Wichita, KS, United States
Wichita, KS, United States

Friends University is a private non-denominational Christian university in Wichita, Kansas.Friends University was founded in 1898. The main building was originally built in 1886 for Garfield University, but was donated in 1898 to the Religious Society of Friends by James Davis, a St. Louis business man. In the 1930s the leadership of the school was turned over to an independent Board of Trustees, with some representation of the Mid-America Yearly Meeting of Friends on the board. It operates today with "an amicable but independent relationship with the Society of Friends." The mission of Friends University is "to provide a high quality undergraduate and graduate education that incorporates liberal arts instruction and professional studies within the context of the Christian faith." Wikipedia.

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News Article | October 28, 2016
Site: www.prweb.com

A leading resource for higher education and student resources, AffordableCollegesOnline.org, has released its list of Kansas’ Best Online Colleges for 2016-2017. The site analyzed a mixture of data on both two-year and four-year schools, ranking the following colleges and universities in the top five: Fort Hayes State University, Washburn University, Sterling College, Newman University and Manhattan Christian College for four-year schools; Allen County Community College, Kansas City Kansas Community College, Barton County Community College, Hutchinson Community College and Seward County Community College for two-year schools. "More than 100,000 students enrolled in college programs in Kansas last year, and nearly half of those were non-residents” said Dan Schuessler, CEO and Founder of AffordableCollegesOnline.org. "There is a growing opportunity for colleges in Kansas to offer distance or online learning programs to their students, and the schools on our list are the ones who have already made a point to emphasize high-quality online education.” To be considered for the Best Online Colleges in Kansas list, schools were required to meet several minimum criteria points. All colleges must hold regional accreditation and be public or private not-for-profit entities to qualify. Affordability standards were also set at $5,000 or less for in-state tuition at two-year schools and $25,000 or less for in-state tuition at four-year schools. Each college earned its rank by analysis and comparison of more than a dozen unique data points, including financial aid stats and graduation rates. A complete list of schools making the Best Online Colleges in Kansas ranking are listed below. More details on school placement on each list and the methodology used to determine each school’s position can be found at the link below: Schools recognized as the 2016-2017 Best Online Colleges in Kansas, Two-Year: Schools recognized as the 2016-2017 Best Online Colleges in Kansas, Four-Year: Barclay College Central Christian College of Kansas Emporia State University Fort Hays State University Friends University Manhattan Christian College Newman University Ottawa University - Kansas City Pittsburg State University Southwestern College Sterling College Tabor College University of Kansas University of Saint Mary Washburn University Wichita State University AffordableCollegesOnline.org began in 2011 to provide quality data and information about pursuing an affordable higher education. Our free community resource materials and tools span topics such as financial aid and college savings, opportunities for veterans and people with disabilities, and online learning resources. We feature higher education institutions that have developed online learning environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success. We have been featured by nearly 1,100 postsecondary institutions and nearly 120 government organizations.

News Article | March 1, 2017
Site: www.prweb.com

The Community for Accredited Online Schools, a leading resource provider for higher education information, has highlighted Kansas’ best colleges and universities with online programs for 2017. A total of 33 schools were recognized for providing top-quality online learning programs. Of the 18 four-year schools that were ranked, University of Kansas, Kansas State University, Baker University, Southwestern University and Wichita State University came in as the top five institutions. Kansas’ top 15 two-year schools were also included, with Dodge City Community College, Barton County Community College, Hutchinson Community College, Johnson County Community College and Kansas City Kansas Community College taking the lead. “Students across the nation are increasingly interested in pursuing an online education, and Kansas is no exception,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “The schools on our list have proven to offer high quality education options online for students who want a more flexible, accessible certificate or degree program.” To earn a spot on Kansas’ “Best Online Schools” list, these colleges and universities must be public or private not-for-profit entities that are institutionally accredited. Each college is also rated based data points that include graduation rates, student/teacher ratios, student services and financial aid availability. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: The Best Online Four-Year Schools in Kansas for 2017 include the following: Baker University Barclay College Central Christian College of Kansas Emporia State University Fort Hays State University Friends University Kansas State University MidAmerica Nazarene University Newman University Ottawa University Pittsburg State University Southwestern College Sterling College Tabor College University of Kansas University of Saint Mary Washburn University Wichita State University Kansas’ Best Online Two-Year Schools for 2017 include the following: Allen County Community College Barton County Community College Cloud County Community College Coffeyville Community College Colby Community College Cowley County Community College Dodge City Community College Flint Hills Technical College Hutchinson Community College Johnson County Community College Kansas City Kansas Community College Labette Community College Pratt Community College Seward County Community College and Area Technical School Wichita Area Technical College ### About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.

