Kentucky State University is a public co-educational university in Frankfort, Kentucky. Founded in 1886 as the State Normal School for Colored Persons, KSU was the second state-supported institution of higher learning in Kentucky. It has a total undergraduate enrollment of 2,025 and a total graduate enrollment of 134. Wikipedia.
News Article | March 2, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has compiled a list of the best colleges and universities with online programs in Kentucky for 2017. Of the 20 four-year schools that were ranked, University of Kentucky, University of Louisville, Eastern Kentucky University, Murray State University and Western Kentucky University came in as the top five institutions. The top 16 two-year schools were also included, with West Kentucky Community and Technical College, Maysville Community and Technical College, Bluegrass Community and Technical College, Jefferson Community and Technical College and Somerset Community College named as the top five. “The schools on our list have been evaluated based on more than a dozen unique data points,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “The results is a selection of the best online curriculum, program variety, student resources and graduation outcomes in Kentucky.” To earn a spot on the Best Online Schools list, colleges and universities in Kentucky must be institutionally accredited, public or private not-for-profit entities. Each college is also judged based on such criteria as student/teacher ratios, employment services, student resources, graduation rates 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 Kentucky for 2017 include the following: Asbury University Brescia University Campbellsville University Eastern Kentucky University Georgetown College Kentucky Christian University Kentucky State University Kentucky Wesleyan College Lindsey Wilson College Midway College Morehead State University Murray State University Northern Kentucky University The Southern Baptist Theological Seminary Thomas More College Union College University of Kentucky University of Louisville University of the Cumberlands Western Kentucky University Kentucky’s Best Online Two-Year Schools for 2017 include the following: Ashland Community and Technical College Big Sandy Community and Technical College Bluegrass Community and Technical College Elizabethtown Community and Technical College Gateway Community and Technical College Hazard Community and Technical College Henderson Community College Hopkinsville Community College Jefferson Community and Technical College Madisonville Community College Maysville Community and Technical College Owensboro Community and Technical College Somerset Community College Southcentral Kentucky Community and Technical College Southeast Kentucky Community and Technical College West Kentucky Community and 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.
News Article | October 28, 2016
A list of the nation’s Best Electrician Programs for 2016-2017 has been released by the Community for Accredited Online Schools (AccreditedSchoolsOnline.org). As a leader in higher education information and resources for students, the site ranked schools offering on-campus or online electrician programs to find those providing the best overall value for students. Top finishers include Idaho State University, Great Basin College, Jackson College, Montana State University Northern and the College of Southern Nevada among four-year schools and East Mississippi Community College, Hinds Community College, Rockingham Community College, Augusta Technical College and Beaufort County Community College among two-year schools. “The need for qualified electricians is growing, and the programs on our list represent the best training opportunities for this in-demand trade,” said Doug Jones, CEO and Founder of the Community for Accredited Online Schools. “Our analysis shows students where to find the best combination of quality and affordability when it comes to earning an electrician degree.” The Community for Accredited Online Schools weighs over a dozen different data points, including statistics on cost, program features, graduation rates and more to determine a score for each electrician program in the country. To qualify for the Best Electrician Program lists, schools must also meet specific minimum requirements: institutions must be accredited public or private not-for-profit entities and must provide career placement assistance to students. A complete list of schools included on the Best Electrician Programs list is included below. To learn where each school ranks and for more information on the data analysis and methodology used, visit: Recognized as the Best Electrician Programs among two-year schools: Recognized as the Best Electrician Programs among four-year schools: Benjamin Franklin Institute of Technology Bismarck State College Bluefield State College Brazosport College Capitol College College of Southern Nevada Daytona State College Dunwoody College of Technology Fairmont State University Florida State College at Jacksonville Great Basin College Gulf Coast State College Idaho State University Indian River State College Jackson College Kentucky State University Lake Washington Institute of Technology Lake-Sumter State College Lawrence Technological University LeTourneau University Missouri Western State University Montana State University-Northern New England Institute of Technology Northern Michigan University Northern New Mexico College Northwestern Michigan College Northwestern State University of Louisiana Palm Beach State College Pennsylvania College of Technology Pensacola State College Pittsburg State University Point Park University Rochester Institute of Technology Seattle Community College - North Campus Seminole State College of Florida South Florida State College State College of Florida - Manatee-Sarasota SUNY College of Technology at Alfred SUNY College of Technology at Canton SUNY College of Technology at Delhi University of Akron Main Campus University of Arkansas - Fort Smith University of Cincinnati - Main Campus University of Hartford Utah Valley University Valencia College Wayne State University West Virginia University at Parkersburg West Virginia University Institute of Technology Western New Mexico University About Us: The Community for Accredited Online Schools (AccreditedSchoolsOnline.org) was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable 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. environments that include highly trained faculty, new technology and resources, and online support services to help students achieve educational and career success.
