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• 41. [Article] 2017 Oregon Sport Fishing Regulations

  Abstract -- none

  Citation × Citation Citation Abstract Copy Title: 2017 Oregon Sport Fishing Regulations Abstract -- none Title: 2017 Oregon Sport Fishing Regulations Abstract -- none Close

• 42. [Article] 2018 Oregon Sport Fishing Regulations

  Abstract -- none

  Citation × Citation Citation Abstract Copy Title: 2018 Oregon Sport Fishing Regulations Abstract -- none Title: 2018 Oregon Sport Fishing Regulations Abstract -- none Close

• 43. [Article] 2019 Oregon Sport Fishing Regulations

  Abstract -- none

  Citation × Citation Citation Abstract Copy Title: 2019 Oregon Sport Fishing Regulations Abstract -- none Title: 2019 Oregon Sport Fishing Regulations Abstract -- none Close

• 44. [Article] A study of state and federal radioisotope licensing requirements

  At the time of this study 19 states have entered into agreements, one state agreement is pending and one state has submitted its proposal for entering into an agreement with the Atomic Energy Commission for ...

  Citation × Citation Citation Abstract Copy Title: A study of state and federal radioisotope licensing requirements Author: Hess, David Owen At the time of this study 19 states have entered into agreements, one state agreement is pending and one state has submitted its proposal for entering into an agreement with the Atomic Energy Commission for the purpose of assuming regulatory authority over (1) byproduct, (2) source and (3) special nuclear materials in quantities not sufficient to form a critical mass. As there is a tendency for states and state agencies to become individualistic, it is reasonable to assume that differences between the state regulatory agency regulations and the AEC regulations would have occurred despite the clause in the AEC-State agreement that requires the amendment of the state regulations to maintain compatibility with the similar AEC regulations. It is reasonable that interstate differences have also occurred. This study compared the AEC regulations with agreement state regulations. The differences between agreement state regulations are also noted. This study found that the state regulations for the control of radioactive materials have been derived from and are compatible with the AEC regulations and that a high degree of uniformity has been maintained. The differences that have occurred are minor and are mainly the result of the time lag between the amending of the AEC regulations and the subsequent amendments of the state regulations. All agreement states have assumed authority over (1) naturally occurring and accelerator produced isotopes and (2) radiation producing machines, which have been excluded by Congress from the AEC regulatory authority. Several states have licensing fees and some have generally licensed radioisotope-containing pharmaceuticals for specific clinical applications. Title: A study of state and federal radioisotope licensing requirements Author: Hess, David Owen At the time of this study 19 states have entered into agreements, one state agreement is pending and one state has submitted its proposal for entering into an agreement with the Atomic Energy Commission for the purpose of assuming regulatory authority over (1) byproduct, (2) source and (3) special nuclear materials in quantities not sufficient to form a critical mass. As there is a tendency for states and state agencies to become individualistic, it is reasonable to assume that differences between the state regulatory agency regulations and the AEC regulations would have occurred despite the clause in the AEC-State agreement that requires the amendment of the state regulations to maintain compatibility with the similar AEC regulations. It is reasonable that interstate differences have also occurred. This study compared the AEC regulations with agreement state regulations. The differences between agreement state regulations are also noted. This study found that the state regulations for the control of radioactive materials have been derived from and are compatible with the AEC regulations and that a high degree of uniformity has been maintained. The differences that have occurred are minor and are mainly the result of the time lag between the amending of the AEC regulations and the subsequent amendments of the state regulations. All agreement states have assumed authority over (1) naturally occurring and accelerator produced isotopes and (2) radiation producing machines, which have been excluded by Congress from the AEC regulatory authority. Several states have licensing fees and some have generally licensed radioisotope-containing pharmaceuticals for specific clinical applications. Close

• 45. [Article] Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland

  This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Taylor & Francis and can be found at: http://www.tandfonline.com/loi/hads20#.U7...

