bluuebunny/crossref_metadata_2025 huggingface dataset:
The synthesis of tritium labelled dialkenyl sulphides structurally related to sulphur crosslinks in vulcanized natural rubber
Authors: Ayrey G. , Barnard D. , Houseman T. H.
Published: October 2006

Di‐(1,3‐dimethylbut‐2‐enyl‐[4‐3H1]mono‐, di‐and trisulphides have been synthesised via the common intermediate S‐(1,3‐dimethylbut‐2‐enyl‐[4‐3H1] thiouronium bromide (I). Protonation of a mixture of 2‐methylpenta‐1,3‐and ‐2,4‐dienes during formation of (I) was shown to be accompanied by a large kinetic isotope effect such that protonation was 8–10 times more probable than tritonation.
Production of 1‐11C‐acetoacetic acid
Authors: Straatman Maria G. , Hortmann Alfred G. , Welch Michael J.
Published: October 2006

Interest in labeled compounds which can be studied as brain metabolites and can be detected in vivo has led to production of carbon‐11 labeled acetoacetic acid (1‐11C‐acetoacetic acid). This synthesis, which was designed specifically for use with short‐lived isotopes, utilizes a solution of the stable enolate anion of acetone, generated by the reaction of CH3Li and isopropenyl acetate, to which the 11CO2 is added to produce the labeled acetoacetic acid in ∼55% yield with a synthesis time of only 40 minutes from the end of bombardment.
Syntheses with stable isotopes: Pyridine‐15N
Authors: Whaley Thomas W. , Ott Donald G.
Published: October 2006

The acid‐catalyzed condensation of either 2‐ethoxy‐3,4‐dihydro‐2H‐pyran or pentanedial (glutaraldehyde) with ammonium‐15N chloride in the presence of methylene blue is a convenient one‐step synthesis of pyridine‐15N.
Markierte verbindungen XIX(1) 3,4,5‐trichlor‐1,2‐dithioliumchloride‐(36CL)
Authors: Boberg Friedrich , Wiedermann Rolf , Kresse Josef
Published: October 2006

3.4.5.‐Trichlor‐1.2.‐dithioliumchlorid‐(3.5.‐36Cl) und‐(3.4.5‐36Cl) (1a und 1b) werden aus 3.4.5‐Trichlor‐1.2‐dithioliumchlorid und AlCl3‐(36Cl) oder SbCl3 ‐(36Cl) dargestellt. Folgende Reaktionen beweisen die Markierungsorte: 1a → 4.5‐Dichlor‐1.2‐dithiacyclopentenon‐(3)‐(5‐36Cl) →4‐Chlor‐5‐(N‐methylanilino)‐1.2‐dithiacyclopentenon‐(3); 1b → 4.5‐Dichlor‐1.2‐dithiacyclopentenon‐(3)‐(4.5‐36Cl) → 4‐Chlor‐5‐(N‐methylanilino)‐1.2‐dithiacyclopentenon‐(3)‐(36Cl). ‐ Chloraustausch zwischen 1, Hexachlorpropen und S2Cl2 wird mit 36Cl‐markierten Verbindungen nachgewiessen.
Application D'Une Methode Non Specifique de Tritiation de Molecules Organiques
Authors: Buchman O. , Pri‐Bar I. , Shimoni M. , Smoskowitz L.
Published: October 2006

Une méthode de marquage de molécules organiques par l'entremise du tritium gazeux a été appliquée à la tritiation non spécifique d'une trentaine de dérivés de structure complexe. Les résultats expérimentaux, comprenant les activités spécifiques obtenues, sont données. L'efficacité de la tritiation catalysée par le noir de platine, formé in situ par le tritium, a été comparée aux faibles rendements d'échange obtenus lorsque le catalyseur est activé, au préalable, par l'hydrogène. Une élévation de la température de réaction augmente l'activité spécifique du substrat tritié.
Syntheses with stable isotopes: Acetylene‐13C2 and lithium acetylide‐13C2 ethylenediamine complex
Authors: Whaley Thomas W. , Ott Donald G.
Published: October 2006

Acetylene‐13C2 has been prepared from carbon‐13C dioxide and molten lithium following hydrolisis of the resulting lithium carbide‐13C2. The stable ethylenediamine complex of lithium acetylide‐13C2 has been obtained from the reaction of acetylene‐13C2 with N‐lithioethylenediamine.
Synthesis of carbon‐14 labeled polychlorinated biphenyls
Authors: Hoizumi Kiyoshi , Moriya Takashi
Published: October 2006

Starting with benzene‐U‐14C, biphenyl‐U‐14C was synthesized in two steps in approximately 65% yield. Then two kinds of polychlorinated biphenyls‐U‐14C. The yield was more than 35% based on benzene‐U‐14C consumed.
Synthesis of 14C‐labelled 3‐(1‐hydroxy‐2‐piperidinoethyl)‐5‐phenylisoxazole citrate (31252‐S)
Authors: Minato H. , Nagasaki T. , Yokoshima T. , Suga K. , Yamaguchi M.
Published: October 2006

3‐(1‐Hydroxy‐2‐piperidinoethyl)‐5‐phenylisoxazole citrate, 31252‐S (I) has been labelled with carbon‐14. The carbon‐14 label was incorporated into the C‐2 position of the side‐chain to give (II) and into the C‐4 position of the isoxazole ring of the molecule to give (III).

