DOCSLIB.ORG

2012-2013 Hiram College Catalog

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2012-2013 Hiram College Catalog Published 28-AUG-12 The Hiram College Undergraduate Catalog 2012-2013 Hiram College is fully accredited by the Higher Learning Commission, a commission of the North Central Association of Colleges and Schools. Hiram’s current Statement of Affiliation Status may be obtained by contacting the HLC. The Higher Learning Commission of North Central Association of Colleges and Schools 230 South LaSalle Street, Suite 7-500 Chicago, Illinois 60604 800.621.7440 www.ncahlc.org The College is authorized by the Ohio Board of Regents and approved by the Ohio Board of Nursing and the American Chemical Society. The College is an accredited institutional member of the National Association of Schools of Music.The Teacher Education program at Hiram College is accredited by the National Council for Accreditation of Teacher Education (NCATE). Non-Discrimination Policy Hiram College is committed to equality of opportunity and does not discriminate in its educational and admission policies, scholarship and loan programs, and athletic and other school-administered programs on the basis of race, color, national origin, religion, gender, sexual orientation, age, or disability. The College will not tolerate harassment, prejudice, abuse, or discrimination by or of any of its students, faculty, or staff. Notice of Change of Regulations: College Disclaimer Every effort is made to ensure the information contained in this document is accurate at the time of publication; however, Hiram College reserves the right to amend degree requirements, courses, college calendars, catalogs, schedules, fees, academic and other College policies and procedures as relevant to the mission and operation of the College without prior notice. All amendments will be communicated to the campus community by the appropriate College officials. The Mission and Vision of Hiram College The mission of Hiram College is to foster intellectual excellence and social responsibility, enabling our students to thrive in their chosen careers, flourish in life, and face the urgent challenges of the times. Vision Statement Hiram’s students will be among those called to address the urgent problems facing our era. Answering this call will require timeless intellectual capacities for critical thinking, imaginative problem-solving, and reflective decision-making. Cultivating these skills in the foundational knowledge of humanity, nature, and their relationships, has been the essential core of the liberal arts tradition since its beginning in antiquity. Hiram College commits to continuing the rich legacy of liberal learning for students, developing the knowledge, skills, and habits of mind acknowledged for over two millennia as both valuable in their own right and conducive to success in any endeavor. Throughout its rigorous core curriculum and specialized academic programs, Hiram College will emphasize the ability to think critically and communicate effectively, to engage in disciplined inquiry and autonomous learning, and to recognize the essential connectedness of all knowledge. Liberal education has been traditionally concerned not only with developing the intellect, but also with educating the whole person. To this end, Hiram College attends to the emotional and ethical lives of our students throughout both the curricular and co-curricular life of the campus, promoting respect for diversity, understanding of cultural difference, ethical reflection, and the ideal of engaged citizenship. We believe in addition that learning by doing and knowing through experience are critically important preparation for the complex challenges that our students will confront in their lives and careers. Hiram College therefore commits to providing students not only with rigorous and relevant preparation in their chosen areas of major study, but also with opportunities to prepare themselves to meet the challenges of their future careers through experiential learning, application of their new skills and knowledge to real problems, and attentive mentoring during the transition into their careers by both faculty and staff. Because success will require rigorous preparation and superior effort, Hiram College expects the same of itself. Because our world sorely needs tolerance, civility, understanding and respect for diversity, Hiram must insist upon the same. Because solutions to the problems of our times can only be achieved through innovation, creativity, and boldness of vision, the College will continue to encourage and practice these, as it has since its founding in 1850. Statement of Core Values The preceding statement of Hiram's Mission and Vision are based on its historical statement of Core Values. They set forth what we believe and define how we should conduct our affairs. At the heart of these values is the student. Community We are a community that fosters mentoring relationships and shared responsibility for learning. We are committed to the well-being of each member of the community. We