C, carbonyl‐14C, 3‐carbethoxyethyl‐14C, 1‐methyl‐3H 6,7,8,9‐3H and 3‐carbethoxyethyl‐3H‐homopyrimidazole isotope isomers were prepared.
Distribution of tritium label in Dl‐[G‐3H] phenylalanine
Authors: Clifford Merwyn C. , Evans E. Anthony , Kilner A. Edward , Warrell David C.
Published: October 2006

The position of the tritium label in DL‐[G‐3H] phenylalanine prepared by platinum catalysed exchange in tritiated water at elevated temperatures has been determined by chemical degradation and by tritium nuclear magnetic resonance speotroscopy. There is good agreement between the results of the two methods : analysis of the product of two separate preparations showing 73 ± 3% of the activity in the aromatic nucleus and 27 ± 3% in the side chain.
Preparation of tritium‐labeled 2, 4‐dichlorophenyl pyrrolidinecarboxylate
Authors: Hamada Masayuki , Shibata Setsuko , Kuwano Masataka , Suzuki Toshio
Published: October 2006

2,4‐Dichlorophenol was labeled with tritium at 6 position by the catalytic reduction of 2,4‐dichloro‐6‐iodophenol. The condensation of 2,4‐dichlorophenol‐6‐3H with N‐chlorocarbamoylpyrrolidine produced 2,4‐dichlorophenyl pyrrolidinecarboxylate‐6‐3H. Distribution of tritium at 6 position in the 2,4‐dichlorophenol‐6‐3H was 95.9%.
Synthesis of carbon‐13 enriched nitrobenzene
Authors: Swartz Grace L. , Gulick Wilson M.
Published: October 2006

Synthesis of nitrobenzene enriched in 13C at specific ring positions has been accomplished. The literature conditions for one of the reactions employed were found defective and are corrected. The nature of a second reaction is amplified and apparent thermodynamic control was discovered.
A gas‐chromatographic method for the preparation of 14C‐labeled vinyl chloride
Authors: Wagner E. R. , Muelder W. M. , Watanabe P. G. , Hefner R. E. , Braun W. H. , Gehring P. J.
Published: October 2006

A modification of our previously reported2 gas chromatographic method of preparing vinyl‐14C2 chloride (14C‐VC) has been made. The procedure using 1,2‐dichloroethane‐14C2 obtained from New England Nuclear Corporation gave good yields of 14C‐VC as a gas mixture with helium.

The radiochemical purity of a representative sample of the 14C‐VC was determined by gas chromatography. Sequential fractions were trapped from gas chromatographic columns in a toluene based liquid scintillator. The radioactivity‐time profile was correlated with the retention time of authentic VC gas. A mass spectrum and a high resolution infrared spectrum obtained on the same sample of 14C‐VC were identical to spectra of authentic VC. The major radioactive impurity appeared to be acetylene.
Tritium recoil labeling of phenylacetic acid
Authors: Dubey Agnes , Castrillón José
Published: October 2006

Phenylacetia acid has been labeled by means of the nuclear reaction 6Li(n,α)3H, both in mixture with Li2CO3 and as the lithium salt. The amount of Li2 CO3 was such as to keep the same weight ratio of lithium and phenylacetate ion as in the salt.

It was observed that intimate mixtures of phenylacetic acid and lithium carbonate react slowly indicating that previous studies on the irradiation of mixtures of organic acids with lithium carbonate have not been performed with well defined systems.

A considerably higher specific activity of the acid was found in the case of the irradiation of the lithium salt. A series of degradative reactions which insures a double determination for the activity at each molecular position was applied. In contradiction with previous results, it was observed that considerable labeling takes place at the α‐position; somewhat less for the salt. The overall picture is one of uniform labeling in both cases, in agreement with the lack of selectivity shown by hot atom reactions.
Synthesis of antheridiol‐(22,23‐3H)
Authors: McMorris Trevor C. , Arunachalam Thangavel
Published: October 2006

Antheridiol‐(22,23‐3H) has been prepared by reduction of 3‐acetoxy‐23,23‐dihydroxy‐22‐oxo‐5, 24(28)‐ergostadiene‐28‐carboxylic acid gamma ‐ lactone with tritiated sodium borohydride followed by hydrolysis, photo‐oxygenation and cupric chloride catalysed rearrangement.
Effect of cytoplast on the development of inter‐subspecies nuclear transfer reconstructed goat embryo
Authors: Jian‐quan Chen , Juan Chen , Xu‐jun Xu , Guo‐hui Liu , Si‐guo Liu , Hong‐ying Sha , You‐bing Wu , Guo‐xiang Cheng
Published: October 2006

