Academic literature on the topic 'Wyoming High School (Wyoming, Ohio)'
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Journal articles on the topic "Wyoming High School (Wyoming, Ohio)"
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Manzi, Joseph, Kyle Kunze, Jennifer Estrada, Brittany Dowling, Kathryn Mcelheny, Joshua Dines, and James Carr. "Rest Day Requirements Have a Greater Effect on Season-Long Workload Expenditure by High School Pitchers than Pitch Count Limits: Implications for High School State Pitch Count Regulations." Orthopaedic Journal of Sports Medicine 9, no. 7_suppl4 (July 1, 2021): 2325967121S0022. http://dx.doi.org/10.1177/2325967121s00222.
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Objectives: High school baseball pitch count limits vary widely by state; however, it is unknown how these variations impact cumulative elbow varus torque (EVT) throughout a season. Specifically, pitch count limits are a popular method for preventing overuse in youth baseball players, but rest day requirements for different pitch count limits are often highly variable and less frequently analyzed. Therefore, the objectives of the current study were to (1) investigate variations in pitch count rules across all 50 states, (2) calculate maximum game, monthly and season-long EVT across all pitch count limits, and (3) calculate EVT across all pitch count limits after adjusting for rest days required by each state. We hypothesized that the number of required rest days based on gameday pitch count limits would lead to large variations in cumulative EVT workload over the course of a season. Methods: Pitch count allowances and required rest days for high school baseball pitchers were recorded from the athletic association website of each state. The Motus Global database was queried for all high school pitchers. Average EVT for game pitches was quantified and used to calculate cumulative game, weekly, monthly, and season EVT during a projected 3-month season for each maximum pitch count limit assuming a three-day rest period. Values were subsequently recalculated for each group of states based on pitch count allowances and actual required rest days. Results: The Motus Global database provided 65,928 pitches from 45 high school pitchers with an average age of 16.9 ± 0.8 years. Average EVT per pitch was 45.04 ± 10.46 N•m. High school baseball is not a sanctioned sport in 2 states (Montana and Wyoming), leaving 48 states for analysis. The most common midseason maximum pitch count limit was 110 pitches (19 states, range 100-125 pitches), and the most common required rest days was 4 days (24 states, range 0-5 days) (Table 1). Assuming three-days rest between maximum pitch outings, there was a 20% difference in cumulative EVT during a season between 100 and 125 maximum pitches. When maximum pitch counts were projected with required rest days, allowing a maximum of 140 pitches in a 4 day span without a specific rest day requirement resulted in the most EVT during a season (Nevada), followed by allowing a maximum pitch count of 125 pitches with a rest requirement of 3 days (Louisiana/Ohio, Figure 1). Pennsylvania and Wisconsin allowed the least amount of pitches (i.e. 100 pitches) with the shortest required rest days (i.e. 3 days), resulting in the lowest EVT for a game and week but the sixth highest season EVT. Conversely, South Carolina allowed 110 pitches but required the most rest days (5 days), resulting in the lowest season EVT. Overall, there was a 48.8% difference in EVT during a season between the most and least restrictive states. A greater seasonal EVT in the lowest pitch count range with 1 required rest day compared to the highest pitch range was observed in 28 states (58%). Average seasonal workload of every pitch count range per required rest days for all states is summarized in Figure 2. This generally demonstrates an inverse trend with a 30% greater EVT differential between the lowest pitch range with one required rest day and the highest pitch range with 5 required rest days. Only 1 state had equal seasonal EVT at both maximum and minimal pitch ranges (Pennsylvania). Conclusions: There is wide variability in pitch count rules between states. Required rest days are often an underappreciated aspect of pitch count rules, yet they may influence season-long EVT more than maximum pitch count allowances. For example, the maximal seasonal EVT did not occur at maximal pitch limits for the majority of states. Instead, it most frequently occurred at the lowest pitch count allowance with 1 rest day (58% of states). A primary example is Indiana, which has a 20% greater potential seasonal EVT in the lowest pitch range (36-60 pitches, 1 rest day requirement) compared to its maximal pitch limit (101-120 pitches, 4 rest day requirement). Pitch count rules should be analyzed to ensure that projected workload across all pitch count and rest day allowances are proportional. Therefore, standardization of pitch count rules across states should be considered with increased emphasis on rest day restrictions. [Table: see text]
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Blum, H. Timothy, Dorothy Jean Yocom, Allen Trent, and Meredith Mclaughlin. "Professional Development: When Teachers Plan and Deliver Their Own." Rural Special Education Quarterly 24, no. 2 (June 2005): 18–21. http://dx.doi.org/10.1177/875687050502400204.