The carbon‐14 labelled products (II) and (III) were obtained in 27% and 6.4% ratiochemical yield based on methyl iodide‐14C, respectively.
Markierte verbindungen XX (1) N,N′‐diarylharnstoffe aus N‐aroyl‐O‐phenylcarbamoyl‐hydroxylaminen
Authors: Zörkendörfer E.
Published: October 2006

Decomposition of N‐aroyl‐O‐arylcarbamoyl‐hydroxylamines VII—N‐(1‐14C) benzoyl‐O‐phenylcarbamoyl‐hydroxylamine (1y). N‐(p‐toluyl)‐O‐phenylcarbamoyl‐hydroxylamine (4) and N‐Benzoyl‐O‐(p‐tolyl) carbamoyl‐hydroxylamine (5) — in various systems yields arylhydroxamic acids X and N, N′‐diarylurea‐mixtures VI/XII/XIII, what is explained by two reaction paths. The reaction of 1y with aniline or p‐toluidine to unlabelled N,N′‐diphenylurea or N‐phenyl‐N′‐(p‐tolyl) urea is showing that the diarylurea is formed from the amine and the phenylcarbamoyl group of 1y.
Synthesis of 3,3‐(14C)‐dimethyl‐1‐phenyltriazene from 14C‐dimethylamine hydrochloride and benzene‐diazonium fluoroborate
Authors: Kolar G. F. , Schweickhardt Ch.
Published: October 2006

3,3‐(14C)‐Dimethyl‐1‐phenyltriazene was prepared from recrystallized benzenediazonium fluoroborate which was coupled with 14C‐dimethylamine in excess aqueous sodium carbonate at 0°. The crude product was extracted with ether and purified by distillation. Redistilled 14C‐labelled triazene was obtained in good yield (70.4 and 73.5%) and in high radiochemical purity (better than 99.9% by scan of thin‐layer chromatograms). The specific activities of two preparations, determined by liquid scintillation counting and corrected for quenching, were 244 and 296 μCi/mmole. The determined activities were in close agreement with values computed from the specific activity of 14C‐dimethylamine hydrochloride used in the synthesis.
The synthesis of 14C and 3H‐labeled N‐(2‐p‐azidophenylethyl)‐norlevorphanol
Authors: Degraw J. I. , Engstrom J. S.
Published: October 2006

Synthetic procedures for N‐(2‐p–azidophenylethyl)‐norlevorphanol (9) labeled with 14C and 3H at the 1‐position of the 2‐phenylethyl moiety are presented. A process for synthesis of p‐nitrophenylacetic‐1‐14C acid from p‐chloro‐nitrobenzene and methyl cyano‐14C‐acetate is described. The nitro acid was converted to 9 in a six step procedure, proceeding through 2‐(p‐aminophenyl)ethanol (6) as a key intermediate. The alcohol (6) was also prepared with 3H label via reduction of methyl p‐aminophenylacetate with sodium borotritide‐aluminium chloride.
Synthesis of 1,2,6,7‐14C‐chelidonic acid
Authors: Bergman J. , Gear J. R.
Published: October 2006

A semimicro synthesis was devised to prepare pure 1,2,6,7‐14C‐chelidonic acid of high specific activity from 1,2‐14C‐oxalic acid.
Synthesis of hexalabeled thymine and thymidine
Authors: Lawson John A. , Degraw Joseph I. , Anbar Miohael
Published: October 2006

The synthesis of hexalabeled thymine and thymidine are described and field ionization mass spectra are recorded for these materials. Field ionization mass spectrometry is preferred in the utilization of multilabeled compounds as tracers in biomedical applications.
Encapsulation of ZnS:Mn2+ nanocrystals with diblock copolymers
Authors: Kim Sangcheol , Diana Frédéric S. , Petroff Pierre M. , Kramer Edward J. , Ootsu Takeshi , Murase Tomohide
Published: October 2006

The encapsulation of the nanocrystalline manganese‐doped zinc sulfide (ZnS:Mn) in poly(styrene‐b‐2vinylpyridine) (PS‐PVP) diblock copolymers is reported. Below the critical micelle concentration in the absence of nanocrystals (NCs), inverse micelles of PS‐PVP were induced by adding ZnS:Mn NCs, the presence of which was confirmed by scanning force microscope and dynamic light scattering. In toluene, a PS‐selective solvent, the less‐soluble PVP blocks preferentially surround the ligand‐coated ZnS:Mn NCs. For PS‐PVP encapsulated ZnS:Mn NCs, the ratio of blue emission to orange emission of ZnS:Mn NCs is dependent on both the concentration of PS‐PVP and the solvent quality. The pyridine of PVP blocks form complexes with the Zn atoms via the nitrogen lone pair and thus the sulfur vacancies are passivated. As a result, the defect‐related blue emission is selectively quenched even when the micelles are not formed. As the concentration of PS‐PVP encapsulating the ZnS:Mn NCs increases, the intensity of blue emission decreases. © 2006 Wiley Periodicals, Inc. J Polym Sci Part B: Polym Phys 44: 3227–3233, 2006
A Method for Determining the Theoretical Carcinogenicity of Polycyclic Aromatic Hydrocarbons
Authors: Rachin Emil , Ralev Nicolai
Published: October 2006