Mollick A.V.,University of Texas–Pan American |
Assefa T.A.,Kentucky State University
Energy Economics | Year: 2013
Using daily data from January 1999 to December 2011, we examine U.S. stock returns (S&P 500, Dow Jones, NASDAQ, and Russell 2000) based on a wide range of information, including equity VIX volatility, inflation expectations, interest rates, gold prices, and the USD/Euro exchange rate. The focus is on oil price returns, which have been previously found to exert mostly negative effects on U.S. stock returns. Identifying the crisis of 2008-2009 as a significant period of economic contraction and subsequent "recovery", we check the stability of the stock-oil relationship by GARCH and MGARCH-DCC models. Prior to the financial crisis, stock returns are slightly (negatively) affected by oil prices and by the USD/Euro. For the subsample of mid-2009 onwards, however, stock returns are positively affected by oil prices and a weaker USD/Euro. As with inflation expectations, we interpret these findings as U.S. stocks responding positively to expectations of recovery worldwide. Our proposed explanation is due to the changing correlation between stock markets and oil, either by standard GARCH models or by MGARCH-DCC models allowing the implied correlation to vary over time. © 2012 Elsevier B.V.
Antonious G.F.,Kentucky State University
Journal of Environmental Science and Health - Part B Pesticides, Food Contaminants, and Agricultural Wastes | Year: 2012
Bioremediation is the use of living organisms, primarily microorganisms, to degrade environmental contaminants into less toxic forms. Nine biobeds (ground cavity filled with a mixture of composted organic matter, topsoil, and a surface grass) were established at Kentucky State University research farm (Franklin County, KY) to study the impact of this practice on reducing surface runoff water contamination by residues of dimethazone and trifluralin herbicides arising from an agricultural field. Biobed (biofilter) systems were installed at the bottom of the slope of specially designed runoff plots to examine herbicides retention and degradation before entering streams and rivers. In addition to biobed systems, three soil management practices: municipal sewage sludge (SS), SS mixed with yard waste compost (SS + YW), and no-mulch rototilled bare soil (NM used for comparison purposes) were used to monitor the impact of soil amendments on herbicide residues in soil following natural rainfall events. Organic amendments increased soil organic matter content and herbicide residues retained in soil following rainfall events. Biobeds installed in NM soil reduced dimethazone and trifluralin by 84 and 82%, respectively in runoff water that would have been transported down the land slope of agricultural fields and contaminated natural water resources. Biobeds installed in SS and SS+YW treatments reduced dimethazone by 65 and 46% and trifluralin by 52 and 79%, respectively. These findings indicated that biobeds are effective for treating dimethazone and trifluralin residues in runoff water. © 2012 Copyright Taylor and Francis Group, LLC.
Antonious G.F.,Kentucky State University
Journal of Environmental Science and Health - Part B Pesticides, Food Contaminants, and Agricultural Wastes | Year: 2010
Environmentally and economically viable agriculture requires the use of cultivation practices that maximize agrochemical efficacy while minimizing their off-site movement. Bensulide [O, O-diisopropyl S-2-phenylsulfonylaminoethyl phosphorodithioate] is one of the few herbicides from the organophosphate group used for control of weeds that threaten numerous crops. A field study was conducted on a silty-loam soil of 10% slope at Kentucky State University Research Farm to monitor off-site movement and persistence of bensulide in soil. Eighteen plots of 22 × 3.7 m each were separated using metal borders and the soil in six plots was mixed with sewage sludge and yard waste compost (SS-YW) at 15 t acre-1 on dry weight basis, six plots were mixed with sewage sludge (SS) at 15 t acre-1, and six unamended plots (NM) were used for comparison purposes. Plots were planted with summer squash, Cucurbita pepo as the test plant. The objectives of this investigation were to: 1) determine the dissipation and half-life (T1/2) of bensulide in soil under three management practices; 2) monitor the concentration of bensulide residues in runoff and infiltration water following natural rainfall; and 3) determine the effect of soil amendments on the transport of NO3, NH4, and P into surface and subsurface water. Half-life (T1/2) values of bensulide in soil were 44.3, 37.6, and 27.1 d in SS-YW, SS, and NM treatments, respectively. Addition of SS-YW and SS to native soil increased water infiltration, lowering runoff water volume and bensulide residues in runoff following natural rainfall events. © Taylor & Francis Group, LLC.