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Teachers at the University of Wyoming Lab School, a part of Albany County public schools, wanted to create a curriculum that provided all children equal access to high quality education in a caring environment that nurtured personal growth. Their approach found the Japanese Lesson Study format provided that vehicle. The researchers warn that it should not be assumed that this model translates flawlessly to U.S. schools. Their work describes how the program was altered for their school and the promising results they obtained.
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Silliman, Benjamin, and Walter R. Schumm. "Evaluating the Aware Inventory as a Measure of Relationship Factors among a Sample of High School Students." Psychological Reports 91, no. 2 (October 2002): 480–84. http://dx.doi.org/10.2466/pr0.2002.91.2.480.
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The Awareness of Attitudes and Relationship Expectations (AWARE) Inventory was administered to 160 high school students in Wyoming. Factor analysis showed the inventory did not have the expected 11 dimensional factor structure. Most of the intended 10-item scales yielded unacceptably low estimates of internal consistency reliability. Through an iterative process, one internally consistent scale of 17 items (α = .80) was derived. Researchers should be careful to evaluate the AWARE Inventory with their own samples before proceeding under an assumption that its scales reliably assess the 11 dimensions expected.
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Gull, Colby, and Leslie Rush. "Mentors’ recommendations for work-life balance." Phi Delta Kappan 105, no. 5 (January 30, 2024): 54–57. http://dx.doi.org/10.1177/00317217241230786.
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New teachers benefit from mentoring from more experienced colleagues, and the Wyoming Teacher Mentor Corps (WTMC) provides high-quality training for master teachers to provide this mentoring support. As part of the program, mentors learn about assessment, communication, feedback, and work-life balance. Colby Gull and Leslie Rush describe how, as part of the training, mentors identified and prioritized critical principles for maintaining work-life balance. Strategies include shutting down and disconnecting from work, acknowledging one’s own humanity when making mistakes, and prioritizing and saying no when needed. The authors discuss these and other suggestions and how they might be used in school settings.
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Reed, David E., and Guinevere Z. Jones. "The Importance of First Semester Seminars for At-Risk First-Year Students: Analysis of Student Skills and Time Spent on Class Preparation." Education Sciences 11, no. 9 (September 6, 2021): 510. http://dx.doi.org/10.3390/educsci11090510.
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The high-school-to-college transition can be difficult as students are adapting to a multitude of academic and social changes simultaneously. The University of Wyoming has created a first-semester program targeted at development of student skills for at-risk students using paired first-year seminar classes. Using student survey data from both pre- and post-course series, students were asked how important they thought academic and non-academic skills were as well as how much preparation time they were spending outside of class. Results from this work show large changes in the importance of skills and time spent studying during the transition from high school to college. This highlights the need to focus specifically on teaching skills to help students through the transition and suggests that not all skills are equal and data shows that students take longer than one semester to match their expected and actual amounts of time they spend outside of class studying.
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Poole, Steven R., Deb Efird, Tom Wera, Deb Fox-Gliessman, and Kathryn Hill. "Pediatric Locum Tenens Provided by an Academic Center." Pediatrics 98, no. 3 (September 1, 1996): 403–9. http://dx.doi.org/10.1542/peds.98.3.403.