The aim of this study was to investigate effect of cytoplast on the development competence of reconstructed embryos derived from inter‐subspecies somatic cell nucleus transfer (SCNT). First, the development potency of reconstructed embryos produced by transferring Boer goat fibroblast cell nucleus of different ages into enucleated Sannen goat ova was evaluated in order to determine which age of nuclear donor is favorable for the reconstructed embryos development. Secondly, the another component of reconstructed embryos, “cytoplast,” was evaluated by comparing the effect of ovum cytoplast derived from Sannen ♂ × Boer ♀ descendant on the reconstructed embryos development to that of Sannen goat ovum cytoplast. The results revealed that the development rate of the reconstructed embryos derived from 2 months old Boer goat somatic cells was the highest, their gestation rate was up to 50%, and one viable male offspring was obtained. The cytoplast derived from the crossbreeding goats improves the development competence of reconstructed embryos, which birth rate was 5.5%. The genetic identification of offspring by using PCR‐SSCP analysis confirmed that these cloned kids were derived from the donor. The results above reveal that the cytoplast of Sannen goat ovum could induce the dedifferentiation of somatic cell nuclei derived from Boer goat, but the reprogramming process of these reconstructed embryos seems incomplete, probably due to some incorrect processes happened after implantation. Relatedness components of nucleus donor in cytoplast of the crossbreeding goat may be helpful to induce the dedifferentiation of somatic cell nuclei completely and improve the development competence of the reconstructed embryos. Mol. Reprod. Dev. 74: 568–573, 2007. © 2006 Wiley‐Liss, Inc.
Nonisothermal crystallization behavior of the poly(ethylene glycol) block in poly(L‐lactide)–poly(ethylene glycol) diblock copolymers: Effect of the poly(L‐lactide) block length
Authors: Yang Junliang , Zhao Ting , Cui Jijun , Liu Leijing , Zhou Yunchun , Li Gao , Zhou Enle , Chen Xuesi
Published: October 2006

The confined crystallization behavior, melting behavior, and nonisothermal crystallization kinetics of the poly(ethylene glycol) block (PEG) in poly(L‐lactide)–poly(ethylene glycol) (PLLA–PEG) diblock copolymers were investigated with wide‐angle X‐ray diffraction and differential scanning calorimetry. The analysis showed that the nonisothermal crystallization behavior changed from fitting the Ozawa equation and the Avrami equation modified by Jeziorny to deviating from them with the molecular weight of the poly(L‐lactide) (PLLA) block increasing. This resulted from the gradual strengthening of the confined effect, which was imposed by the crystallization of the PLLA block. The nucleation mechanism of the PEG block of PLLA15000–PEG5000 at a larger degree of supercooling was different from that of PLLA2500–PEG5000, PLLA5000–PEG5000, and PEG5000 (the numbers after PEG and PLLA denote the molecular weights of the PEG and PLLA blocks, respectively). They were homogeneous nucleation and heterogeneous nucleation, respectively. The PLLA block bonded chemically with the PEG block and increased the crystallization activation energy, but it provided nucleating sites for the crystallization of the PEG block, and the crystallization rate rose when it was heterogeneous nucleation. The number of melting peaks was three and one for the PEG homopolymer and the PEG block of the diblock copolymers, respectively. © 2006 Wiley Periodicals, Inc. J Polym Sci Part B: Polym Phys 44: 3215–3226, 2006
Computational basis of knowledge‐based conformational probabilities derived from local‐ and long‐range interactions in proteins
Authors: Ormeci Lerzan , Gursoy Attila , Tunca Guzin , Erman Burak
Published: October 2006

The probabilities of the various basins in Ramachandran maps are examined critically. The theoretical basis of probability calculations both from molecular computations and from protein libraries are discussed. The well‐defined basins of the Ramachandran maps are treated as rotational isomeric states. Statistical independence and dependence of the states of different residues along the peptide chain are discussed. The Flory isolated pair hypothesis, near neighbor correlations, context effects, and long‐range correlations are examined critically. A method of evaluating long‐range correlations in helical and extended sequences is introduced in analogy with earlier polymer theory. Three different protein libraries are constructed where data is considered from residues in the (i) coiled regions, (ii) all regions, and (iii) only the helical and extended regions of proteins. Singlet and pairwise dependent probabilities calculated from these libraries are used to predict whether a given sequence is helical or extended. Predictions using pairwise dependence were not better than those using singlet probabilities. Modeling of long‐range correlations improved the predictions significantly. Removal of the Chameleon sequences from the data set also improved the predictions, but to a lesser extent. Proteins 2007. © 2006 Wiley‐Liss, Inc.
QSAR Analysis of the Subtilisin Hydrolysis of X‐Phenyl Hippurates
Authors: Carotti Angelo , Raguseo Cosima , Hansch Corwin
Published: October 2006