value the distinctive contributions of every person in the learning environment. Learning We believe in the interrelationship of knowledge exemplified in the liberal arts. We demonstrate unwavering commitment to the pursuit of learning and quality scholarship. We value superior teaching and comprehensive mentoring. We are committed to supporting the continuous personal and professional growth of community members. We foster an environment that encourages open inquiry. Responsibility We recognize that the well-being and governance of the community are a shared responsibility among community members. We believe that community members are accountable for their actions and should be held to high standards. We embrace our responsibility to the larger community beyond the boundaries of Hiram College and encourage learning through service. We respect the dignity of each individual. Diversity We are an inclusive community that welcomes people of diverse backgrounds, beliefs, and points of view. We recognize the value of diversity in our educational program. We seek to foster a supportive environment in which community members will be challenged to explore knowledge, values, and ethics from varied perspectives. We celebrate freedom of thought and freedom of choice. Innovation We honor our tradition in the liberal arts and its profound relevance to society. We are eager to explore new issues and practices and integrate them into our academic vision. We encourage individual initiative, creativity, and talent. Academic Calendar 2012-2013 Fall 12-Week New Faculty Orientation August 16, 2012 MAIS Orientation August 17-18, 2012 Opening Assembly August 17, 2012 New International Student Orientation August 17-21, 2012 Weekend College Orientation August 18, 2012 1st Year Institute August 22-26, 2012 Fall 12- Week Classes Begin August 27, 2012 Opening Convocation August 30, 2012 Labor Day - NO CLASSES September 3, 2012 Last Day to add/drop 12 wk course with NO grade September 7, 2012 Ethics Teach-In September 13, 2012 Campus Day - NO CLASSES September 20, 2012 Alumni Executive Board September 22, 2012 Hiram College Homecoming September 22, 2012 Fall Progress Report Grades Due September 24, 2012 Board of Visitors October 12, 2012 Fall Weekend October 12-14, 2012 Hiram Board of Trustees October 25-27, 2012 Fall Midterm Grades Due October 22, 2012 Advising for Spring Registration October 22 - November 2, 2012 Last Day to drop 12 wk course w/ grade W November 2, 2012 Registration for Spring Begins November 5, 2012 Fall 12-Week Ends November 16, 2012 Final Exams November 19-21, 2012 Term Break November 21-27, 2012 Fall 3-Week Fall 3-Week Begins November 28, 2012 Last Day to add/drop 3 wk course with NO grade November 30, 2012 Fall 12-week Grades Due December 5, 2012 Last Day to drop 3 wk course w/ grade W December 13, 2012 Fall 3-Week Ends December 18, 2012 Final Exams December 19, 2012 Fall 3-week Grades Due by Noon December 27, 2012 December 20, 2012 - January 6, Winter Break 2013 Spring 12-Week Spring 12-Week Begins January 7, 2013 Last Day to add/drop 12 wk course with NO grade January 18, 2013 Martin Luther King Day - NO CLASSES January 21, 2013 Hiram Board of Trustees January 24-26, 2013 Board of Visitors February 1, 2013 Spring Progress Report Grades Due February 4, 2013 Alumni Executive Board February 9, 2013 Spring Break March 4-8, 2013 Spring Midterm Grades Due March 11, 2013 Advising for Fall Registration March 11-22, 2013 Last Day to drop 12 wk course w/ grade W(ithdrawal) March 22, 2013 Registration for Fall Begins March 25, 2013 Spring 12-Week Ends April 5, 2013 Final Exams April 8-10, 2013 Term Break April 11-16, 2013 Spring 3-Week Spring 3-Week Begins April 17, 2013 Last Day to add/drop wk course with NO grade April 19, 2013 Spring 12-week Grades Due April 23, 2013 Board of Visitors April 26, 2013 Alumni Executive Board May 11, 2013 Last Day to drop 3 wk course w/ grade W(ithdrawal) May 2, 2013 Spring 3-Week Ends May 7, 2013 Final Exams May 8, 2013 COMMENCEMENT May 11, 2013 Hiram Board of Trustees May 9-11, 2013 Spring 3-week Grades Due by Noon May 14, 2013 Assessment Day May 14, 2013 Undergraduate Admission Admission to Hiram Hiram College admits students whose records demonstrate they have the ability to succeed at the College. Traditional College First-Year Student Admission Criteria and Required Credentials Hiram College operates on the Rolling Admission Plan for First-Year students and adheres to the National Association for College Admission Counseling’s Statement of Principles of Good Practice. Most First-Year students enrolling for the fall semester at Hiram for the first time apply for admission, notify the institution of their intent to accept their offer of admission, and pay their commitment deposits by the preceding May 1. Hiram will offer admission to qualified students as their credentials arrive until we project that we will reach our First-Year student capacity. In general, because our distinctive First-Year program is integral to establishing student success, First-Year students are only admitted for the fall semester.