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Background. Locum tenens, the use of a substitute physician to replace a physician who must be temporarily absent from his practice, is widely accepted in the United States. Locum tenens has not previously been described or studied in pediatric practice. Objective. This article describes a locum tenens service for Colorado and Wyoming pediatricians provided by the Division of General Pediatrics and Pediatric Emergency Medicine at the University of Colorado School of Medicine and the Children's Hospital of Denver. An analysis and an evaluation of the program are presented, and implications are discussed. Methods. All program data were prospectively collected and tabulated and later analyzed for the period from July 1, 1994, through June 30, 1995. A survey of all physicians using the Pediatric Locum Tenens Service was conducted within 2 months of service to evaluate the program and to refine the orientation, credentialing, and evaluation processes. Results During the year, 35 pediatricians (14% of pediatricians in Colorado and Wyoming) made 97 requests for 398 days of locum tenens coverage. Coverage was used for vacation (85%), medical education (10%), medical leave (3%), and family matters (2%). Solo and rural pediatricians used the service at a higher rate than pediatricians in group or urban practices. Eighty-six percent had never used locum tenens coverage before because of either the expense (67%) or their unwillingness to trust their practices to physicians or services with whom or with which they were unfamiliar (50%). The majority (83%) were willing to pay an amount for locum tenens equal to the net income derived from the locum tenens coverage in the practice. None indicated a willingness to pay more than that. Referrals and admissions to the Children's Hospital from the pediatricians who used the service increased by 22% during the study period compared with the preceding year, whereas referrals and admissions increased by 9% among all other colorado and Wyoming pediatricians. All pediatricians completed surveys, and satisfaction with the locum tenens pediatricians, charges, and program administration was high. Their suggestions are described. Discussion. The following topics are discussed: (1) the economics of pediatric locum tenens; (2) the use of a locum tenens service as a physician relations program by children's hospitals or academic departments of pediatrics; (3) guidelines for orientation of locum tenens pediatricians; and (4) a proposed evaluation and credentialing process for locum tenens physicians.
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Lee, Min Jee, and Eric Adjei Boakye. "State variation in marijuana use among U.S. adults with cancer." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): e24064-e24064. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.e24064.
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e24064 Background: The number of cancer survivors in the United States (U.S.) is projected to exceed 20 million by 2024. More and more U.S. states are legalizing marijuana use for both recreational and medicinal purposes. This study estimated the prevalence of marijuana use by state among adult cancer survivors. Methods: U.S nationally representative, cross-sectional data from the 2018-2019 Behavioral Risk Factor Surveillance System Survey (BRFSS) Marijuana Use module were used. A total of 13,174 cancer survivors in 17 states was included. Analyses were weighted to account for BRFSS’s complex survey design with results generalizable to 5.7 million cancer survivors. The outcome variable was marijuana use in the past 30 days. Weighted prevalence estimates were computed. Weighted, multivariable logistic regression model estimated the association between state and marijuana use, adjusting for sociodemographic, health, and healthcare factors. Analyses were performed in January 2021. Results: The prevalence of past-month marijuana use among adult cancer survivors in these states was 9.2%. States varied widely in terms of the prevalence of marijuana use. Marijuana use was higher among those who resided in Guam (15.9%), followed by New Hampshire (13.1%), and lowest for those in Puerto Rico (3.3%) ( p< 0.0001). In the adjusted models, compared with the adult cancer survivors residing in California, those living in Maryland, Minnesota, North Dakota, Ohio, South Carolina, Tennessee, Utah, West Virginia, and Wyoming were significantly less likely to use marijuana. Conclusions: Nearly 9% of adult cancer survivors used marijuana, and those who resided in Guam, New Hampshire, Florida, and California are at higher risk for marijuana use. Given the increasing number of cancer survivors and the proliferation of marijuana legalization, identifying high-risk cancer survivors for marijuana use and informing physicians and patients about safe uses and doses and the potential adverse effects of marijuana use is critical.
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Romero, Aldemaro, and Michael Nate. "Not All Are Created Equal." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 92–108. http://dx.doi.org/10.31686/ijier.vol4.iss5.542.
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Environmental academic programs in U.S. institutions of higher education have traditionally lacked definition of their nature and unifying principles. In order to ascertain how these programs are presently constituted in U.S. institutions of higher education, we surveyed 1050 environmental programs/departments between November 2013 and March of 2014. The states with the highest number of those programs/departments were New York (100), Pennsylvania (92), California (76), Ohio (56), Massachusetts (54), while those with the lowest numbers are Oklahoma, and Utah (4), Delaware (3), Arkansas, Hawaii, South Dakota, and Wyoming (2), North Dakota (1), and Idaho (0). However, when the state population is taken into account and the number of programs per 1,000,000 inhabitants is calculated, the results vary greatly for the ones that were at the top in absolute numbers but remain basically the same for those that were at the bottom in absolute number. Thus, the states with the highest number of programs/departments per 1,000,000 inhabitants are Vermont (30.364), Montana (15.160), Maine (15.056), the District of Columbia (14.957), Alaska (14.080), and Rhode Island (10.451), and at the bottom we find Idaho (0), Arkansas (0.686), Oklahoma (1.066), Texas (1.352), Florida (1.436), Utah (1.447), Hawaii (1.470), and North Dakota (1.487).