The method permits the calculation of the carcinogenicity index of polycyclic aromatic hydrocarbons as a function of a) the number of aromatic rings present in the molecules studied; b) the Dewar reactivity index of the two most reactive centers according to the BAY‐region and DI‐region theories; and c) the distance between these centers given as the number of carbon‐carbon bonds. An excellent correlation is found between the experimentally obtained and the theoretically calculated carcinogenic activities (correlation coefficient 0.948).
Structure – Molar Refraction Relationships of Alkylsilanes Using Molecular Connectivity
Authors: Kupchik Eugene J.
Published: October 2006

Correlation of molar refraction with the first order molecular connectivity index was found to be excellent for alkylsilanes of molecular formula SiCnH2n+4, which include tetraalkylsilanes, trialkylsilanes, dialkylsilanes, and monoalkylsilanes. The separate correlation of molar refraction with the first order molecular connectivity index for each of these four classes of alkylsilanes was also found to be excellent. Excellent correlations were also obtained using an empirically determined first order valence molecular connectivity index. It is shown that the first order molecular connectivity index gives more satisfactory predictions of molar refraction than does the empirically determined first order valence molecular connectivity index.
Upper bounds for the Zagreb indices and the spectral radius of series‐parallel graphs
Authors: Zhou Bo
Published: October 2006

The first Zagreb index M1 is equal to the sum of the squares of the degrees of the vertices, and the second Zagreb index M2 is equal to the sum of the products of the degrees of pairs of adjacent vertices of the respective graph. The spectral radius of a graph is the largest eigenvalue of its adjacency matrix. The Zagreb indices and the spectral radius are all useful molecular structure descriptors. We provide upper bounds for the Zagreb indices M1 and M2 and the spectral radius of series‐parallel graphs, in terms of the number of vertices and the number of edges, and determine the graphs for which the bounds are attained. © 2006 Wiley Periodicals, Inc. Int J Quantum Chem, 2007
Facilitating identity formation, group membership, and learning in science classrooms: What can be learned from out‐of‐field teaching in an urban school?
Authors: Olitsky Stacy
Published: October 2006

This paper explores both the obstacles and the possibilities for students developing identities associated with science by engaging in solidarity‐building classroom interactions. Data come from ethnographic research conducted in a diverse eighth‐grade urban magnet school classroom in which the teacher taught out of field for part of the year. Contrary to expectations, more students participated and reported enjoying science when the teacher was out of field. Analysis of classroom interactions indicated that while in field, the teacher primarily engaged in “front stage” performances that hid her struggles with the material and accentuated students' views of science as an elite status group. The types of solidarity that developed among students often did not involve science language and sometimes involved students rejecting peers' claims to membership. However, when out of field, the teacher allowed students into her “backstage,” where her struggles and learning processes were more explicit. These practices lessened the social distance between teacher and students, and reduced the risks of using science language, thereby encouraging solidarity and group membership. This study provides insights into some of the ways that teachers, particularly those in urban settings characterized by diversity, might be more successful at facilitating identity formation and learning in science. © 2006 Wiley Periodicals, Inc. Sci Ed 91:201–221, 2007
Changing attitudes toward energy conservation: The effect of self‐generated thoughts on the salience of a two‐sided persuasive communication
Authors: Koballa Thomas R.
Published: October 2006

The most logical place to start addressing a new energy ethic and its implications for daily life is the elementary school. While young children tend not to be big energy users, they can be taught to view energy in a different way from the way their parents view it. This can be accomplished by elementary teachers in much the same way that they try to teach good health habits or the practice of looking both ways before crossing the street. Perhaps the elementary school is also the place to begin introducing the idea that energy conservation does not necessarily mean doing with less, but using energy more wisely.

Teachers serve as a vital link between what society thinks is important and what is taught to elementary age children. This is especially true when considering that the attitudes that teachers possess can be easily passed on to their students (Hone & Carswell, 1969) and thus reflected in their future behavior (Ajzen & Fishbein, 1980). It is desirable, therefore, that an ethical procedure be identified that enhances the probability of teachers including energy conservation topics in the elementary school curriculum. The persuasive communication model of attitude change has been demonstrated to function as such an ethical procedure within the context of science education (Grabowski, Shrigley, & Welliver, 1980; Koballa & Shrigley, 1983).
Studying conceptual change in learning physics
Authors: Dykstra Dewey I. , Boyle C. Franklin , Monarch Ira A.
Published: October 2006

