Hays, KS, United States
Hays, KS, United States

Fort Hays State University is a public, co-educational university located in Hays, Kansas, United States. It is the fourth-largest of the six state universities governed by the Kansas Board of Regents, with an enrollment of approximately 11,200 students . Wikipedia.


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The International Nurses Association is pleased to welcome Chris Small-Clymer, BSN, RN to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Chris is a Registered Nurse with an extensive expertise in all facets of nursing, especially education coordination, infection prevention, employee health, utilization review/discharge, and swing bed coordination. With more than three decades of experience in nursing, Chris is currently serving patients within Satanta District Hospital in Satanta, Kansas. Chris Small-Clymer’s career in nursing began in 1983 when she graduated with her Nursing Degree from Seward County Community College and Area Technical School in Liberal, Kansas. An advocate for continuing education, she gained her Bachelor of Science Degree in Nursing in 2000 from Fort Hays State University in Hays, Kansas. Furthermore, Chris attended Coffeyville Community College, studying emergency medicine and becoming a Paramedic in 1987. She attributes her success to her education and her desire to help others, and when she is not working, Chris enjoys traveling. Learn more about Chris Small-Clymer here: http://inanurse.org/network/index.php?do=/4136159/info/ and be sure to read her upcoming publication in the Worldwide Leaders in Healthcare.


News Article | April 25, 2017
Site: scienceblogs.com

Highlights from today’s sessions included: Norelia Ordonez-Castillo, undergraduate student from Fort Hays State University, presented her research on channel catfish. According to Norelia, these fish can become obese so her research was geared towards trying to find out how their receptor for LDL cholesterol differs from rodents and humans. But what I want to know is whether the obese catfish tastes better… Image of channel catfish by Ryan Somma via Wikimedia Commons Christine Schwartz, Investigator from University of Wisconsin-La Crosse, studied how the brain of hibernating animals is protected from damage induced by rapid changes in temperature. She found that the extracellular matrix of the brain helps protect it during hibernation. Goggy Davidowitz, Investigator from the University of Arizona, studies Carolina sphinx moths (Manduca sexta: Sphingidae). Goggy’s research showed that male and female moths utilize amino acids differently. Male moths allocate more ingested sugars to building muscle than females, which suggests that males may need to maintain larger flight muscles to seek out females. William Milsom, Investigator from the University of British Columbia, spoke about special adaptations in high altitude geese that allow them to thrive in their low oxygen environment. Andean geese live at high altitude year round and have adapted the ability to extract oxygen from the air more efficiently than birds living at low altitude. Their hearts are also able to contract better and thus squeeze out more blood with each heart beat. In contrast, bar-headed geese, which migrate over the Himalayas, use a different strategy. They have adapted by increasing their heart rate and improving their ability to get oxygen into tissues of the body at high altitude. The annual banquet and dinner meeting took place Monday night. It was such a delight seeing all of the award winners. More on that later…


News Article | April 17, 2017
Site: www.prweb.com

LearnHowToBecome.org, a leading resource provider for higher education and career information, has used released its list of the best colleges and universities in Kansas for 2017. Of the 23 four-year schools that made the list, Baker University, University of Kansas, Southwestern College, Kansas State University and Newman University scored as the top five. Of the 26 two-year schools that were also included, Dodge City Community College, Garden City Community College, Highland Community College, Hesston College and Neosho County Community College ranked the most highly. A full list of schools is included below. “Kansas’ unemployment rate has remained low over the past year, making it a stable place to begin a career,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “These Kansas schools have done an exceptional job preparing their students for the job market by providing a quality education and solid academic counseling and resources.” To be included on Kansas’ “Best Colleges” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on data that includes career and academic resources, annual alumni earnings 10 years after entering college, availability of financial aid and such additional numbers as graduation rates and student/teacher ratios. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Kansas” list, visit: Best Four-Year Colleges in Kansas for 2017 include: Baker University Benedictine College Bethany College Bethel College-North Newton Central Christian College of Kansas Emporia State University Fort Hays State University Friends University Kansas State University Kansas Wesleyan University McPherson College MidAmerica Nazarene University Newman University Ottawa University-Kansas City Ottawa University-Ottawa Pittsburg State University Southwestern College Sterling College Tabor College University of Kansas University of Saint Mary Washburn University Wichita State University Best Two-Year Colleges in Kansas for 2017 include: Allen County Community College Barton County Community College Butler Community College Cloud County Community College Coffeyville Community College Colby Community College Cowley County Community College Dodge City Community College Flint Hills Technical College Fort Scott Community College Garden City Community College Hesston College Highland Community College Hutchinson Community College Independence Community College Johnson County Community College Kansas City Kansas Community College Labette Community College Manhattan Area Technical College Neosho County Community College North Central Kansas Technical College Pratt Community College Salina Area Technical College Seward County Community College and Area Technical School Washburn Institute of Technology Wichita Area Technical College About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.