The hydrolysis of a set of 31 phenyl substituted hippurates by the enzyme subtilisin (Carlsberg, EC 3.4.21.3) was studied. The following quantitative structure‐activity relationship was formulated: log 1/Km = 0.41 σ + 0.20 MR4 + 0.19 π′3 + 3.81. In this expression, Km is the Michaelis constant, σ is the Hammett constant, MR4 is the molar refractivity of para substituents and π′3 is the hydrophobic parameter for meta substituents. π′3 applies only to the more hydrophobic of the two possible meta substituents.
Synthesis and Quantitative Structure‐Activity Relationship (QSAR) Analysis of Some Novel Yanthine Oxidase Inhibitors: 6‐(para‐substituted phenyl)‐pteridine‐4‐ones
Authors: Naeff Han S. D. , van Der Plas Henk C. , Tramper Johannes , Müller Franz
Published: October 2006

A series of 6‐(p‐X‐phenyl)pteridine‐4‐ones (X=H (4a), F(4b), Cl (4c), Br (4d), I (4e), methyl (4f), ethyl (4g), n‐propyl (4h), i‐propyl (4i), t‐butyl (4j), methoxy (4k), n‐butyl (4l), and OH (4m)) was synthesized, and these compounds were then tested as inhibitors of xanthine oxidase. The compounds were synthesized by condensation of the 4,5‐diaminopyrimidine‐6‐one with the appropriate arylglyoxal in ethanol at ph 2.7; the resulting mixture of 6‐ and 7‐arylisomers of the pteridine‐4‐one was then separated by crystallization from dimethyl sulfoxide. Based on their Ki values when xanthine was used as a substrate, compounds 4a and 41 inhibited xanthine oxidase about 40 times more effectively than allopurinol, a well‐known inhibitor; when 7‐phenylpteridine‐4‐one was used as a substrate, 4a inhibited xanthine oxidase about 60 times more effectively than allopurinol. A quantitative structure‐activity relationship (QSAR) analysis of the compounds using the sterical parameters B1 and MR is presented. This analysis shows that, in contrast to spherical substituents, rod‐shaped substituents like n‐butyl do not reduce the effectiveness of inhibition.
An evaluation of the divergent physics laboratory
Authors: Lerch Robert D.
Published: October 2006

During the school years 1969–1971, a set of objectives expressed by Dr. John M. Fowler of the Commission on College Physics was used to evaluate the divergent physics laboratories at New Mexico State University. The result indicated greater achievement of two of the objectives by students enrolled in divergent laboratories than by students enrolled in traditional laboratories. Additionally, the need for revising some elements of the divergent laboratory was indicated, as well as a need for special training of the graduate assistants who conducted the divergent laboratories.

A synopsis of this paper was presented to the 14th Annual Idaho Academy of Science Meeting in April, 1972.
The relationship between visitor characteristics and learning‐associated behaviors in a science museum discovery space
Authors: Boisvert Dorothy Lozowski , Slez Brenda Jochums
Published: October 2006

As informal educational institutions, science museums must do more than entertain and amaze visitors. Museum educators must design exhibits that attract and hold the attention of visitors long enough so that the visitors become engaged with the exhibits and learn from them. In order for museum educators to develop such exhibits, more information is needed about the variables associated with learning in museums. This study contributes to the growing body of knowledge on informal education by examining the relationship between visitor characteristics and attraction, holding power, and visitor engagement.

One hundred fifty‐four visitors to a science museum discovery space were observed as they interacted freely with the exhibits. Trained volunteers recorded the subjects' movements including the exhibits at which they stopped (attraction), the amount of time spent at each exhibit (holding power), and behaviors indicative of subjects' engagement levels with the exhibits. Data indicated significant differences between age group and the holding power of exhibits. Though not significant statistically, a similar trend was noted between age group and attraction and visitor engagement level. No significant differences were found between gender or social grouping and attraction, holding power, or engagement levels. © 1994 John Wiley & Sons, Inc.
Comparison of perceptions among rural versus nonrural secondary science teachers: A multistate survey
Authors: Baird William E. , Prather J. Preston , Finson Kevin D. , Oliver J. Steve
Published: October 2006

A 100‐item survey was distributed to science teachers in eight states to determine characteristics of teachers, schools, programs, and perceived needs. Results from 1258 secondary science teachers indicate that they perceive the following to be among their greatest needs: (1) to motivate students to want to learn science; (2) to discover sources of free and inexpensive science materials; (3) to learn more about how to use computers to deliver and manage instruction; (4) to find and use materials about science careers; and (5) to improve problem solving skills among their students. Based on whether teachers classified themselves as nonrural or rural, rural teachers do not perceive as much need for help with multicultural issues in the classroom or maintaining student discipline as their nonrural peers. Rural teachers report using the following classroom activities less often than nonrural teachers: cooperative learning groups, hands‐on laboratory activities, individualized strategies, and inquiry teaching. More rural than nonrural teachers report problems with too many class preparations per day, a lack of career role models in the community, and lack of colleagues with whom to discuss problems. Among all secondary science teachers, the most pronounced problems reported by teachers were (in rank order): (1) insufficient student problem‐solving skills; (2) insufficient funds for supplies; (3) poor student reading ability; (4) lack of student interest in science: and (5) inadequate laboratory facilities. © 1994 John Wiley & Sons, Inc.
The development of science education in Botswana
Authors: Ogunniyi M. B.
Published: October 2006