There is often a severe problem of lack of communication between teacher and pupils. When two people communicate, what passes between them are the words and gestures they use to attempt to convey meaning, not the meaning itself. So a teacher has some ideas which he or she hopes to convey by putting them into words, diagrams or symbols. The child may take note of the words, and so on, but from these has to build up a meaning for them. There is clearly a strong possibility that this meaning created by the child is not the meaning intended by the teacher. This possibility is very high if the type of language used by the teacher, or workcard, or textbook writer, is not familiar to the child. Then various things may happen, as Barnes (1986) has so clearly pointed out: a) The child may ignore what the teacher is saying. b) The teacher may ignore what the pupil is saying (the teacher “controls” knowledge by using unfamiliar language, consequently children'S ideas are devalued and are only heard when they talk among themselves). c) The teacher may insist that the pupils use the “correct” words and so, sound scientific. (We, like Barnes, have seen children praised for “thinking like a scientist” when it is clear that the children are simply “making noises which sound scientific”).
Bridging the gap: An analysis of the needs of second‐year science teachers
Authors: Loughran John
Published: October 2006

This article reports on the themes and issues which impact on the pedagogical development of 14 beginning science teachers at the end of their second year of full‐time teaching. The research data was derived from semistructured interviews with the teachers and endeavors to portray the teachers' perspective of their development. This article demonstrates some of the difficulties associated with learning to teach science when teachers come from a preservice education program that encourages them to consider their understanding of learning and how it relates to their approach to teaching. The teachers in this study recognize how the factors of time, confidence and support each individually influence their teaching. However, when these three factors are considered together and are juxtaposed with the experiences and ideals of their preservice education program, the factors combined become a dilemma as they attempt to bridge the gap between what they hope to do as science teachers and what they can do in the real world of schools. © 1994 John Wiley & Sons, Inc.
Multiculturalism, universalism, and science education
Authors: Stanley William B. , Brickhouse Nancy W.
Published: October 2006

Multiculturalists have recently raised a number of important challenges to the school curriculum, including whose knowledge are we teaching? and who benefits and loses by existing approaches to the curriculum? In this article we examine a number of issues in this debate that are of primary importance to science educators. These issues include: (1) problems with the universalist account of the nature of science that has been the most powerful defense against multiculturalism; (2) an examination of some historical cases that illuminate the consequences of maintaining a universalist perspective on science; and (3) an argument for a multicultural perspective on scientific knowledge. These issues are examined in the context of a national science education reform in which there is considerable consensus that the science curriculum should include teaching about the nature of science. We argue that the nature of science taught in school should reflect a multicultural perspective on scientific knowledge. © 1994 John Wiley & Sons, Inc.
Development and validation of a curriculum theory‐based classroom environment instrument: The technical and emancipatory classroom environment instrument (TECEI)
Authors: Bowen Craig W.
Published: October 2006

The purpose of this article is to delineate various conceptions of curriculum, and use one of these conceptions as a basis for the development of a classroom learning environment instrument titled the Technical and Emancipatory Classroom Environment Instrument (TECEI). The first portion of the article explains how curriculum can be conceived as a technocratic process in which curriculum professionals develop materials and instructional procedures that are implemented by teachers. As an alternative, an overview is given describing how curriculum can be conceived as a social construction that arises through interaction of participants (e.g., students, teachers, administrators, professional societies, and other segments of society). In the second portion of the article this social‐construction conception of curriculum is used as a foundation for a classroom learning environment instrument. The procedures used to develop the TECEI, as well as relevant validation information, is also reported. The study ends by explaining how the instrument might be used by teachers and researchers to enhance science learning and teaching. © 1994 John Wiley & Sons, Inc.
The nature of fourth graders' understandings of electric circuits
Authors: Shepardson Daniel P. , Moje Elizabeth B.
Published: October 2006

The purpose of this study was to interpret the nature of fourth graders' understandings of electric circuits. The qualitative study was guided by constructivist theory and utilized two small groups of four children each. Each child was interviewed prior to and after, as well as observed throughout, the instructional unit on simple electric circuits. The interviews centered around three different electric circuit tasks: predictions and explanations of eight electric circuit problems: the completion and explanation of three electric circuit drawings; and the identification of an electric current diagram, which was based on Osborne's (1983) work. The findings for these children suggested that: (1) the nature of children's understandings of electric circuits is dependent upon the interplay between their understandings of circuit connections and understandings of electric current; (2) prior to instruction children's understandings of electric circuits were scientifically inaccurate and tended to emphasize understandings of circuit connections; (3) children held multiple understandings of electric current prior to instruction, whereas following instruction most children held a single understanding of electric current, albeit scientifically inaccurate; and (4) after instruction children demonstrated a more accurate technical understanding of electric circuits, but only one child demonstrated a scientific understanding of electric current. Based on these findings, conclusions about knowledge restructuring are presented, as well as implications for teaching, assessment, and research. © 1994 John Wiley & Sons, Inc.
A critique of Hodson's “in search of a rationale for multicultural science education”
Authors: Williams Harvey
Published: October 2006

“the most remarkable discovery made by scientists is science itself” –Gerard Piel as quoted by Jacob Bronowski.
Progressive transitions from algorithmic to conceptual understanding in student ability to solve chemistry problems: A lakatosian interpretation
Authors: Niaz Mansoor
Published: October 2006