News Article | May 5, 2017
Site: www.24-7pressrelease.com

CAPE CORAL, FL, May 05, 2017-- Janice Scanlon has been included in Marquis Who's Who. As in all Marquis Who's Who biographical volumes, individuals profiled are selected on the basis of current reference value. Factors such as position, noteworthy accomplishments, visibility, and prominence in a field are all taken into account during the selection process.Prior to her retirement in 1998, Ms. Scanlon was an educator with a bevy of professional accolades and title to her name, all of which still carry an impressive weight today. After earning a Bachelor of Science from Fort Hays State University and a Master of Arts from the University of Denver, she worked as a kindergarten music teacher in the Brewster, Kan. public school system from 1962 to 1963. Ms. Scanlon relocated to Lakewood, Colo. in 1963 and served as a kindergarten teacher in the Jefferson County public school system until 1981. In 1983, she relocated once again to Sewell, N.J., where she worked as a teacher for gifted students in the Washington Township public school system until her retirement in 1998. In addition to making notable strides in the classroom, Ms. Scanlon was the president of the Jefferson County Kindergarten Teachers Association from 1964 to 1965, and travelled with a group of gifted teachers to China with the People to People Leadership Summit in 1990. She was secretary of the New Jersey Educators of Gifted and Talented and gave numerous presentations at their conferences.Ms. Scanlon made a significant name for herself as a creative individual during her career and has continued to do so in retirement. She's acted as author and co-author of several publications, including Jefferson County Kindergarten Curriculum, in 1974 and Guides for Washington Township Schools, from 1983 to 1998, of which she was the sole writer, and "Ruleton and Its School" and "Adams and Parrish Family," in 2005, both of which she co-authored. Her love for volunteering and playing golf in her downtime was acknowledged on a public scale when she was the co-recipient of an Outstanding Volunteer Group Award and the recipient of a Presidential Award from the Palm Aire Nine-Hole Women's Golf Association in 2007. She was also named a Kiwanis Club scholar in 1958. Ms. Scanlon has had memberships with the Palm Aire Nine Hole Women's Golf Association, for which she was at one point the vice president, then president. She was also aligned with the Palm Aire Women's Club, St. Columbkille Catholic Church, the Incarnation Catholic School, St. Martha Catholic School, the Columbine Quilt Guild, the New Jersey Retired Teachers Association, Alpha Delta Kappa, and her HOA, for which she was vice president.In recognition of her contributions to academia, Ms. Scanlon has been included in the 61st through 70th editions of Who's Who in America, the 7th and 8th editions of Who's Who in American Education, the 24th, 26th, and 27th editions of Who's Who in the World, and the 25th through 27th editions of Who's Who of American Women.About Marquis Who's Who :Since 1899, when A. N. Marquis printed the First Edition of Who's Who in America , Marquis Who's Who has chronicled the lives of the most accomplished individuals and innovators from every significant field of endeavor, including politics, business, medicine, law, education, art, religion and entertainment. Today, Who's Who in America remains an essential biographical source for thousands of researchers, journalists, librarians and executive search firms around the world. Marquis now publishes many Who's Who titles, including Who's Who in America , Who's Who in the World , Who's Who in American Law , Who's Who in Medicine and Healthcare , Who's Who in Science and Engineering , and Who's Who in Asia . Marquis publications may be visited at the official Marquis Who's Who website at www.marquiswhoswho.com