In this article, an attempt has been made to describe the development of science education in Botswana. The argument has been that unlike most African countries, Botswana's relatively strong economy has had a salutory effect on the growth and development of science education in the country. Despite this positive setting, however, there are still obstacles standing in the way of the development of science education in the country. These obstacles have been discussed in terms of the nature of the education system, teachers' education, conditions of teaching and learning science, and the science curriculum. This article concludes by pointing out the irony inherent in an education system which limits access to higher education in science in the face of an acute shortage of scientific and technological personnel © 1995 John Wiley & Sons, Inc.
Tailoring science education graduate programs to the needs of science educators in low‐income countries
Authors: Lunetta Vincent N. , Berg Euwe Van Den
Published: October 2006

Science education graduate programs in high‐income countries frequently enroll students from low‐income countries. Upon admission these students have profiles of knowledge, skills, and experiences which can be quite different from those of students from the host high‐income countries. Upon graduation, they will normally return to work in education systems with conditions which differ greatly from those in high‐income countries. This article attempts to clarify some of the differences and similarities between such students. It offers suggestions for making graduate programs more responsive to the special needs of students from low‐income countries and to the opportunities they offer for enhancing cross‐cultural sensitivity. Many of the suggestions can be incorporated within existing programs through choices of elective courses and topics for papers, projects, and research. Many references are provided to relevant literature on cultural issues and on science education in low‐income countries. © 1995 John Wiley & Sons. Inc.
Approaches to evaluation
Authors: Pace C. Robert , Friedlander Jack
Published: October 2006

Who does what, how, and why? Evaluation models differ in the way evaluators answer these questions.
College student retention from a presidential perspective
Authors: Fisher James I.
Published: October 2006

Institutions should not assume that retention is an automatic index of accomplishment; rather, they should develop and maintain a substantive academic program that is complemented by retention and other efforts.
A retrospective and prospective examination of retention‐attrition research
Authors: Hoyt Donald P.
Published: October 2006

The problem of attrition must be reconceptualized if we wish attrition research to become more accurate and more useful.
College student retention: An annotated bibliography
Authors: Renter Lois
Published: October 2006

A brief introduction to the literature is provided by the following books and articles, many of which also contain their own extensive bibliographies.
Arthur Chickering's vectors of development
Authors: Widick Carole , Parker Clyde A. , Lee Knefelkamp L.
Published: October 2006

Chickering is that rare entity, a scholar‐practitioner, who stands between and bridges theoretical knowledge and the realities of practice.
Lawrence Kohlberg's cognitive stage theory of the development of moral judgment
Authors: Smith Alexander F.
Published: October 2006

The college experience may be a very critical period for the development of moral reasoning because the student either will continue to hold to a conventional level of reasoning or be sufficiently jarred that he begins to question previously unquestioned beliefs.
Roy Health's model of personality typologies
Authors: Knefelkamp Iee , Parker Clyde A. , Widick Carole
Published: October 2006

Health suggests that different types of students respond to different sources of support and different challenges for growth. His model provides important information for the practitioner who has the responsibility to design programs which deliberately encourage development.
Campus consultation: Toward a coherent conceptualization
Authors: Meade Charles J. , Hamilton M. Kathryn
Published: October 2006

The college campus is a complex system which necessitates the use of a variety of methods of intervention within an integrated model of consultation.
Training consultants
Authors: Leonard Mary M.
Published: October 2006

If good training of campus consultants is to be accomplished, one must incorporate a number of didactic and experiential components in a model which captures the complexity of consultation in the college setting.
Wrap‐up with annotated references
Authors: Hamilton M. Kathryn , Meade Charles J.
Published: October 2006

Further sources for those interested in pursuing the topic of campus consultation are provided in this chapter.
Techniques of futures research
Authors: Welch Harvey , Watson Sally E.
Published: October 2006

Faced with the challenges of a dynamic future, the concerned student affairs professional should be aware of some of the more promising methodologies for future forecasting. The future‐responsive adminstrator may wish to incorporate these tools into a pro‐active approach to student services.
The futurist perspective and the managerial process
Authors: Brodzinski Frederick R.
Published: October 2006

The numerous forces that are altering the premises on which student services were structured and administered require the adoption of a future‐oriented perspective for effective management in the 1980s.
Futurism plus counseling equals life planning
Authors: John Gary G.
Published: October 2006