The main objective of this study is to construct models based on strategies students use to solve chemistry problems and to show that these models form sequences of progressive transitions similar to what the history of science refers to as progressive “problemshifts” that increase the explanatory/heuristic power of the models. Results obtained show the considerable difference in student performance on chemistry problems (mol, gases, solutions, and photoelectric effect) that require algorithmic or conceptual understanding. The difference between student performance on algorithmic and conceptual problems can be interpreted as a process of progressive transitions (models) that facilitate different degrees of explanatory power to student conceptual understanding. A parallel is drawn between the methodology of idealization (simplifying assumptions) used by scientists and the construction of strategies (models) used by students to facilitate conceptual understanding. A major educational implication of this study is that the relationship between algorithmic and conceptual problems is not dichotomous, but rather characterized by a continuum that consists of sequences of models that facilitate greater conceptual understanding. This reconstruction of student strategies to solve problems (progressive transitions) can provide the teacher a framework to anticipate as to how student understanding could develop from being entirely algorithmic to conceptual. © 1995 John Wiley & Sons, Inc.
Revising explanatory models to accommodate anomalous genetic phenomena: Problem solving in the “context of discovery”
Authors: Hafner Robert , Stewart Jim
Published: October 2006

Past problem–solving research has provided a basis for helping students structure their knowledge and apply appropriate problem–solving strategies to solve problems for which their knowledge (or mental models) of scientific phenomena is adequate (model–using problem solving). This research examines how problem solving in the domain of Mendelian genetics proceeds in situations where solvers' mental models are insufficient to solve problems at hand (model–revising problem solving). Such situations require solvers to use existing models to recognize anomalous data and to revise those models to accommodate the data. The study was conducted in the context of 9–week high school genetics course and addressed: the heuristics charactenstic of successful model–revising problem solving: the nature of the model revisions, made by students as well as the nature of model development across problem types; and the basis upon which solvers decide that a revised model is sufficient (that t has both predictive and explanatory power). © 1995 John Wiley & Sons, Inc.
Attitudes toward nuclear energy: One potential path for achieving scientific literacy
Authors: Dulski Richard E. , Dulski Rosalie E. , Raven Ronald J.
Published: October 2006

The widespread problem of the scientific literacy of the general public has been previously acknowledged. However, an uninformed populace can jeapordize the future direction of major science–related public policy issues, such as nuclear energy, by basing their support on generally emotional or nonfactual grounds. As part of a larger study aimed at concurrently identifying the attitudes of secondary school students toward several science–related topical areas (i.e., nuclear energy, environmental issues, energy concepts, science concepts, space exploration, and metrication), a nine–item Nuclear Attitude Instrument (NA!) was developed. This scale was subsequently validated and administered to a sample of grade 9 and 10 students (N = 172) of average achievement and ability, at a predominantly middle–class suburban high school in New York State. Yielding a coefficient alpha of O.87 and a corrected itemtotal correlation mean of O.61, the NAI responses displayed statistically significant topical area correlations (p < 0.01) with environmental issues (inverse), energy concepts (inverse) and space exploration (direct). Presented in the format of a factor analytic path model, nuclear energy Was also found to be incorporated in a distal rather than a proximal attitudinal structure among the respondents. These relationships bear educators' consideration during both course content material selection and curriculum design, for the purpose of positively enhancing students' attitudinal development toward science–related topical areas. © 1995 John Wiley & Sons, Inc.
When science is “another world”: Relationships between worlds of family, friends, school, and science
Authors: Costa Victoria B.
Published: October 2006

The purpose of this article is twofold: to describe a model for understanding how students' responses to science are related to the degree of congruency between their worlds of family, friends, school, and science; and to explore the implications of this model for practice and policy in science education. The study focuses on the meaning‐perspectives of students to understand how they differentially experience school science. On the basis of classroom observations, teacher recommendation, and students' willingness, 43 high school science students were interviewed to gain information on their perceptions of school and science, the importance and influence of friends on these perceptions, and family conditions that were significant to their lives. Through the identification of five distinctive patterns regarding the relationship between personal experiences and success in school and science, this study draws attention to the necessity of curriculum and school practices that facilitate the integration of students' multiple worlds. © 1995 John Wiley & Sons. Inc.
Inventors, copycats, and everyone else: The emergence of shared resources and practices as defining aspects of classroom communities
Authors: Roth Wolff‐Michael
Published: October 2006

To evaluate the usefulness of the notion of community of practice in classroom settings, I conducted an ethnography of an emerging culture. In this exploratory study, I was particularly interested in finding student descriptions that allow researchers to recognize classroom communities. Based on the detailed analysis of videotaped student‐student interactions and ethnographic observations in a grade 4/5 classroom studying a unit on civil engineering, this article documents how the collectively available knowledge of a classroom community was transformed as resources and practices were adopted by more and more members. Students' disputes about who had come up with an idea first and students' admission to do something “because everyone else is doing it” both signaled the presence of a shared resource or practice. Many resources were readily adopted in a student‐centered process. The adoption of engineering discourse practices, on the other hand, were teacher‐centered and associated with considerable effort. Implications are drawn for the organization of classroom environments that encourage the emergence of shared resources and practices. © 1995 John Wiley & Sons, Inc.
Heuristic hypotheses in problem solving: An example of conceptual issues about scientific procedures
Authors: Seroussi Dominique‐Esther
Published: October 2006