The names Environmental Science and Environmental Studies are, by far, the most common ones being applied to these programs, accounting for 52.40% of the programs in our study. Environmental programs are also housed in departments of Biology/Ecology/Conservation (9.93%), Policy/Analysis/Planning (7.19%), and Geology (4.79%).
Between 1900 (the year of the first program was created) and 1958, only 14 programs were established. For the period 1959-1999, there is a dramatic increase in the number of programs. There are two big "waves" in the creation of programs: one between 1965 and 1976 (with a high peak in 1970) and another starting 1988 and, probably, continuing to this date, with a peak in 1997. Representatives of the programs surveyed cited students and faculty demand and job market opportunities as the most common reasons behind the creation of these programs.
The high diversity of names and emphases found in this study is consistent with the premise that Environmental Studies is a field where there is a lack of unifying principles and clarity of what environmental studies programs should be.
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Gibson, Alec W., Theodore A. Gobillot, Kevin Wang, Elizabeth Conley, Wendy Coard, Kim Matsumoto, Holly Letourneau, et al. "A Novel Curriculum for Medical Student Training in LGBTQ Healthcare: A Regional Pathway Experience." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052096525. http://dx.doi.org/10.1177/2382120520965254.
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Background: Lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals face considerable health disparities, often due to a lack of LGBTQ-competent care. Such disparities and lack of access to informed care are even more staggering in rural settings. As the state medical school for the Washington, Wyoming, Alaska, Montana, and Idaho (WWAMI) region, the University of Washington School of Medicine (UWSOM) is in a unique position to train future physicians to provide healthcare that meets the needs of LGBTQ patients both regionally and nationally. Objective: To describe our methodology of developing a student-driven longitudinal, region-wide curriculum to train medical students to provide high-quality care to LGBTQ patients. Methods: A 4-year LGBTQ Health Pathway was developed and implemented as a student-led initiative at the UWSOM. First- and second-year medical students at sites across the WWAMI region are eligible to apply. Accepted Pathway students complete a diverse set of pre-clinical and clinical components: online modules, didactic courses, longitudinal community service/advocacy work, a scholarly project, and a novel clinical clerkship in LGBTQ health developed specifically for this Pathway experience. Students who complete all requirements receive a certification of Pathway completion. This is incorporated into the Medical Student Performance Evaluation as part of residency applications. Results: The LGBTQ Health Pathway is currently in its fourth year. A total of 43 total students have enrolled, of whom 37.3% are based in the WWAMI region outside of Seattle. Pathway students have completed a variety of scholarly projects on LGBTQ topics, and over 1000 hours of community service/advocacy. The first cohort of 8 students graduated with a certificate of Pathway completion in spring 2020. Conclusions: The LGBTQ Health Pathway at UWSOM is a novel education program for motivated medical students across the 5-state WWAMI region. The diverse milestones, longitudinal nature of the program, focus on rural communities, and opportunities for student leadership are all strengths and unique aspects of this program. The Pathway curriculum and methodology described here serve as a model for student involvement and leadership in medical education. This program enables medical students to enhance their training in the care of LGBTQ patients and provides a unique educational opportunity for future physicians who strive to better serve LGBTQ populations.
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"High Plains wheat mosaic emaravirus. [Distribution map]." Distribution Maps of Plant Diseases, October (November 18, 2021). http://dx.doi.org/10.1079/dmpd/20210455196.
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Abstract A new distribution map is provided for High Plains wheat mosaic emaravirus. Bunyavirales: Fimoviridae: Emaravirus. Main hosts: wheat (Triticum aestivum), maize (Zea mays). Information is given on the geographical distribution in Europe (Ukraine), North America (Canada, Alberta, United States, Colorado, Idaho, Kansas, Montana, Nebraska, New Mexico, North Dakota, Ohio, Oklahoma, Oregon, South Dakota, Texas, Utah, Washington, Wyoming), Oceania (Australia, New South Wales, Queensland, Victoria, Western Australia), South America (Argentina).