A futuristic perspective offers excitement and challenge; it reveals that we are moving toward a profession in counseling devoted to human potential not human development.
The end of the beginning
Authors: Brodzinski Frederick R.
Published: October 2006

This summary considers the practical value of using futures research in student services and suggests productive applications of those techniques during the coming decade.
Sources of additional assistance: Printed materials
Authors: Gordon Suzanne E.
Published: October 2006

A bibliographical listing of materials relating to forecasting, educational futurism, and the future of student affairs.
Sources of additional assistance: Organizations and educational opportunities
Authors: Marcantonio Robert A. , Jeghelian Alice
Published: October 2006

Because most student services administrators have not been trained in forecasting, they will be interested in the organizations and educational institutions currently providing information and learning opportunities in futures research.
No program is an island
Authors: Barr Margaret J. , Keating Lou Ann
Published: October 2006

Politics is the business of the student affairs practitioner.
Conclusions and annotated references
Authors: Keating Lou Ann , Barr Margaret J.
Published: October 2006

Major themes in this volume are reviewed, followed by an annotated list of additional resources.
Assessment and redesign in residence halls
Authors: Schuh John H.
Published: October 2006

The ecosystem approach to environmental assessment in residence halls has been applied twice at Arizona State University and once at Indiana University. The process by which the model was applied at those two universities is discussed in this chapter.
Use of campus‐wide ecosystem surveys to monitor a changing institution
Authors: Treadway Douglas M.
Published: October 2006

Student and faculty perceptions of the campus environment as elicited from ecosystem surveys can be a powerful positive influence upon leadership, especially during periods of organizational change or development.
Stress management through an ecosystem model in a school of medicine
Authors: Huebner Lois A. , Royer Jerry A. , Moore James , Cordes Donald L. , Paul Stephen C.
Published: October 2006

A ten‐step model for the assessment of a medical school learning environment was developed and implemented as a basis for the management and reduction of student stress.
Applying the ecosystems perspective to the ecosystems perspective
Authors: Paul Stephen C. , Morrill Weston H.
Published: October 2006

This chapter presents a review of each stage of the ecosystem redesign process as developed in the preceding chapters and looks at present needs and future directions for the ecosystem perspective.
Student services for the handicapped student
Authors: Bryan William A. , Becker Kaye M.
Published: October 2006

When the appropriate services are provided in postsecondary institutions, handicapped students can overcome barriers to their success.
The concerns of student development administrators
Authors: Sprandel Hazel Z.
Published: October 2006

Student development administrators may have difficulty reconciling what they want to do, what they have to do, and what they can do for the handicapped students.
Career development and placement services
Authors: Blosser Ronald E.
Published: October 2006

Career development and placement services for the handicapped student pose new challenges. The application of student development principles, student responsibilities, and the attitudes, perceptions, and needs of students, staff, and employers must all be considered.
Barrier‐free can be beautiful
Authors: Shanhouse William M. , Yates Melodie S.
Published: October 2006

We cannot deal with dreams or generalities. We need to plan specifics measureable in time and place. The result can be a barrier‐free environment, rich in esthetic and social beauty.
Sources of additional assistance: Literature
Authors: Sprandel Hazel Z. , Schmidt Marlin R.
Published: October 2006

An introduction to the literature on serving handicapped students is provided by the list of materials included here, while many of these materials contain bibliographies of their own.
Understanding the adult learner
Authors: Knox Alan B.
Published: October 2006

Understanding adult development can enable student service practitioners to respond effectively to the new majority of older and largely part‐time students in higher education.
The adult learner and student programming
Authors: Payette Dennis L.
Published: October 2006

Adult students never participate in extracurricular activities anyway so why bother to program for them.
Offering effective student development programs for the adult learner
Authors: Nayman Robbie L. , Patten W. George
Published: October 2006

The unprecedented numbers of adults on campus demand modification in the nature, scope, and delivery of developmental services.
Recruiting the adult learner
Authors: Berner Andrew J.
Published: October 2006

Student affairs professionals who want to attract adult students to campus should consider adopting some key concepts from the field of marketing.
Women's centers work for returning adults
Authors: Lordi Viola S.
Published: October 2006

Women returning to the college campus have specific needs which must be understood. A campus women's center can succeed in a variety of circumstances in any part of the nation.
Faculty and professional staff development and adult learners
Authors: Clark Thomas , Gaige Frederick H.
Published: October 2006

Both educational programming for adults and the faculty and staff development required to implement it are new concepts in higher education. Experience in these areas has been limited but highly instructive.
Sources of additional information
Authors: Schuster Diane Tickton , Shriberg Arthur
Published: October 2006