Solving a problem with heuristic hypotheses consists in approximating the value of unknowns during one phase of the solution process and in refining these estimates subsequently. This way to solve problems is often introduced to college students in the units on chemical equilibrium: for instance, the concentration of a substance at equilibrium is first approximated in order to facilitate the calculation of the other concentrations. Along with its technical benefit, the introduction of this procedure can also help students to achieve a more thoughtful conception of the scientific method. Yet learning to use heuristic hypotheses is technically difficult because the procedure is logically complex and strongly appeals to field‐related knowledge. In addition, learning this procedure also involves conceptual difficulties which hamper the students' focus on the technical obstacles. Indeed this strategy is sometimes difficult for novices to grasp and even to recognize as a legitimate scientific procedure because it seems to be based on different principles than the classical procedure of problem solving: it relies on an empirical conception of accuracy, it does not separate the steps of modeling and calculations and its reasoning is based on premises that can only be demonstrated once the problem has been solved. When heuristic hypotheses are superficially introduced to beginners and are presented as bare simplifications. One can observe a misunderstanding and misuse of the procedure which reveal in fact more general misconceptions. On the contrary, it proved beneficial to explain the characteristics of the procedure and to prepare the students for it with the help of simpler exercises. © 1995 John Wiley & Sons, Inc.
How evaluation can make a difference
Authors: Brown Robert D.
Published: October 2006

Evaluation reports are often ignored when administrative decisions are made, but they need not be if the evaluator is viewed as a change agent and the report as a persuasive communication.
New students: Challenge to student affairs
Authors: Barna Adrienne , Haws James R. , Knefelkamp Lee
Published: October 2006

Change has always been a part of higher education and there have always been “new” students catalyzing a creative tension between their needs and the traditional ways and means of universities.
Exit valor, enter veracity
Authors: Thomas William Bud
Published: October 2006

When termination or extensive restructuring are the only alternatives for program units, a number of options are open to the administration.
The allocation process for campus‐based federal student aid programs in the 1980s
Authors: McCormick Joe L.
Published: October 2006

The new process for allocation of campus‐based federal student aid programs is now two years old. Has it solved the problems associated with the old process?
The national scene: Other alternatives and models
Authors: Kramer Mary C. , Bryan William A. , Rood Raymond P. , Smith Martha A.
Published: October 2006

The Mentoring‐Transcript Clearinghouse at the University of Nebraska‐Lincoln is described and the application of mentoring and transcript concepts in innovative programs are examined.
Models of stress
Authors: Hackett Gail , Lonborg Susan
Published: October 2006

Many theoretical models of stress exist, each emphasizing different aspects of the stress syndrome but each also enhancing our understanding of stress.
The assessment of chronic stress in college students
Authors: Powell Lynda H. , Eagleston Jean R.
Published: October 2006

Chronic stress can be assessed by observing behaviors, inquiring about thoughts and feelings, and specifying demands and resources.
Stress reduction program descriptions
Authors: Suinn Richard M.
Published: October 2006

Excellent examples of stress management and stress reduction programs provide ideas and challenges. Three programs are described in this chapter.
Concluding comments
Authors: Altmaier Elizabeth M.
Published: October 2006

Stress management can significantly impact the quality of life on our campuses.
Student organizations: Some legal implications
Authors: Cuyjet Michael J. , Gilbert Norden S. , Conboy Patrick M.
Published: October 2006

Student organizations exist at every college and university. Student affairs administrators must be aware of the legal responsibilities that attach to such organizations and develop sound policies to minimize legal liability in dealing with them.
Conclusion and sources of additional assistance
Authors: Barr Margaret J.
Published: October 2006

Specific sources of additional information including periodicals and hot lines are discussed.
Traditional perspectives on student affairs organizations
Authors: Strange C. Carney
Published: October 2006

To maximize efficiency and effectiveness. student affairs functions have become more specialized. Thus, it is often assumed that more coordination and control are needed to keep student affairs units operating smoothly and to realize student development goals.
A sampling of organizational perspectives
Authors: Oblander Frances W.
Published: October 2006

Some excellent resources are available for student affairs staff who desire a more thorough treatment of topics discussed in this sourcebook.
Orienting disabled students
Authors: Hameister Brenda G.
Published: October 2006

Disabled students offer a special challenge to orientation planners. These students must be mainstreamed into regular orientation programs and given special attention, particularly prior to enrollment.
Orienting returning adult students
Authors: Greenfig Beverly R. , Goldberg Barbara J
Published: October 2006

Orientation programs and activities for returning adult students must begin at the time of admission, continue during the first few days on campus, and progress through the entire year.
Student paraprofessionals within student affairs: The state of the art
Authors: Ender Steven C.
Published: October 2006

Paraprofessional programs staffed by undergraduate students help to promote preventive student development practices within higher education. When properly implemented, paraprofessional programs have benefits for student clients, the college, and paraprofessionals.
Serving two masters: The plight of the college student‐athlete
Authors: Rhatigan James J
Published: October 2006

Extensive demands placed on student‐athletes can be exhausting. Busy travel schedules, lost study time, and class absences, as well as emotional and physical stress, can place a heavy burden on this student group.
The rules of the game
Authors: Scott Charley
Published: October 2006