Christenson J.D.,Mt Mercy University | Crane D.R.,Brigham Young University | Bell K.M.,Mt Mercy University | Beer A.R.,University of Iowa | And 2 more authors.
Journal of Marital and Family Therapy | Year: 2014

Despite a number of studies investigating the effect of pharmacotherapy on treatment costs for schizophrenia patients, there has been little attention given to the effect of family intervention. In this study, data from the Kansas Medicaid system were used to analyze healthcare costs for 164 schizophrenia patients who had participated in family intervention. Structural equation modeling was used to test two competing views of the role of family intervention in treatment. The results showed that a model including direct and indirect effects of family intervention provided a better fit to the data. Family intervention had a significant indirect effect on general medical costs (through other psychological treatment) that showed a savings of $586 for each unit increase in the provision of these services. In addition, the total indirect effects for family intervention showed a $580 savings for general medical costs and $796 for hospitalization costs (for each unit increase). © 2013 American Association for Marriage and Family Therapy.

De La O G.,Friends University | Matis T.,Texas Tech University
Journal of Applied Research and Technology | Year: 2014

Describe the interoceanic Mazatlan-Houston Logistic Corridor (MHLC) as an alternative route to create sustainable competitive advantages for Mexican, USA, and international firms competing in an international marketplace. Taking into account the competitive advantages of utilizing this corridor for international trade, we analyze supply chain strategies for Mexican and international companies demanding economical logistic solutions in this region. It was found that the MHLC benefits efficient industry segments with demand well known in advance. It was also found that the potential of both inbound and outbound container traffic to the Asia-Pacific marketplace along this international commerce corridor fluctuates between 39, 000 and 761, 000 TEU's.

MacCarone A.D.,Friends University | Brzorad J.N.,Lenoir-Rhyne University | Stone H.M.,Friends University
Waterbirds | Year: 2012

To better understand how birds balance the demands of reproduction and food-provisioning, Snowy Egrets (Egretta thula) were studied from May-July 2009 and 2010 in a mixed-species colony in Wichita, Kansas. Observations included 68 h of scan samples at 34 nests which yielded >11,000 instantaneous records; the durations of 57 food-provisioning trips made by eight radio-tagged birds; 73 records of foraging locations, and 27 h of foraging activity and aggressive intraspecific interactions. Adult activities at the nest included sitting (41% of the time), standing (18%), preening (10%), nest maintenance (7%) and feeding chicks (<1%). Incubating adults spent significantly more time sitting but less time standing than did adults with chicks. The amount of time that both parents were away from the nest increased significantly with chick age. Multiple regression analysis with AIC modeling showed that Julian date, chick stage, and year were important predictor variables in nest activity patterns. Mean food-provisioning intervals (242 ±22 min; range = 52-539 min) differed among radio-tagged birds, but did not differ by time of day or date. Round-trip flight distances averaged 16.1 ±3.2 km (range = 6-49 km), and also differed among birds. Distances to foraging sites were combined with published energetic values to estimate flight costs. Compared with birds that used distant foraging sites (>18 km from the colony), birds that used sites near the colony (<3 km) had higher capture efficiencies but caught smaller prey, had much higher rates of aggression, and lower rates of energy intake.

Brzorad J.N.,Lenoir-Rhyne University | MacCarone A.D.,Friends University
Waterbirds | Year: 2013

Studies must be performed throughout the year to determine how the seasonal energy requirements of Snowy Egrets (Egretta thula) and Great Egrets (Ardea alba) change. Foraging behavior was quantified during the breeding season in Kansas and during the non-breeding season in Florida using energetic algorithms and scan sampling. Fifty-eight percent (n = 287) of breeding Snowy Egrets were observed ambulating while 51% (n = 271) of non-breeding Snowy Egrets were observed loafing. Standing foraging was the most commonly observed behavior among Great Egrets in both the breeding (54%, n = 91) and non-breeding (38%, n = 164) seasons. Behavior was dependent on season for both Snowy Egrets (x 2= 200.1, P < 0.001) and Great Egrets (x2= 187.4, P < 0.001). During the breeding season, Snowy Egrets expended 0.13 ± 0.06 W (Watts) in rivers and 0.08 + 0.02 W at weirs. During the non-breeding season Snowy Egrets expended 0.06 ± 0.01 W. During the breeding season Great Egrets expended 0.11 + 0.02 W at both weirs and in rivers, and 0.09 ± 0.02 W during the non-breeding season (F2,46 = 7.86, P < 0.0012). Snowy and Great egrets appear to vary their caloric demand on aquatic systems over the annual cycle. However, the quantity of energy derived from an ecosystem should not be the only factor taken into consideration in determining the value of that ecosystem.

Brzorad J.N.,Lenoir-Rhyne University | Maccarone A.D.,Friends University | Stone H.M.,Friends University
Waterbirds | Year: 2015