Recommended readings in adult development, women's development, men's development, and studies of services for adult learners.
Computerized operations in student financial aid: Relief or restraint
Authors: Allen Gordon E. , Zimmerman James E.
Published: October 2006

A decision to computerize the student financial aid office requires careful consideration and systematic evaluation of need. Potential users must consider the trade‐offs between unfamiliar technology, specialization, and inflexibility and speed, accuracy, and control in attaining organizational goals and operational objectives.
Conclusion and further resources
Authors: Binder Shirley F.
Published: October 2006

Some concluding remarks are followed by references to bibliographies, dissertations and additional publications covering material that is pertinent to the subject of student financial aid.
Residence halls in today's compartmentalized university
Authors: Blimling Gregory S.
Published: October 2006

To meet our responsibility for educating the whole person within today's compartmentalized university, we must make providing a total educational experience central to the mission of the university.
Staff training
Authors: Schuh John H.
Published: October 2006

This chapter presents a systematic approach to the training of resident assistants. It suggests major categories of training, recommends various training techniques, and provides resources to be used in staff training.
Influences, predictions, and recommendations
Authors: Blimling Gregory S. , Schuh John H.
Published: October 2006

This chapter looks forward to the future of residence halls, predicts major influences and their effects, and tells how to prepare for what is to come.
The importance of career in adult development
Authors: Buck Jacqueline N. , Daniels M. Harry
Published: October 2006

Career is the comprehensive life course of an individual over the life span. The concept of career represents the central theme in adult development for both men and women.
Programming for career development among young and middle adults
Authors: Jepsen David A. , Laisure Scharron S.
Published: October 2006

Career development programming for young and middle adults is too complex to be relegated to just anybody. Successful programming requires professional judgment in solving four basic problems: needs assessment, program planning, program implementation, and program evaluation.
Using paraprofessionals in career development programming
Authors: Johnston Joseph A. , Hansen Robert N.
Published: October 2006

Peer paraprofessionals can aid in providing quality career development services.
Concluding remarks
Authors: Buck Jacqueline N. , Daniels M. Harry
Published: October 2006

The common themes of each of the chapters are summarized and integrated with the first chapter.
Academic experiences and career orientations
Authors: DeCoster David A. , Mable Phyllis
Published: October 2006

Today's students are determined to succeed in school and, in spite of educational obstacles, they take initiative to prepare for personally satisfying and financially rewarding careers.
Personal values, attitudes, and behavior
Authors: Mable Phyllis , DeCoster David A.
Published: October 2006

Perhaps the most dramatized and controversial facet of campus life concerns student behaviors that reflect their personal values and ethics. Sexual relationships, drug usage, and academic honesty are issues that receive considerable public attention and scrutiny.
Interpersonal relationships
Authors: Mable Phyllis , DeCoster David A.
Published: October 2006

Colelge students rely heavily on support from their campus friends, and usually maintain close ties with their parents. But personal ecounters with faculty members and other educators rarely materialize.
The pains of growing up
Authors: Katz Joseph
Published: October 2006

Students may move from activism to apathy, but their struggles to grow up are perennial. Helping students in this task is a challenge still not well met.
Majoring in self‐interest, minoring in apathy: A challenge for the new activists
Authors: Downey Kathleen M.
Published: October 2006

Although many postsecondary education institutions reinforce the feelings of students that they are powerless and encourage them to be passive citizens, a new breed of student activists is seeking resources to build sophisticated networks and advocacy organizations on the local, state, and national levels.
A Developmental perspective on the student voice
Authors: Knefelkamp L. Lee
Published: October 2006

This commentary has a dual focus: an analysis of the student voices presented in the main body of the book and an analysis of how student affairs professionals can use developmental theory as a guide for designing campus environments that may facilitate student development.
Postsecondary education futures: Implications, innovations, and initiatives
Authors: Mable Phyllis , DeCoster David A.
Published: October 2006

After integrating the messages from students with the wisdom of expert commentaries, the editors postulate future change strategies within four broad areas of reform.
Student development theory: Foundations for academic advising
Authors: Miller Theodore K. , McCaffrey Sue Saunders
Published: October 2006

Effective advising programs can be founded on theories of human development, which can guide advisors as they seek to create environments conducive to students' educational and personal growth.
Academic advising delivery systems
Authors: Crockett David S.
Published: October 2006

Each institution must select the delivery system or combination of systems most appropriate for its situation and student body.
Training allied professional academic advisors
Authors: Ender Steven C. , Winston Roger B.
Published: October 2006

The quality of academic advising students' experiences is directly related to the quality and rigor of the training of the advisors.
Issues in providing services for the learning disabled on campus
Authors: Sprandel Hazel Z.
Published: October 2006

Increased concern about ways to help the learning‐disabled student is evident on postsecondary school campuses, and the challenges are many.
Current clinical concepts of dyslexia in college students
Authors: Rogers Julianna Cochran
Published: October 2006