  Citation × Citation Citation Abstract Copy Title: Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland Author: von Suchodoletz, Antje, McClelland, Megan, Hubert, Blandine, Birgisdottir, Freyja, Gestsdottir, Steinunn, Wanless, Shannon B., Guimard, Philippe, Gunzenhauser, Catherine This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Taylor & Francis and can be found at: http://www.tandfonline.com/loi/hads20#.U72KihA1P5w. Title: Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland Author: von Suchodoletz, Antje, McClelland, Megan, Hubert, Blandine, Birgisdottir, Freyja, Gestsdottir, Steinunn, Wanless, Shannon B., Guimard, Philippe, Gunzenhauser, Catherine This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Taylor & Francis and can be found at: http://www.tandfonline.com/loi/hads20#.U72KihA1P5w. Close

• 46. [Article] Relations between Parental Marital Status, Residential Mobility, and Children’s Academic Achievement and Self-Regulation in Kindergarten

  Children’s self-regulation and academic achievement are important factors in predicting school readiness and later academic outcomes. This study examined relationships between parental marital status and ...

  Citation × Citation Citation Abstract Copy Title: Relations between Parental Marital Status, Residential Mobility, and Children’s Academic Achievement and Self-Regulation in Kindergarten Author: Tracy, Alexis, Bukres, Aya, McClelland, Megan M. Children’s self-regulation and academic achievement are important factors in predicting school readiness and later academic outcomes. This study examined relationships between parental marital status and residential mobility on children’s academic achievement and self-regulation in kindergarten. Using a diverse sample of 131 kindergarten children, results indicated that the number of family moves was related to lower literacy skills at the beginning of kindergarten In addition, being a single parent was significantly related to lower self-regulation in children. Title: Relations between Parental Marital Status, Residential Mobility, and Children’s Academic Achievement and Self-Regulation in Kindergarten Author: Tracy, Alexis, Bukres, Aya, McClelland, Megan M. Children’s self-regulation and academic achievement are important factors in predicting school readiness and later academic outcomes. This study examined relationships between parental marital status and residential mobility on children’s academic achievement and self-regulation in kindergarten. Using a diverse sample of 131 kindergarten children, results indicated that the number of family moves was related to lower literacy skills at the beginning of kindergarten In addition, being a single parent was significantly related to lower self-regulation in children. Close

• 47. [Article] Strengthening school readiness for children at risk : evaluating self-regulation measures and an intervention using classroom games

  In recent years, self-regulation has emerged as a foundational skill for academic success and well-being. Unfortunately, many children enter kindergarten without the self-regulation skills necessary to ...