News Article | February 23, 2017
Site: www.eurekalert.org

WASHINGTON, Feb. 22, 2017 - The U.S. Department of Agriculture's (USDA) National Institute of Food and Agriculture (NIFA) today announced 19 grants totaling $4,790,100 to support agricultural science programs at non-land-grant universities. The funding is made possible through NIFA's Capacity Building Grants for Non-Land-Grant Colleges of Agriculture (NLGCA) program, authorized by the 2014 Farm Bill. "Our nation's ability to achieve nutritional security in the context of the multitude of biological and environmental constraints will require continued new discoveries and a cadre of graduates who are prepared to enter the agricultural workforce," said NIFA Director Sonny Ramaswamy. "NIFA investments in supporting transformative research and education at the more than 80 higher education institutions that offer strong agricultural sciences programs is critical." NIFA's NLGCA program offers competitive grants to help these institutions maintain and expand their capacity to conduct education, research, and outreach activities in agriculture, renewable resources, and related disciplines. NLGCAs also support the economic vitality of rural communities by funding new degree programs that emphasize new and emerging employment opportunities. Among the funded projects, a Montclair State University project will investigate how farmers markets in urban communities can improve both farmer livelihoods and nutrition among low-income consumers. Texas Tech University will create a new academic and outreach program on Global Food Security to train the next generation of change agents to help to reduce hunger on a global scale. More information on these projects is available on the NIFA website. Among past projects, a University of Tennessee at Martin project created a mobile energy classroom to share knowledge on traditional and renewable energy production and conservation. Fort Hays State University is developing curricula to help the next generation of farm managers, technicians, and crop advisors use small unmanned aerial systems (sUAS) in precision agriculture Since 2009, NIFA has invested in and advanced innovative and transformative initiatives to solve societal challenges and ensure the long-term viability of agriculture. NIFA's integrated research, education, and extension programs support the best and brightest scientists and extension personnel whose work results in user-inspired, groundbreaking discoveries that combat childhood obesity, improve and sustain rural economic growth, address water availability issues, increase food production, find new sources of energy, mitigate climate variability, and ensure food safety. To learn more about NIFA's impact on agricultural science, visit http://www. , sign up for email updates or follow us on Twitter @usda_NIFA, #NIFAimpacts. USDA is an equal opportunity lender, provider and employer.


Bennett S.C.,Fort Hays State University
Palaontologische Zeitschrift | Year: 2013

Pterodactylus antiquus has long been thought to have been quite small (~50 cm wingspan) and to have differed from P. longicollum, Ctenochasma, Germanodactylus, and Gnathosaurus in lacking a bony cranial crest, though a soft tissue crest and occipital lappet have been described. This article describes a new specimen of P. antiquus larger than all previously known specimens, which demonstrates that the species exceeded 1 m in wingspan and had a low bony cranial crest. A smaller, incipient crest was identified on the holotype specimen. Additional specimens, including the counterpart of Wellnhofer's original occipital lappet specimen, provide evidence of the occipital lappet and the soft tissue crest extending upward above the naso-antorbital fenestra and orbit. In order to provide a proper taxonomic context for the findings, the recent synonymization of the species Pterodactylus antiquus and P. kochi on the basis of shared correlation of tooth number and skull length despite perceived differences in dentition and skull, neck, and trunk proportions is reviewed. A measurement error that had made it appear that P. antiquus differed significantly from P. kochi in proportions is documented, and after correction of the measurement error and reevaluation of the dental evidence there are no significant differences between the two nominal species. Thus, the synonymization of P. antiquus and P. kochi was appropriate, and a revised diagnosis is presented. In addition, the species P. longicollum and P. micronyx, which for some years have been viewed as not congeneric with P. antiquus, are placed in a new genus and transferred to Aurorazhdarcho, respectively. © 2012 Springer-Verlag Berlin Heidelberg.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: Digitization | Award Amount: 116.27K | Year: 2016