Load more

Recommended publications
  • Children's Music, MP3 Players, and Expressive
    Children’s Music, MP3 Players, and Expressive Practices at a Vermont Elementary School: Media Consumption as Social Organization among Schoolchildren Tyler Bickford Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2011 © 2011 Tyler Bickford All rights reserved Abstract Children’s Music, MP3 Players, and Expressive Practices at a Vermont Elementary School: Media Consumption as Social Organization among Schoolchildren Tyler Bickford Over the last generation changes in the social structure of the family and children’s command of an increasing share of family spending have led marketers to cultivate children as an important consumer demographic. The designation “tween,” which one marketer refers to as kids “too old for Elmo but too young for Eminem,” has become a catchall category that includes kids as young as four and as old as fifteen. Music marketed to children—led by the Disney juggernaut, which promotes superstar acts such as the Jonas Brothers and Hannah Montana/Miley Cyrus across television, radio, film, DVDs and CDs, and branded toys, clothing, and electronics—represents a rare “healthy” area of the music industry, whose growth has paralleled the expansion of portable media technologies throughout U.S. consumer culture. The increasing availability of portable media devices, along with the widespread installation of Internet terminals in schools and educators’ turn toward corporate- produced “edutainment” for lessons, has reconfigured schools as central sites of children’s media consumption. Off-brand MP3 players packaged with cheap and brightly colored earbuds have become more and more affordable, and marketers increasingly target kids with celebrity-branded music devices and innovations like Hasbro’s iDog series of toy portable speakers, which fit naturally among children’s colorful and interactive collections of toys.
    [Show full text]
  • Merry Christmas to All from The
    Merry Christmas to all from the E-mail: [email protected] www.southbeltleader.com Dec. 25, 2008 Voice of Community-Minded People Vol. 33, No. 47 Suspect arrested in Pham killing Frazier students donate toys On Wednesday, Dec. 17, Webster police ar- County prosecutors charged him with capital wife, Phuong Vu. Pham leaves behind a 3-year- rested the suspect accused of killing South Belt murder. According to police, the juvenile made old son and a 5-year-old daughter. resident Thanh Pham. a purchase from the store and then shot Pham as It has been a diffi cult year for Pham’s family. Police say a 15-year-old juvenile is respon- he rang up the order. The suspect then allegedly Just last August, they lost a relative when a bus sible for shooting Pham, 35, in an apparent rob- fl ed the scene with money taken from the cash carrying Vietnamese religious pilgrims crashed bery attempt Saturday, Nov. 29, at a liquor store register. in the Sherman area in North Texas, killing 17 in the 900 block of E. NASA Parkway. While the liquor store’s security cameras were and injuring 38 others. Family members said Pham worked at the inoperable at the time of the crime, police say The Harris County District Attorney’s Offi ce store 12 hours a day, six days a week. they interviewed witnesses at the strip center will determine whether or not to try the juvenile The suspect was already in juvenile custo- who saw the teenager loitering around the store as an adult.
    [Show full text]
  • Meow-Chi Manual
    Meow-chi Manual Axlon Petster Robotic cat Plush Robot Toy Original Box and Instructions Meow-Chi Interactive Robotic Cat With Mouse and Instructions Vintage 2000 Works. This article is in need of more information! Help improve it by adding in what you know, or look at the request below for specific details. Omnibot 2000 Robot User Manual.pdf · Omnibot Robot LeGrand Robie Robot Users Manual.pdf (French) · Robie Sr Meow Chi Robot.pdf · Tekno Robot. Buddy Complex – Jarl Duran, Space Dandy – Meow, Majin Bone – Antonio/Jaguar This section contains a list of works that does not follow the Manual of Style for lists of Atlantica Online – Mercenary Taoist (Jeon Woo Chi) Japanese voice. Poo Chi Robot · Sonic Robot Meow Chi Robot · Keenway Robot Robie Sr. & The Omnibot 5402 Service Manual & Schematics For Troubleshooting Designing, cutting and grading boot and shoe patterns and complete manual for the stitching Pouch howto by Meow-chi.deviantart.com on @deviantART. Meow-chi Manual Read/Download TRADE/SALE: ROBO CHI Poo-Chi Meow-Chi Dino-Chi T-Rex ROBOCHI POOCHI. Furby® Instruction Manual remember those robotic cat and dog toys called poo-chi and meow-chi? But I can still hear that Poo-chi barking and growling. Stream CHi​NO BiNO - What If (Ase Manual Remix) by Ase Manual from desktop or your Follow Ase Manual and others on SoundCloud. llogan 愛 - Meow. MiniBots (Tagl) Tags: robot lego instructions mecha bot cad mech minibot mlcad Meow-Chi instructions (Rain Rabbit) Tags: cat robot instructions meowchi. "micro-needling is a good place to start," says Chia Chi Kao, a Santa Monica plastic surgeon.