The plight of the learning‐disabled college student is frustrating at best. Identifying and accommodating the special needs of these students requires conceptualization of their differences by clinicians, advisers, and faculty members.
Personal adjustment: The psychosocial aspects of learning disabilities
Authors: Cordoni Barbara K.
Published: October 2006

Learning‐disabled persons can be held prisoners of themselves due to psychosocial disabilities.
Student services' response to learning‐disabled students
Authors: King Warren L.
Published: October 2006

With attrition being the method used by many colleges to solve the problem of increasing numbers of learning‐disabled students, it is evident that something must be done i f a college degree is to become attainable for many learning‐disabled people.
Academic adjustments and the faculty role in working with learning‐disabled students
Authors: Schmidt Marlin R.
Published: October 2006

The role of the faculty is a vital element to providing successful educational experiences and programs for the learning‐disabled college students.
College learning assistance services and the learning‐disabled college student
Authors: Nayman Robbie L.
Published: October 2006

Learning assistance services are a necessity to the successful pursuit of postsecondary education by the learning‐disabled student.
Concluding remarks
Authors: Schmidt Marlin R. , Sprandel Hazel Z.
Published: October 2006

Some of the myths that pervade the field of learning disabilities and some of the predominant themes of the preceding chapters are considered and some thoughts about the role of student services personnel in work with learning‐disabled students are presented.
Student developmental transcript systems: An impetus for student growth
Authors: Brown Robert D. , Decoster David A.
Published: October 2006

Constructing a developmental transcript stimulates personal growth and the resulting record can be used by students for several productive purposes.
Theoretical bases and feasibility issues for mentoring and developmental transcripts
Authors: Thomas Russell , Murrell Patricia H. , Chickering Arthur W.
Published: October 2006

Mentoring is firmly grounded in developmental and modeling theories and offers potential for institutions of higher education seeking ways to maximize student development. Many issues need to be explored regarding the feasibility of institutionalizing such a program in order to avoid failure.
Implementation of a mentoring‐transcript project
Authors: Williams Vernon , Simpson‐Kirkland Dolores
Published: October 2006

The successful implementation of a mentoring‐transcript project requires careful planning, implementation, and evaluation in addition to institutional support and commitment.
Evaluation of mentoring‐ transcript programs
Authors: Baackf Jane E.
Published: October 2006

Effective evaluation of a mentoring‐transcript program should provide information to assist those who are responsible for making decisions about the program.
Assessment in student development programming: A case study
Authors: Krone Kathleen J. , Hanson Gary R.
Published: October 2006

Assessment can play an important role in student development programming efforts, and the student services professional must recognize when, how, and why assessment can be used in designing more effective student service programs.
Institutional self‐study: Serving commuter students
Authors: Andreas Rosalind E.
Published: October 2006

A systematic examination of the characteristics of commuter students and the assessment of an institution's impact on these students may facilitate needed campus change.
Parents of dependent commuters: A neglected resource
Authors: Jacoby Barbara
Published: October 2006

The interactions among dependent commuters, their parents, and their education are extremely important. This chapter focuses on increasing parental awareness in order to enhance collegiate experiences.
Sources of additional information
Authors: Taylor Sharon L. , Stewart Sylvia S.
Published: October 2006

Related organizations, general readings, and examples of practice for those interested in improving services for commuter students are recommended.
Student paraprofessionals in academic advising
Authors: Habley Wesley R.
Published: October 2006

The use of paraprofessionals in academic advising is a significant supplement to existing advising services.
Student paraprofessionals in residence halls
Authors: Winston Roger B. , Ullom Marcy S. , Werring Charles J.
Published: October 2006

Due in part to the frequency and intimacy of their contact with residents, resident assistants have great potential to influence students' lives positively.
Student paraprofessionals in counseling and career centers
Authors: Delworth Ursula , Johnson Mary
Published: October 2006

Student paraprofessionals have found a solid home in counseling and career functions. Increased use of technology and structured groups in these agencies shows that use of paraprofessionals is increasing.
The student press: The case for moral and ethical development
Authors: Dalton Jon C.
Published: October 2006

The values implicit in the tradition and activities of the student press, how the student press influences campus values, and how these values relate to the mission of student development are issues addressed in this chapter.
What history has taught us
Authors: Goodale Thomas G.
Published: October 2006

This chapter presents a review of the literature on this issue, ranging from a perspective of a social psychologist to that of a college president and a university attorney.
Student responses
Authors: Hitchcock Alicia , Oliver Patricia Ann
Published: October 2006

Two recently graduated students advocate the use of peer input for influencing drinking behavior among students.
Law, alcohol, and higher education
Authors: Buchanan E. T. , Oliaro Paul M.
Published: October 2006