  Citation × Citation Citation Abstract Copy Title: Strengthening school readiness for children at risk : evaluating self-regulation measures and an intervention using classroom games Author: Schmitt, Sara Anne In recent years, self-regulation has emerged as a foundational skill for academic success and well-being. Unfortunately, many children enter kindergarten without the self-regulation skills necessary to succeed. Children from high-risk backgrounds (e.g., low-income) are particularly vulnerable for difficulties in self-regulation development. Given these documented gaps in self-regulation, it has become critical to first identify children at risk for poor self-regulation and then work to improve these critical skills prior to school entry. This dissertation includes two studies that focus on strengthening self-regulation and school readiness for children at risk. The first study addressed measurement inconsistencies in the field by investigating the predictive utility among teacher-rated, observed, and directly assessed self-regulation skills to academic achievement in preschoolers. Results indicated significant, positive relationships for teacher-rated and directly assessed self-regulation for early math and literacy skills. Domain specific patterns emerged in our measurement comparisons in that teacher ratings were the strongest predictors of literacy, and the direct assessment was the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Study 2 examined if children who participated in an 8-week intervention demonstrated greater gains in self-regulation and academic achievement over the preschool year compared to children in a control group. In addition, indirect intervention effects on achievement outcomes through self-regulation were explored. Finally, differential intervention effects for English language learners within a sample of children from low-income families were tested. Results indicated that children in the intervention group demonstrated greater gains in self-regulation over the preschool year compared to the control group. In addition, although there were no significant direct effects of the intervention on academic skills in the full sample, significant indirect intervention effects emerged on spring achievement through self-regulation. Finally, group comparisons revealed that the intervention was related to significant gains in math for children who were English language learners. Taken together, findings from the studies in this dissertation inform our understanding of self-regulation measurement and intervention, which is critical for helping children at risk for poor school readiness. Title: Strengthening school readiness for children at risk : evaluating self-regulation measures and an intervention using classroom games Author: Schmitt, Sara Anne In recent years, self-regulation has emerged as a foundational skill for academic success and well-being. Unfortunately, many children enter kindergarten without the self-regulation skills necessary to succeed. Children from high-risk backgrounds (e.g., low-income) are particularly vulnerable for difficulties in self-regulation development. Given these documented gaps in self-regulation, it has become critical to first identify children at risk for poor self-regulation and then work to improve these critical skills prior to school entry. This dissertation includes two studies that focus on strengthening self-regulation and school readiness for children at risk. The first study addressed measurement inconsistencies in the field by investigating the predictive utility among teacher-rated, observed, and directly assessed self-regulation skills to academic achievement in preschoolers. Results indicated significant, positive relationships for teacher-rated and directly assessed self-regulation for early math and literacy skills. Domain specific patterns emerged in our measurement comparisons in that teacher ratings were the strongest predictors of literacy, and the direct assessment was the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Study 2 examined if children who participated in an 8-week intervention demonstrated greater gains in self-regulation and academic achievement over the preschool year compared to children in a control group. In addition, indirect intervention effects on achievement outcomes through self-regulation were explored. Finally, differential intervention effects for English language learners within a sample of children from low-income families were tested. Results indicated that children in the intervention group demonstrated greater gains in self-regulation over the preschool year compared to the control group. In addition, although there were no significant direct effects of the intervention on academic skills in the full sample, significant indirect intervention effects emerged on spring achievement through self-regulation. Finally, group comparisons revealed that the intervention was related to significant gains in math for children who were English language learners. Taken together, findings from the studies in this dissertation inform our understanding of self-regulation measurement and intervention, which is critical for helping children at risk for poor school readiness. Close

• 48. [Article] A voltage regulated SCR inverter utilizing conduction angle control

  This paper describes an inverter design which provides voltage regulation against variations in both the input voltage and load impedance. This design modifies the so-called parallel inverter, which consists ...

  Citation × Citation Citation Abstract Copy Title: A voltage regulated SCR inverter utilizing conduction angle control Author: Skaar, Donald Laverne This paper describes an inverter design which provides voltage regulation against variations in both the input voltage and load impedance. This design modifies the so-called parallel inverter, which consists of two silicon controlled rectifiers (SCRs) operating in a push-pull arrangement, to include a third regulating SCR. This regulating SCR is controlled by a small self-saturating magnetic amplifier which is driven by a low-voltage winding of the inverter output transformer. The regulating SCR reduces the conduction angle of each of the parallel-connected SCRs to something less than the normal 180° conduction angle in order to maintain the output voltage constant. The regulating circuitry also reduces the harmonic distortion of the output waveform. Mathematical equations are given which relate the harmonic content of the output waveform to the conduction angle. Circuitry is incorporated into the design to feed back reactive energy associated with the commutating elements to the dc source. This circuitry results in a considerable increase in efficiency, particularly under light load conditions. Waveforms of the various circuit voltages and currents are plotted on the same time base to clarify the regulating mode. Curves are plotted of the output voltage, efficiency and percent harmonic distortion as a function of the load and the input voltage. Title: A voltage regulated SCR inverter utilizing conduction angle control Author: Skaar, Donald Laverne This paper describes an inverter design which provides voltage regulation against variations in both the input voltage and load impedance. This design modifies the so-called parallel inverter, which consists of two silicon controlled rectifiers (SCRs) operating in a push-pull arrangement, to include a third regulating SCR. This regulating SCR is controlled by a small self-saturating magnetic amplifier which is driven by a low-voltage winding of the inverter output transformer. The regulating SCR reduces the conduction angle of each of the parallel-connected SCRs to something less than the normal 180° conduction angle in order to maintain the output voltage constant. The regulating circuitry also reduces the harmonic distortion of the output waveform. Mathematical equations are given which relate the harmonic content of the output waveform to the conduction angle. Circuitry is incorporated into the design to feed back reactive energy associated with the commutating elements to the dc source. This circuitry results in a considerable increase in efficiency, particularly under light load conditions. Waveforms of the various circuit voltages and currents are plotted on the same time base to clarify the regulating mode. Curves are plotted of the output voltage, efficiency and percent harmonic distortion as a function of the load and the input voltage. Close