Rules exist at the expense of personal rights to all things and prescribe necessary conditions for orderly conduct of any phase of society.
The female athlete—who will direct her destiny?
Authors: West Charlotte
Published: October 2006

Female athletes have brought a new dimension to collegiate athletics, but just haw lasting and unique that dimension remains depends largely upon the leadership provided by women.
Pygmalion on the gridiron: The black student‐athlete in a White University
Authors: Leach Bob , Conners Bob
Published: October 2006

For Predominantly white colleges and universities that enroll black student‐athletes, to continue to ignore the special needs of these students will elevate what many already call a national disgrace to tragic proportions.
Providing academic and psychological services for the college athlete
Authors: Hurley Robert B. , Cunningham Robin L.
Published: October 2006

The backgrounds of many student‐athletes and the unique demands placed upon them in college indicate a need for programs designed to enhance their educational and personal development.
College sports: Decisions for survival
Authors: Mihalich Joseph C.
Published: October 2006

College athletic programs are in danger of losing their educational credibility, and their survival depends on the unified intervention of concerned college administrators.
Sources of additional assistance
Authors: Shriberg Arthur , Watson Sally E. , Brodzinski Frederick R.
Published: October 2006

Further sources of information, including associations and publications, are listed in this chapter.
The value of the student press: Three perspectives a presidential perspective
Authors: Magrath C. Peter , Magrath Diane Skomars
Published: October 2006

In this chapter three perspectives on the value of the student press are offered. First, the presidential perspective is presented. Second, a chief student affairs officer shares her view and finally, a journalist offers her perspective on the value of the student press.
The student press: A legal perspective
Authors: Gehring Donald D.
Published: October 2006

The freedom afforded the student press by the First Amendment is not absolute but balanced by the responsibilities to the community the press serves.
Summary and conclusions
Authors: Schuh John H.
Published: October 2006

As this sourcebook shows, the student press plays a significant role in contributing to campus life.
Additional references
Authors: Hayes Stuart F.
Published: October 2006

Resources are suggested that focus on legal and ethical issues of the press.
The role of campus recreation programs in institutions of higher education
Authors: Leafgren Fred , Elsenrath Dennis E.
Published: October 2006

Colleges and universities can teach students to live lifestyles that will enhance their total well‐being.
Promoting wellness through recreation facility development and programming
Authors: Montgomery Betty , Dalton Jon C.
Published: October 2006

The development of new recreation facilities provides a rare opportunity to create the kind of physical environment and supporting programs that will encourage the development of wellness behaviors and values.
Implementing strategies for high‐level wellness programs in student housing
Authors: Krivoski James F. , Warner Mark J.
Published: October 2006

Student housing provides an excellent environment for implementing a model of high‐level wellness in higher education.
TAAP: A model alcohol education program that works
Authors: Upcraft M. Lee , Eck William
Published: October 2006

A description of a comprehensive alcohol awareness program is presented, including research evidence that selected interventions, focused in the classroom, help students make more responsible decisions about alcohol and become more responsible drinkers.
Campus marketing guidelines
Authors: Hunter Drew
Published: October 2006

The efforts of several professional associations to develop commonsense marketing guidelines for alcohol are discussed and industry response is reviewed.
Conclusions and additional sources
Authors: Goodale Thomas G.
Published: October 2006

Recommendations for action and further sources are provided.
Internationalizing the campus: Questions and concerns
Authors: Spees Edith C. , Spees Emil R.
Published: October 2006

Attitude and an ingenious focusing process permit any size, type, or location of institution to develop an international dimension.
The foreign student today: A profile
Authors: Bulthuis Jill D.
Published: October 2006

A better understanding of foreign students is crucial if we are to be effective facilitators of their growth and development.
The foreign student and student life
Authors: Reiff Richard F. , Kidd Margaret A.
Published: October 2006

Assisting the foreign student to become a part of the total institution takes form in the student life area.
A model of professional education
Authors: Young Robert B.
Published: October 2006

This chapter relates professional education to the professional status of student affairs and includes a model of professional education to involve different educational modes, types of practice, and career stages.
Using the model of expanded professional education
Authors: Moore Leila V.
Published: October 2006

The model of expanded professional education might be used in two ways: for individual assessment and prescription and for institutional program development.
Institutional alternatives for expanding professional education
Authors: Aceto Thomas D. , Bryan William A. , Young Robert B.
Published: October 2006

Institutions should promote these alternatives for expanding professional education for student affairs practitioners: inservice programs, professional exchanges, and regional professional education centers.
The role of professional associations
Authors: Schrank Marian , Young Robert B.
Published: October 2006

The role of state, regional, and national associations in the professional education of student affairs administrators and counselors is investigated.
Summary and sources of additional information
Authors: Moore Leila V. , Young Robert B.
Published: October 2006

The editors summarize the benefits of professional education for individuals and institutions. Recommendations are offered for a national effort to improve professional education. Finally, readings are suggested for further study about professional education in student affairs.
Summary and annotated references
Authors: Wright Doris J.
Published: October 2006

Several key recommendations are offered, as well as annotated references for enhancing programs and services to minority students.
Models of practice
Authors: Ardaiolo Frank P. , Walker Sally J.
Published: October 2006