Between 65 and 100 million years ago, during the time that dinosaurs walked the earth, a large, tropical seaway covered the central part of what is now North America. This seaway teemed with marine life. Snails and clams lived on the seafloor; ammonites, along with giant mosasaurs, plesiosaurs, sharks, and fish, swam about; at the same time early birds and pterosaurs floated on or flew above the seaway. What remains today is a prolific fossil record that has been collected by paleontologists for over 100 years. Notable fossils from this time period and region are on display at museums around the world. However, the vast bulk of fossils collected from this region are locked away in museum drawers. To provide scientists and the general public access to these fossils and their associated data, this project proposes to digitize invertebrate and vertebrate fossils from this time period and region, making information accessible through searchable electronic databases. Additionally, a variety of online resources illustrating and describing these fossils and mapping their distributions will be developed. A freely accessible online textbook of paleontology will be generated and a website and App will be developed to highlight the appearances, occurrences, and ages of constituent species, to help students and aspiring paleontologists identify and learn about these fossils. The project plans to generate a variety of curricular materials for K-12 education, including 3-D scans of fossils for free download and printed 3-D models for classroom use. Products of this project will also include workshops to engage science teachers and items to augment public programs and exhibits at participating institutions.

This work will greatly increase the scientific value of eight major U.S. museum collections of fossils. The museum collections contain large amounts of data useful for studying what causes marine species to migrate, go extinct, and evolve during a long period of greenhouse climate conditions similar to those our planet may soon experience. These data have relevance for evaluating how global change has and will continue to affect life on earth. An estimated 164,000 specimens collected from thousands of locations, in the region once occupied by the Western Interior Seaway, will be databased and georeferenced. Representatives from each of roughly 1,500 microfossil, invertebrate, and vertebrate species will be imaged. The digitized records will be made available online via individual museum databases, iDigBio, and iDigPaleo. The resultant data will enable scientists to answer questions about how different species interact and ecosystems change in the face of environmental shifts during a key time in the history of life. Moreover, the data will be ideal for use with an assortment of modern quantitative tools -including paleoecological niche modeling (PaleoENM) - and will help improve paleoclimate and paleoceanographic models. Finally, several undergraduate and graduate students will be trained. Results of the project will be published at the following url: www.digitalatlasofancientlife.org.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: ICER | Award Amount: 399.83K | Year: 2016

Part I
Geosciences currently trails other STEM fields in the recruitment and retention of underrepresented groups such as women, people of color, and people with disabilities. In 2012, of 737 doctoral degrees awarded in the earth, atmospheric, and ocean sciences, 319 were awarded to women, and only 35 were awarded to Black, Hispanic, American Indian, and Alaska-native students, combined. Substantial evidence exists to demonstrate the vital role that diversity plays in increasing innovation and creativity and increasing the quality of science, as measured by publication in high-impact journals and citation rates. By failing to recruit and retain diverse students, staff, and faculty in our field, we are losing the potential to create our best, most innovative science. Much of the shortcomings in recruiting and retaining minorities in geosciences seem to be related to the difficult social environments that these groups face in our disciplines classrooms and workplaces. We propose to develop and test a new professional development training for established scientific leaders in the geosciences ? the GOLD Institute ? designed to spark cognitive dissonance, and begin the process of personal reflection and change needed to transform existing leaders into champions for diversity. By targeting senior scientists who are already well-respected in the field, our project capitalizes on their reputations, networks, and social capital to build them into diversity champions with the power to make significant and swift cultural change in their institutions and the wider field. This proposal provides them with the training necessary to institute equitable recruitment, hiring, and promotion practices, and tackle ?chilly? and hostile climates. Nominations will be solicited throughout the geosciences several months prior to the GOLD Institute. Participants will be selected on the basis of scientific and/or educational expertise, potential to broaden participation in the geosciences, and other characteristics that exemplify effective leadership skills and behaviors. Selection for one of the GOLD Institutes is an acknowledgment that these individuals have established greater purpose and value in their work and are committed to a legacy of diversity and inclusion for the entire geosciences community.