• 49. [Article] Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement

  This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Taylor & Francis and can be found at: http://www.tandfonline.com/toc/heed20/cur...

  Citation × Citation Citation Abstract Copy Title: Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement Author: Pratt, Megan E., McClelland, Megan M., Schmitt, Sara A. This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Taylor & Francis and can be found at: http://www.tandfonline.com/toc/heed20/current#.U9Ls4BDDtQI. Title: Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement Author: Pratt, Megan E., McClelland, Megan M., Schmitt, Sara A. This is an author's peer-reviewed final manuscript, as accepted by the publisher. The published article is copyrighted by Taylor & Francis and can be found at: http://www.tandfonline.com/toc/heed20/current#.U9Ls4BDDtQI. Close

• 50. [Article] Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily Activities

  Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in ...

  Citation × Citation Citation Abstract Copy Title: Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily Activities Author: Taylor, Cynthia Lynn Year: 2011 Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in the areas of attention and memory. As such, it has been theorized that both caregivers and a child's environment can support the development of behavioral self-regulation by providing cues as to what constitutes acceptable behavior in any given context. Although much research has been conducted on the role caregivers play in this regard, little is known about how a child's environment may also serve to support emerging self-regulation of behavior. The present study sought to identify differences among children's daily activities in terms of their degree of structure and routine and how they related to changes in patterns of self-regulated behavior over time. Twenty-one children ages 6 to 60 months in three age-graded classrooms at a constructivist child-care center were video-taped at three measurement points over a six-month period as they engaged in a variety of daily activities (i.e., free play, meals and clean-up). Trained observers coded for nine self-regulatory behaviors and the daily activities during which they occurred. It was hypothesized that structured and routine daily activities would scaffold the development of self-regulation and internalization such that these behaviors would occur more frequently during activities high in structure and routine. Over time, practice during activities that are high and low in structure and routine should support self-regulated behavior in the absence of structure and routine as well. Overall, results demonstrated that in the presence of environmental cues for expected behavior (i.e., structure and routine) children tend to engage in more self-regulated behavior than in the absence of such cues. Title: Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily Activities Author: Taylor, Cynthia Lynn Year: 2011 Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in the areas of attention and memory. As such, it has been theorized that both caregivers and a child's environment can support the development of behavioral self-regulation by providing cues as to what constitutes acceptable behavior in any given context. Although much research has been conducted on the role caregivers play in this regard, little is known about how a child's environment may also serve to support emerging self-regulation of behavior. The present study sought to identify differences among children's daily activities in terms of their degree of structure and routine and how they related to changes in patterns of self-regulated behavior over time. Twenty-one children ages 6 to 60 months in three age-graded classrooms at a constructivist child-care center were video-taped at three measurement points over a six-month period as they engaged in a variety of daily activities (i.e., free play, meals and clean-up). Trained observers coded for nine self-regulatory behaviors and the daily activities during which they occurred. It was hypothesized that structured and routine daily activities would scaffold the development of self-regulation and internalization such that these behaviors would occur more frequently during activities high in structure and routine. Over time, practice during activities that are high and low in structure and routine should support self-regulated behavior in the absence of structure and routine as well. Overall, results demonstrated that in the presence of environmental cues for expected behavior (i.e., structure and routine) children tend to engage in more self-regulated behavior than in the absence of such cues. Close