This chapter outlines models of practice associated with institutional factors and various adjudicative mechanisms for student judicial systems.
Evaluating judicial program effectiveness
Authors: Emmanuel Narbeth R. , Miser Keith M.
Published: October 2006

This chapter discusses the need for evaluation, recommends a model, suggests a planning cycle, and identifies constituents for evaluation. It also outlines steps in personnel and program evaluation and methods for implementing evaluation results.
Concluding remarks and sources of additional assistance
Authors: Caruso Robert , Travelstead Will W.
Published: October 2006

A successful judicial affairs program combines legal considerations, accepted standards of professional practice, and student development principles. Despite the complexities of this area, judicial affairs remains a vital, significant part of student affairs work.
The Greek experience: Friend or foe of student development?
Authors: Winston Roger B. , Saunders Sue A.
Published: October 2006

Research on the effects of Greek organization membership fails to document student development benefits consistently. There is evidence, however, to suggest that fraternities and sororities possess largely unrealized potential for stimulating the personal development of students.
Contemporary fraternity and sorority issues
Authors: Bryan William A.
Published: October 2006

Alcohol and drug abuse, discrimination based on race and sexual preference, and sexual violence have made their way onto campuses (and into fraternities and sororities).
Roles and responsibilities of Greek advisors
Authors: Anderson Jayne Wade
Published: October 2006

Advisors to fraternities and sororities have multiple, often conflicting, roles and responsibilities. How well they fulfill them determines in large part the success of a college's Greek system.
Resources and emerging issues
Authors: Winston Roger B. , Hughes Michael J.
Published: October 2006

A summary of useful publications and other resources for student affairs professionals is presented, followed by data about the issues and problems faced by Greeks today and recommendations that fraternities and sororities can use to more fully enhance the personal development of their members.
Managing right
Authors: Upcraft M. Lee
Published: October 2006

Managing “right” requires judgment about conflicting interests, based on management ethics, personal values, and intuition.
The developmental journey of the male college student
Authors: May Ronald J.
Published: October 2006

Development theories need to be reviewed to better understand and ameliorate the effects of gender role strain on college men.
Developmental programs
Authors: Leafgren Fred
Published: October 2006

College and uiversities can implement programs that effectively promote awareness and growth in the lives of male students.
Concluding remarks
Authors: May Ronald J. , Scher Murray
Published: October 2006

Major themes presented in each chapter are summarized.
Greater than the sum of its parts: Strategy and resources
Authors: Sagaria Mary Ann Danowitz , Koogle Lisa L.
Published: October 2006

The authors present a collaboratiue strategy for enhancing women's leadership dzuelopment and offer resources for greater understanding.
A chief student affairs officer's perspective on the aisp model
Authors: Sandeen Arthur
Published: October 2006

The responsibilities of chief student affairs officers for the resolution of student problems are discussed. The AISP model is considered as a structured approach for use by institutions.
Applying the AISP model to the college student‐athlete
Authors: Rhatigan James J.
Published: October 2006

Would the AISP model work for the college student‐athlete? A brief case study suggests possibilities and raises issues.
Closing notes
Authors: Delworth Ursula
Published: October 2006

Clarity and coordination are key ingredients in the AISP model. Both are necessary for effective implementation.
An overview of religion on campus
Authors: Butler John
Published: October 2006

Religion on campus is diversified, but it is built on a common history of patterns and characteristics that can be used to assist student services professionals.
Sexual violence
Authors: Roark Mary L.
Published: October 2006

This chapter explores the topic of sexual violence on campus, particularly rape between persons who know one another. Ways to prevent such abuse on the college campus are discussed.
Conclusions and additional sources of information
Authors: Sherrill Jan M.
Published: October 2006

A list of articles, papers, books, periodicals, and organizations that can begin to define for the practitioner the problem of campus violence is offered.
Creating educational partnerships between academic and student affairs
Authors: Zeller William , Hinni John , Eison James
Published: October 2006

Building community through the development of partnership between student affairs and academic affairs will assist campuses in creating a sense of mattering among students, faculty, and student affairs professionals.
Interpersonal violence and crisis intervention on the college campus
Authors: Sorenson Susan B. , Brown Vivian B.
Published: October 2006

The primary goal of crisis work with victims of interpersonal violence is to restore coping and to assist their return to the previous level of functioning.
Learning styles as a filter for developing service‐learning interventions
Authors: Stewart Greig M.
Published: October 2006

Understanding Kolb's learning theory and applying it to the Service Learning Model outlined in Chapter One provide student‐development professionals with additional means to promote the development of individual students.
The integration of service learning into leadership and campus activities
Authors: Delve Cecilia I. , Rice Kathleen L.
Published: October 2006

Through an understanding of the concept of servant‐leadership, administrators can integrate community‐service opportunities for all student organizations with the aim of emphasizing the advantages of nonhierarchical over hierarchical and power‐oriented leadership models.
Perspectives on sexual orientation
Authors: Evans Nancy , Levine Heidi
Published: October 2006

Sexual identity development theory suggests that gay men and women who are struggling to define themselves sexually may be focused on substantially different developmental issues than are heterosexual men and women.