The breeding season is a demanding period in an individual's annual cycle because it must balance energy gains with the competing demands of reproduction and self-maintenance and properly allocate time and energy to both. To better understand how this balance is reached, nest-attendance patterns, food-provisioning rates, and foraging patterns were studied in radio-tagged Great Egrets (Ardea alba) breeding in a mixed-species colony in Wichita, Kansas, from May-August 2010-2013. A total 900 bird-days for 16 Great Egrets (60 ± 32 days/bird) provided 777 records of feeding sites, yielding travel times, flight velocities, and flight distances. Prey-capture rates, capture efficiencies, prey sizes and aggressive interactions were recorded at rivers, ponds, and weirs. A data logger placed in the colony from 2011-2013 recorded 3,390 arrivals and departures by 14 Great Egrets, documenting nest-attendance patterns. Provisioning intervals (196 ± 18 min [SD]; Range = 30-2,044 min) differed among radio-tagged individuals and among the three years. Round-trip distances to feeding sites in 2011 (16.3 ± 17.8 km) and 2012 (16.0 ± 7.0 km) were both were longer than in 2013 (11.1 ± 3.3 km). Flight distances to feeding sites also differed among individuals and increased with breeding stage. Strike rates (strikes/min) and capture rates (prey/min) differed by year but not by microhabitat. However, capture efficiency (successful strikes/total strikes) differed among microhabitats. Fish captured at weirs averaged six times heavier than those caught at rivers or ponds, but Great Egrets also encountered rates of aggression at weirs five to 10 times higher than at the other sites. A summary of energy gains and expenditures by radio-tagged Great Egrets is described, and differences among individual birds, among years, and across microhabitats is discussed. © 2015, BioOne. All rights reserved.

Maccarone A.D.,Friends University | Brzorad J.N.,Lenoir-Rhyne University
Waterbirds | Year: 2016

Intraspecific and intersexual morphological variation is common in many groups of birds, but few studies with larger sample sizes exist for describing such variation in ardeids. Since 2008, three species of long-legged wading birds were captured for telemetry studies in Wichita, Kansas, USA, and on the East Coast of the USA in North Carolina, Maryland, and New Jersey. Captured individuals were weighed and their culmens and tarsi were measured before they were released. Beginning in 2013, a blood sample was collected from each bird and was used to determine its sex. Measurements of 103 birds of three species were used to examine statistical relationships among mass, culmen length, and tarsus length, and to determine whether males of Great Egrets (Ardea alba) and Snowy Egrets (Egretta thula) differed from females in these values. Great Blue Herons (A. herodias; 1,702-2,859 g), Great Egrets (769-1,300 g), and Snowy Egrets (349-539 g) all showed high variation in body weights, but significantly lower variation in culmen and tarsus lengths. For all three species, body weight correlated significantly with both culmen and tarsus lengths, which were themselves strongly associated. Male Great and Snowy egrets were significantly heavier than females and also had longer culmens and tarsi. The role of interspecific differences in body size in reducing competition at feeding sites is discussed, as is the possible role of intersexual differences during the breeding season.

MacCarone A.D.,Friends University | Brzorad J.N.,Lenoir-Rhyne University | Stone H.M.,Friends University
Waterbirds | Year: 2010

Information on nest-activity patterns and energetic costs during the breeding season may shed light on current population trends of Great Egrets (Ardea alba). To address the issue, Great Egrets nesting in a mixed species colony in Wichita, Kansas, were studied from MayJuly in 2008 and 2009. A total of 35 h of scan samples at 28 random nests resulted in 5,062 instantaneous records; a separate 62 h of observations recorded 75 food-provisioning intervals. Adults at the nest engaged mainly in low-cost activities such as sitting, standing and preening, but activity patterns differed significantly by nest content. Adults with eggs spent significantly more time sitting but less time standing, preening or away from the nest. Overall variation in activity patterns among the 28 study nests was not significant. Food-provisioning intervals ranged from 6-480 min, with a median duration of 180 min. Intervals declined significantly with chick stage, were longer during periods of high wind velocity, and varied by time of day. Food-provisioning intervals for adults with eggs averaged >80 min longer than for those with chicks of all sizes. The results suggest that Great Egrets engage in low-cost activities and minimize energy costs while at the nest, and adjust the pattern of food-provisioning trips in response to proximate conditions and increased food demand.

Chappell V.,Friends University
Proceedings of the International Conference on e-Learning, ICEL | Year: 2012

For years, educators have discussed how to assure successful online course outcomes while increasing student satisfaction and retention. Most literature advocates developing learning communities as the best way to engage students and provide quality online learning. However, course and program outcomes must be based on individual student achievement. Therefore, to increase retention and create an effective virtual classroom of adult learners, it is first necessary to bring out the best in each student. It takes time and directed faculty interaction to support each student in achieving their best performance and self-confidence. These qualities are necessary prerequisites for student participation and building a strong learning community. For example, first year MBA students usually do not meet standards of online discussion. Besides lacking necessary knowledge, many of them suffer from stage fright. When listening to an online lecture, each student is sitting on the front row as a passive and invisible recipient. But during group discussion and problem solving modules, each student becomes the central figure where the whole group can observe and evaluate his or her performance. Guided instruction by the professor will help each student develop their academic growth, professional confidence and business communication skills so they become capable of contributing to the discussion which is the basis of any community of learners. Once created, the community will help affirm each other's self-esteem, social recognition and growth. Therefore, a quality online classroom consists of three major interrelated entities: professor, student, and course content. The dynamic interaction between the professor and each student within the course content will prepare them for constructive business communications with other students in the online forums. Only individuals with independent critical thinking, professional confidence and business communication skills are capable of contributing to a discussion thus creating an effective and long lasting community of learners.

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