    [Show full text]
  • THE KANSAS FARMER. Prof
    ESTABLISHED 1863. TOPEKA, KANSAS, MARCH 1. 1882. VOL. XX. NO.9 I them on thouOl8nd. ofbl,Jg The morning ••••Ion WIlS opened by a leoture by the crop. This last yenr I,p.tJ" one man In Brown not try Iho Catalpa ailaln unless could Hct besl trlends. NotWithstanding, trees 0...,,, wind are In o( Ignorauce THE KANSAS FARMER. Prof. Shelton on "Farm Experiments," -Agriculture .county nearly 1700 for about 40 acres of broom corn, north side of some other break. They annuallp destroyed consequence and benefits to be derived from Is the creature of experIment, and the difference be­ and It WIIS one of the drouthy years Kausas. have too heayy a foliage for tb ls windy country. of thelr habitll the milk contrar It should be the destre or twoen old and modern agrlculture 10 that we can rive Holten, Jaokson Co, K.... E. ASHTON. Wishing to learn more lIbout 'heCooley can', them. On tbe y Parmer THq The XaUIa. CompaDY, Proprietorl, we tried them with the milk to their lives and tbell good reason for what we do now: Ten years expert­ hope those wbo have everybody preserve promote KaDIa•. shall we It? W,ll not some 01 Topeka, mont. on the f�rm wIth wheat show lin aver­ .rom two or throe cow. will give U8 .. lIttio IIghl tnurease. But bow do college Notel, " Way In the of 13 bushels acre. co'ting 56c 1 per bu; oats 29 through the FARIlKn. F. W. BAKER. our wise ones, Proresaors AgriculLural CoUege, age per To. the EdItor of tbe KansM Flinner: Feb.
    [Show full text]
  • The Story of Streator. Being an Account of the Growth of Its
    Q.977 W67s L 1 G. RA RY . OF THL • U N I VER.5 ITY or 1 LLl NOI5 mvi wnmi-si^ Mm this book on or before the 5t Date stamped below. A t is made on all overd*' 51 ty ( THE STORY OF STREATOR ^r>F.INr. AN ACCOUNT OF THE GROWTH OF ITS IN- STITUTIONS, CIVIC. SOCIAL AND INDUSTRIAL. WITH SPECIAL REFERENCE TO ITS MANUFACTURING AND BUSINESS INTERESTS: TOGETHER WITH AN OUTLINE OF ITS EARLY HISTORY AND LIFE SKETCHES OF SOME OF ITS LEADING CITIZENS. EDITED BY PUBLISHED BY E. WILLIAMS M. MEEHAN AND . THE INDEPENDENT-TIMES STREATOR. ILL. 1912 FLASHLIGHTS OF STREATOR TREATOR was platted in 1868; organized as a village in 1870; organ- ized as a city in 1882. In 1870 it had a population of 1486; in 1880 it numbered 5.157; in 1912 it claims 18,000 in city and environs. It was named after Dr. W. L. Streator, president of the Vermillion Coal Company, which opened the first shipping coal mines in 1866. It is situated 93 miles southwest of Chicago, on the Vermillion River, at the southern extremity of La Salle County where it joins Livingston; in the heart of the famous corn belt of North America, and in one of the healthiest and most pro- ductive regions. It is surrounded by the richest farms on the continent, whose value runs from $200 to $300 per acre, and whose owners and cultivators are wealthy, progres- sive and intelligent. It is reached by gravel roads from every direction, and these will soon be su- perseded by brick to accommodate the automobiles now owned by nearly every rich farmer.