The emergence of “dram shop laws” and “risk management” programs and the resulting impacts on the higher education community are reviewed.
Professional pathways and professional education
Authors: Brown Robert D.
Published: October 2006

Research provides a snapshot of professional pathways and suggests professional education needs, but more developmental and longitudinal research should provide richer insights.
Minority students: Developmental beginnings
Authors: Wright Doris J.
Published: October 2006

America's ethnic minorities challenge student affairs institutions and professionals to understand how minorities best flourish.
Managing important others
Authors: Barr Margaret J.
Published: October 2006

A number of groups and individuals are important to the successful operation of a student affairs unit.
Men and leadership in college student personnel services
Authors: Dalton Jon C.
Published: October 2006

Changing roles present new dilemmas, challenges, and possibilities for the male student services professional.
Editor's notes
Authors: Delworth Ursula
Published: October 2006

In my more despairing moments, it seems to me that the modern university has succeeded in separating almost everything that belongs together. Nevitt Sanford, 1982.
The disturbed college student
Authors: McKinley Donna L. , Dworkin Daniel S.
Published: October 2006

Colleges and universities must provide a safety net and a coordinated set of services for psychologically disturbed students.
The aisp model: Use with commuter students
Authors: Eklund‐Leen Susan J.
Published: October 2006

The AISP model will prove valuable when used with commuter students. However, it may be necessary to adapt the model to more closely reflect the campus environment and types of students.
Knowing the legal and political opportunities
Authors: Jones George W.
Published: October 2006

Legal constraints set the outer limits and educational principles indicate the appropriate means for effective development of faith and values in both public and private colleges and universities.
Religion and relationships on campus
Authors: Beliak Bernhard Ben
Published: October 2006

The diversity of religious practices on a single campus can cause problems in relationships between campus groups and in the lives of students unless an approach that focuses on inclusiveness and integrity is carefully maintained.
Contributions of community‐based campus ministry
Authors: Alden Betsy
Published: October 2006

New staffing patterns for ministries in higher education emphasize finding mutually resourceful ways for college and religious staff to work together on issues of common concern.
Student life and the global community
Authors: Marie Ann , Coleman Donald
Published: October 2006

The roles and resources of religion on campus within the internationalization of society and higher education can be seen in three approaches that offer program opportunities and common cause with those in student services.
Conclusions and additional resources
Authors: Butler John
Published: October 2006

Additional questions and resources for those working with religion on campus are provided.
The ancestry of campus violence
Authors: Smith Michael Clay
Published: October 2006

While campus crime is now disturbing the entire nation, its long and sometimes violent history shows that at is not a completely new problem.
Counseling victims and perpetrators of campus violence
Authors: Cerio Nancy Greene
Published: October 2006

Various approaches taken by those in college communities who deal directly with victims and perpetrators of campus violence are reviewed. The role of campus police or security as “first on the scene” is examined, and examples of “newly identified” victims are given.
Models of response to campus violence
Authors: Sherrill Jan M.
Published: October 2006

All violent behavior requires response from the community in which it occurs. Methods of response are examined, and factors to be considered are discussed.
Expanding participation of student subgroups in campus activities
Authors: Ringgenberg Larry J.
Published: October 2006

Student involvement in campus activities needs to be expanded to include diverse groups of students.
The AIDS crisis: Intervention and prevention
Authors: Brown Vivian B.
Published: October 2006

AIDS is the ultimate crisis of the 1980s and 1990s.
Present and future issues
Authors: Pruett Harold L. , Brown Vivian B.
Published: October 2006

Future directions for counseling centers and selected references for center staff are presented.
Transforming the University through service learning
Authors: Rubin Sharon G.
Published: October 2006

Through university and college case studies, the Service Learning Model is illustrated by outlining characteristics of each phase, as well as by discussing problems and potential for change inherent in each institution's circumstances.
Perspectives on gender differences
Authors: Kuk Linda
Published: October 2006

The justice and the care perspectives are two ideals of human relationships that serve as coordinates for viewing moral reasoning and moral emotion and that provide a realistic account of the observed similarities and differences in male and female behavior.
Student development: Yesterday, today, and tomorrow
Authors: Brown Robert D. , Barr Margaret J.
Published: October 2006

Emerging developmental theories have implications for student affairs practice now and in the future.
Affirmative action: Current status and future needs
Authors: Ponterotto Joseph G.
Published: October 2006

As the demographic makeup of the United States shifts dramatically, affirmative action issues on campus will become increasingly important.
Professional standards: An introduction and historical perspective
Authors: Mable Phyllis
Published: October 2006

A collaborative profession‐wide effort has resulted in the establishment of professional standards of practice in student services and student development programs. These standards have the capacity to contribute in many ways to the improvement of undergraduate education. The standards recognize the value of out‐of‐class experience as a valid component of student development and have great utility for enhancing self‐study processes.