Dissertations / Theses on the topic "Wyoming High School (Wyoming, Ohio)"
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Moler, Mary C. "The relationship between the curriculum, instruction, and assessment provided by Wyoming high school mathematics teachers and the performance of Wyoming 11th grade students on the Adequate Yearly Progress of Wyoming schools." 2008. http://proquest.umi.com/pqdweb?did=1564016181&sid=6&Fmt=2&clientId=14215&RQT=309&VName=PQD.
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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008.Title from title screen (site viewed Nov. 25, 2008). PDF text: vi, 124 p. : col. ill. ; 4 Mb. UMI publication number: AAT 3315050. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Foster, Vicki Anne. "The impact of contextualized assessments on high school math teachers' classroom practice : a case study of one Wyoming high school /." 2005. http://proquest.umi.com/pqdweb?did=888843371&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full textBooks on the topic "Wyoming High School (Wyoming, Ohio)"
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National Writing Project (U.S.), ed. A poem for every student: Creating community in a public school classroom. Berkeley, Calif: National Writing Project, 1998.
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Wyoming High School Activities Association statewide student activities survey. [Casper, Wyo.?]: The Association, 1997.
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Schmiedt, Patrick. Century of Fridays: Wyoming High School Football, 1894-2020. Lulu Press, Inc., 2020.
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A century of Fridays: Wyoming high school football, 1894-2011. [Casper, WY?]: Patrick Schmiedt, 2011.
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Sovereign Schools: How Shoshones and Arapahos Created a High School on the Wind River Reservation. University of Nebraska Press, 2019.
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Boundless: Unearthly #3. Harper Teen, 2013.
Find full textConference papers on the topic "Wyoming High School (Wyoming, Ohio)"
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Mollman, Matthew J. "Dimensionless Recovery Profiles." In SPE Oklahoma City Oil and Gas Symposium. SPE, 2023. http://dx.doi.org/10.2118/213074-ms.
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Abstract A new data-driven method for production forecasting and estimating ultimate recovery (EUR) of tight-gas sand and unconventional-shale wells is proposed as an alternative to empirical decline-curve analysis (DCA) methods and industry standard type-well curves. The proposed method requires generating a dimensionless recovery profile (DRP) from the production history of mature wells producing from an analogous reservoir where ultimate recovery is determinable with a high degree of confidence. The daily and/or monthly production data of a newer well selected for analysis is made dimensionless by using an initial estimate of EUR and observed maximum production rate. The best dimensionless match to the DRP is obtained by adjusting the EUR and maximum rate the well could have potentially produced if unencumbered by operational constraints. The proposed method does not utilize pressure data, so it is suitable for use with data available from public sources. Often, only 60 to 90 days of daily data is required to provide a good estimate of future production performance and EUR. One capability of the proposed method is the performance characteristics of the ratios of the secondary phases to the primary fluid phase can be simultaneously examined to better define the expected production performance and to identify wells with uncharacteristic behavior. EnerQuest Oil & Gas, L.L.C. has successfully applied this method in its producing property acquisition and drilling evaluation work for the last 25 years and the biggest revelation is that the resulting DRP of the primary phase, for most plays, is the same regardless of a well's geographic location within the play, generation of its completion design or length of lateral. The derivation of the DRP using individual well production histories across an entire play has the advantage/benefit of a larger population of data to work with than the common industry standard method of developing a type-well curve that is specific to a much smaller population of wells sharing similar horizontal landing targets and completion designs. The new method will be demonstrated utilizing production data from the Barnett Shale (N Texas), Austin Chalk (S Texas), Eagle Ford Shale (S Texas), Codell Sand (SE Wyoming), Woodford Shale (SE Oklahoma), and Utica Shale (Ohio).
Reports on the topic "Wyoming High School (Wyoming, Ohio)"
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Health hazard evaluation report: HETA-85-085-1615, Wyoming High School, Wyoming, Ohio. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, August 1985. http://dx.doi.org/10.26616/nioshheta850851615.
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Health hazard evaluation report: HETA-90-170-L2053, Johnson Junior High School, Laramie County School District Number 1, Cheyenne, Wyoming. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, July 1990. http://dx.doi.org/10.26616/nioshheta90170l2053.
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