    [Show full text]
  • The Play Pyramid: a Play Classification and Ideation Tool for Toy Design
    The play pyramid: a play classification and ideation tool for toy design The MIT Faculty has made this article openly available. Please share how this access benefits you. Your story matters. Citation Kudrowitz, Barry M., and David R. Wallace. “The Play Pyramid: a Play Classification and Ideation Tool for Toy Design.” International Journal of Arts and Technology 3, no. 1 (2010): 36. As Published http://dx.doi.org/10.1504/IJART.2010.030492 Publisher Inderscience Publishers Version Author's final manuscript Citable link http://hdl.handle.net/1721.1/119897 Terms of Use Creative Commons Attribution-Noncommercial-Share Alike Detailed Terms http://creativecommons.org/licenses/by-nc-sa/4.0/ Int. J. Arts and Technology, Vol. X, No. X, xxxx 1 The play pyramid: a play classification and ideation tool for toy design Barry M. Kudrowitz* and David R. Wallace Department of Mechanical Engineering, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Room 3-452, Cambridge, MA 02139, USA E-mail: [email protected] E-mail: [email protected] *Corresponding author Abstract: Toy designers and students may benefit from a universal classification system to communicate and ideate new toy concepts. In this paper, we present two graphical tools that help designers to classify and manipulate toy product concepts. The play pyramid is a three-dimensional map that allows designers to classify a toy concept by placing it in a space between what we believe to be four independent axes of play (sensory, fantasy, construction and challenge). The sliding scales of play are modifiers or adjectives that one can use to further describe the play of a toy concept.
    [Show full text]
  • American Square Dance Vol. 45, No. 6
    AMERICAN SQUARE DANCE Single $1.25 JUNE 1990 Annual $12.00 &AAA MEMPHIS TENNESSEE National Square Dance Convention SUPREME AUDIO THE PROFESSIONAL SOURCE 1 O FREE CATALOG! r0>33 • Hanhurst's Tape Service D-1 • Equipment • Records 2 • Publications cc Q Bill and Peggy Heyman z WE GUARANTEE YOUR SATISFACTION 0 cn r THE DIRECTOR] K BY<YAK STACK TAC S 100% Horizontal Room Coverage YAK Virtually Indestructible Case Handles From 1 to 320 Watts Weighs Only 25 pounds 33 Engineered and Manufactured by m YAK STACK W Weighing only 25 pounds, this system is designed to outperform the origi- nal Yak Stack. This 8 ohm system can handle up to 320 watts of peak 01W - power and has even wider horizontal dispersion than its predecessor. 1 Each of the 8 speakers are alternately flared left and right to achieve this 33 performance. You really have to hear it to believe it. Sized to be allowed on airplanes (FAA approved size), the speaker case is made of roto- INH molded plastic and is extraordinarily durable! 0 V3 co In Stock . Ready to Ship! USE OUR TOLL FREE "HOTLINE" S LIM 1-800-445-7398 a (USA & Canada) 13H SUPREME AUDIO, INC. V1: P.O. BOX 687 I- /d RIDGEWOOD, N.J. 07451-0687 ASHTON MARANTZ CALIFONE HANHURST'S AMERICAN [) SCJURRE DRNCE VOLUME 45, No. 6 THE INTERNATIONAL MAGAZINE JUNE 1990 WITH THE SWINGING LINES • THE ASD LINE-UP SQUARE DANCE SCENE 4 Co-Editorial 31 Callerlab News 5 By-Line 35 LEGACY News 7 Meandering with Stan 51 39th National Convention 11 Humor And Square Dancing 53 Roundalab News 15 How To Make June Special 56 A/C Lines (Advanced & Challenge) 19 Grandpa Learns To Square Dance 62 International News 23 A Good Revolution 66 Date-Line 25 Encore 27 Best Club Trick ROUNDS 33 On Line 39 Cue Tips 37 Hem Line 59 Facing the L.O.D.