Part II
The overarching goals of the GOLD Institute are to develop senior geoscientists as leaders in diversity through allophilia ideals. Our cohort will begin their training at a two-day GOLD Institute, designed to spark cognitive dissonance, and begin the process of personal reflection and change needed to transform existing leaders into champions for diversity. We will work with the Knapsack Institute to develop this training, building on their many years of offering social-justice training through the University of Colorado, Colorado Springs. Participants should be established and emerging leaders from a broad spectrum of the geosciences education and research communities, and they will have shown a willingness or eagerness to support diversity and inclusion efforts in the geosciences. Participants will be nominated by colleagues, especially previous students and mentees.

The research team will investigate how the guiding theoretical frameworks have influenced the change that occurs among participants. A goal is to provide explanations and supporting reasons for the best-practices that emerge from this project. The project team will employ mixed qualitative and quantitative methods to provide interpretations of the experiences, actions, and outcomes of the GOLD Institute utilizing the frameworks of allophilia, sensemaking, and systemic leadership. Specifically, the team will seek to understand how the senior scientists are able to make sense of their contexts to enact activities that are grounded in allophilia. In addition, these experiences will be used to understand how the GOLD Institute, along with the network of like-minded geoscientists that was formed during the GOLD Institute, impacted these experiences. Finally, special attention will be paid to the interactions of the geosciences with the activities of the GOLD Institutes to allow for interpretation of the potential for generalizing of the workshops across STEM to enhance diversity in all related disciplines.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: ROBERT NOYCE SCHOLARSHIP PGM | Award Amount: 1.12M | Year: 2012

The Noyce Teacher-Leaders for Western Kansas project is developing STEM teachers for rural communities. STEM teachers in a rural western Kansas school are frequently considered the science and mathematics expert in both the school system and the community. Therefore, the project is not only developing quality STEM teachers who are providing needed services to small size communities, such as teaching AP or distance courses, but also developing quality leaders for communities. Through a dual degree program, in addition to completing the requirements for a STEM major at Fort Hays State University (FHSU), the Noyce Teacher-Leaders also complete an education degree, allowing these students to be highly qualified teachers within their discipline. They are being prepared to teach in a rural setting, teach Advanced Placement courses, and deliver distance education. Noyce Teacher-Leaders are also engaged in field experiences in rural high-needs districts. The project provides critically needed support for 18 future STEM teachers during their junior and senior years and resources to recruit freshmen and sophomore STEM students through participation in informal summer science and mathematics camps (6 each in summers 1-4). Mentoring and professional development opportunities support Noyce Teacher-Leaders in remote rural areas. The project offers a model for recruitment, retention and preparation of STEM teachers working in rural districts. The model has broad impact on the region because with good teacher-leaders comes the reward of a new generation of students with interests in STEM fields. The major intellectual merit is in the model for identifying and developing critical thinking skills, attributes, and characteristics for STEM educators in high needs rural districts and a model for building sustainable partnerships over a large geographic region.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 350.00K | Year: 2016

Fort Hays State University is upgrading their campus network to support scientific data transfer needs of researchers in Physics, Informatics, Geosciences, and the Kansas Academy of Mathematics and Sciences. Activities include re-architecting the campus border with a design patterned after the science DMZ concept in campus research and education networking and establishing 10 Gbps connectivity for science data flows.

Scientific research collaborations across campus are enabled by these network upgrades. Physics faculty and student researchers run multiple simulations simultaneously to investigate the effect of lasers on human retinal tissue in collaboration with Kansas State University and the Air Force Research Laboratory, with the goal of producing safer lasers. Geoscience faculty and student researchers now access very large data files from the National Oceanic and Atmospheric Administration in investigating the causes of large, deadly tornados in Kansas and surrounding states. In addition, they use mortality data provided by the U. S. Military Academy to correlate anomalous weather events and mortality. Additionally, investigators are analyzing archived data to establish the long-term weather trends in Kansas to document how global weather changes are affecting Kansas. Informatics faculty and students have created a big data (Hadoop) platform that is being used to mine vast quantities of unstructured data located across the Internet to assist Geoscience and Informatics research. Kansas Academy of Math and Science (an early college entrance STEM program) students are now using LandSat imagery data for their research projects. Informatics researchers use the expanded reach and improved network monitoring tools to test more advanced network protocols. The results of these experiments will be shared in publications, conferences, FHSU workshops, and archived in a data repository.

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