    [Show full text]
  • A Play Classification and Ideation Tool for Toy Design Barry M. Kudrowitz* and David R. Wallace
    Int. J. Arts and Technology, Vol. X, No. X, xxxx 1 The play pyramid: a play classification and ideation tool for toy design Barry M. Kudrowitz* and David R. Wallace Department of Mechanical Engineering, Massachusetts Institute of Technology, 77 Massachusetts Avenue, Room 3-452, Cambridge, MA 02139, USA E-mail: [email protected] E-mail: [email protected] *Corresponding author Abstract: Toy designers and students may benefit from a universal classification system to communicate and ideate new toy concepts. In this paper, we present two graphical tools that help designers to classify and manipulate toy product concepts. The play pyramid is a three-dimensional map that allows designers to classify a toy concept by placing it in a space between what we believe to be four independent axes of play (sensory, fantasy, construction and challenge). The sliding scales of play are modifiers or adjectives that one can use to further describe the play of a toy concept. By taking a toy design and moving it around inside the play pyramid or along the scales of play, the design can take on new and unforeseen play affordances. Both of these tools have been tested and applied in industry sponsored research and design education settings and were successful in expanding upon toy ideas. Keywords: affordances; arts and technology; classification; idea generation; toys; toy design; toy design education; play; play pyramid; play value. Reference to this paper should be made as follows: Kudrowitz, B.M. and Wallace, D.R. (xxxx) ‘The play pyramid: a play classification and ideation tool for toy design’, Int.
    [Show full text]
  • The Hiram College Undergraduate Catalog 2009-2010
    PDF Version The Hiram College Undergraduate HIRAM COLLEGE UNDERGRADUATE CATALOG Catalog 2009-2010 UNDERGRADUATE Hiram College is fully accredited by the Higher Learning Commission, a commission of the ADMISSION: TRADITIONAL STUDENTS North Central Association of Colleges and Schools. Hiram’s current Statement of Affiliation Status may be obtained from NCA by calling 312.263.0456. The College is authorized by FINANCIAL AID the Ohio Board of Regents and approved by the Ohio Department of Education, Ohio Board of Nursing, and the American Chemical Society. The College is an accredited FEES AND CHARGES institutional member of the National Association of Schools of Music. STUDENT REGISTRATION Non-Discrimination Policy STUDENT ACADEMIC RESPONSIBILITIES AND Hiram College is committed to equality of opportunity and does not discriminate in its PERFORMANCE educational and admission policies, scholarship and loan programs, and athletic and other HIRAM COLLEGE school-administered programs on the basis of race, color, national origin, religion, gender, RESOURCES sexual orientation, age, or disability. The College will not tolerate harassment, prejudice, abuse, or discrimination by or of any of its students, faculty, or staff. ACADEMIC PROGRAM: THE HIRAM PLAN Notice of Change of Regulations: College Disclaimer FIRST YEAR PROGRAM AND COLLOQUIUM Every effort is made to ensure the information contained in this document is accurate at the time of publication. However, Hiram College reserves the right to amend degree FIRST YEAR SEMINAR requirements, courses, college calendars, catalogs, schedules, fees, academic and other HIRAM'S CORE CURRICULUM College policies and procedures as relevant to the mission and operation of the College without prior notice. All amendments will be communicated to the campus community by INTERDISCIPLINARY the appropriate College Officials.
    [Show full text]
  • Barrow: a Decade of Modernization TECHNICAL REPORT NO
    — OCS Study MMS 86-0088 U.S. Department of the Interior Technical Report Number 125 . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ....%. .. .. .. .. “. .“:::::::::::::::::::::::::::::::::: . Social and Economic ..:.:.:.:.:.:. x.:.:.:.:.:.:.. Studies Program :::::: ..:.:.:.:.:.:.:.:. x.:.:.:.:.:.:.:.:.:.:.:. ..<.:-:.:.”.’.,.. .. .. .. .. .::::::::::::::::::::::: .. .. .. .. .. .. .:::::::::::::::::::::::::: . .. .. .. .. .. .. .. .. :.:.:.:.:.:-:.:.:.: .:.:.:.%. :.:.:.:.:.:.:.:.:.:+:.:.:.: .:.:.x. :.:.:.. :::::::::::::::::::::::::::- . Sponsor: ::=: :y: Minerals Management :::::::::::::::::\:: ::: Service .:.:.:.:.:. :+:+x+: .:.:.:.:.:. :.:+ Alaska Outer Continental ‘. A. ..z3i!iiii... Shelf Region Barrow: A Decade of Modernization TECHNICAL REPORT NO. 125 CONTFUiCT NO. 14-12-0001-30227 Barrow: A Decade of Modernization The Barrow Case Study Prepared for Minerals Management Service Alaska OCS Region Alaska OCS Socioeconomic Studies Program By: Rosita Worl and Charles W. Smythe, Ph.D. Chilkat Institute September 30, 1386 NOTICE This document is disseminated under the sponsorship of the U.S. Department of the Interior, Minerals Management Service, Alaska Outer Continental Shelf Region, in the interest of information exchange. The United States Government assumes no liability for its content or use thereof. , r. EXECUTIVE SUMMARY This study was designed to describe current sociocultural and socioeconomic conditions in the community of Barrow, to establish the historical context of recent changes in the town, and to increase our
    [Show full text]
  • New Category Structure from October 15, 2019 - US
    New Category Structure from October 15, 2019 - US L1 L2 L3 L4 L5 L6 Category ID Antiques 20081 Antiquities 37903 The Americas 37908 Byzantine 162922 Celtic 162923 Egyptian 37905 Far Eastern 162916 Greek 37906 Holy Land 162917 Islamic 162918 Near Eastern 91101 Neolithic & Paleolithic 66834 Roman 37907 South Italian 162919 Viking 162920 Reproductions 162921 Price Guides & Publications 171169 Other Antiquities 73464 Architectural & Garden 4707 Balusters 162925 Barn Doors & Barn Door Hardware 162926 Beams 162927 Ceiling Tins 37909 Chandeliers, Sconces & Lighting Fixtures 63516 Columns & Posts 162928 Corbels 162929 Doors 37910 Finials 63517 Fireplaces, Mantels & Fireplace Accessories 63518 Garden 4708 Hardware 37911 Door Bells & Knockers 37912 US_New_Structure_Oct2019 - Page 1 of 590 L1 L2 L3 L4 L5 L6 Category ID Door Knobs & Handles 37914 Door Plates & Backplates 37916 Drawer Pulls 162933 Escutcheons & Key Hole Covers 162934 Heating Grates & Vents 162935 Hinges 184487 Hooks, Brackets & Curtain Rods 37913 Locks, Latches & Keys 37915 Nails 162930 Screws 162931 Switch Plates & Outlet Covers 162932 Other Antique Hardware 66637 Pediments 162936 Plumbing & Fixtures 167948 Signs & Plaques 63519 Stained Glass Windows 151721 Stair & Carpet Rods 112084 Tiles 37917 Weathervanes & Lightning Rods 37918 Windows, Shutters & Sash Locks 63520 Reproductions 162937 Price Guides & Publications 171170 Other Architectural Antiques 1207 Asian Antiques 20082 Burma 162938 China 37919 Amulets 162939 Armor 162940 Baskets 37920 Bells 162941 Bowls 37921 Boxes 37922 Bracelets
    [Show full text]
  • Characterization of Endocrine Disrupting Effects of Bisphenol a Or 17Α-Ethinyl Estradiol in Mouse Uterus
    Characterization of Endocrine Disrupting Effects of Bisphenol A or 17α-Ethinyl Estradiol in Mouse Uterus A dissertation submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Pharmacology and Cell Biophysics of the College of Medicine by Jessica A. Kendziorski BA, DePauw University, 2010 Committee Chair: Scott M. Belcher, PhD ABSTRACT Bisphenol A (BPA) and 17α-ethinyl estradiol (EE) are estrogenic endocrine disrupting chemicals (EDCs) that adversely affect the structure and function of the uterus. Humans are ubiquitously exposed to BPA via consumption of contaminated food and beverage from polycarbonate packaging or food cans. Humans are exposed to EE through the use of oral contraceptives. While human exposure to these EDCs is widespread, little is known how these compounds alter physiological responses that lead to increased incidence of uterine pathology. The purpose of this dissertation was to investigate and characterize uterine pathologies and associated alterations in immune responsiveness and fibrosis. Two mouse strains were used, the CD1 and the C57Bl/6N strains. Exposure during adulthood included mating, parturition, and offspring rearing and mice were exposed for 12-15 weeks. Whole life exposure included placental transfer, as well as direct oral consumption, exposing mice until postnatal day (PND) 90. In order to closely mimic human exposure, mice were orally exposed through diet to known concentrations of control (0 ppm), BPA (0.03, 0.3, 3, 30, or 300 ppm), or EE (0.0001, 0.001, 0.01, 0.1, or 1.3 ppm), which resulted in calculated BPA doses of 0.04, 0.4, 4, 40, and 400 mg/kg/day and EE doses of 0.00002, 0.0002, and 0.001 mg/kg/day.
    [Show full text]