Kentucky State University | Date: 2014-08-28
A method of monitoring a status of one or more computing devices in a computing system environment includes deploying a sensor network including a plurality of sensors to monitor multiple operating parameters of one or more computing devices of said computing system environment, each sensor being associated with one of said one or more computing devices. A base station computing device collects operating parameter data for the computing devices and analyzes the operating parameter data to (a) predict a failure of said one or more computing devices and/or (b) identify a fault condition of said one or more computing devices. Computing device operating parameters monitored include one or more of an operating temperature, a vibration, a cooling air flow rate, and a battery charge level. Monitoring systems for use in the method are disclosed.
Kentucky State University | Date: 2012-05-24
An apparatus and method are provided for monitoring a liquid product held in a sealed vessel and determining taxes that will be owed on the liquid product at a future dumping time. The apparatus and method also allow one to determine fault conditions within a sealed vessel as well as to determine when the product in the sealed vessel is ready for use.
Agency: NSF | Branch: Standard Grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 399.99K | Year: 2014
Kentucky State University (KSU)s Historically Black Colleges and Universities-Undergraduate Program (HBCU-UP) Targeted Infusion project supports science, technology, engineering and technology (STEM) interventions in support of a minor degree program in Geoscience. This STEM education project aims to increase the number of students from underrepresented minority groups by strengthening STEM skills at the precollege and undergraduate levels in this discipline. The projects objectives are to: (1) develop curricula for a minor at the undergraduate level; (2) develop a Summer Bridge Program for college preparation and STEM education; and (3) enhance geoscience teaching, learning, and research pedagogy and infrastructure using cyber-learning resources and techniques. Major activities include development of a sequence of geoscience courses; design of effective recruitment tools and geoscience career awareness materials; development of research projects for undergraduate and high school students to strengthen curricula, teaching capability, laboratory, cyber-learning-based teaching, learning, and research. Faculty development activities include engagement in integrating research, technology, and innovative pedagogy in curricula with an emphasis on learning science through many multidisciplinary activities via cyber technology- and visualization-based participatory learning modules.
Expected outcomes of this three-year project include the availability of a sequence of three new courses for students who intend to minor in geosciences; an enhanced Geospatial Laboratory with a spatial database, software, and other innovative and cyber-teaching and
research resources; increased networks with high schools, state and federal agencies and other universities for recruitment and teaching; increased cross-program coordination at KSU for recruitment, management of minor and caption research projects; and effective advising and
timely graduation of students. Annual assessment and evaluation of project activities and impacts will be evaluated every
The overall impacts of the project enhance quality teaching, innovative curricula and research, and increased production of competitive underrepresented students in the STEM disciplines.
Over the 36-month duration of the project, more than 100 students will be impacted by the projects implementation. Dissemination efforts will address successful practices in attracting, recruiting and retaining underrepresented minority students in geoscience and environmental science fields at minority-serving institutions.
Agency: NSF | Branch: Standard Grant | Program: | Phase: HIST BLACK COLLEGES AND UNIV | Award Amount: 500.00K | Year: 2014
The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Targeted Infusion Projects supports the development, implementation, and study of evidence-based innovative models and approaches for improving the preparation and success of HBCU undergraduate students so that they may pursue STEM graduate programs and/or careers. The project at Kentucky State University seeks to undertake institutional reform and establish transformational strategies to strengthen and enhance STEM teaching, learning, and research and to improve students access to and retention in STEM programs. Kentucky State University enrolls a significant number of students from groups underrepresented in STEM - minority students, low-income students, and non-traditional students, such as home-schooled students and students returning to college.
The project seeks to enhance the teaching pedagogies and research capacity in STEM fields, fostering a competitive learning and research environment, and developing new project-based and inquiry-based curricula and programs that will provide academic support to the students. The specific objectives of the project are to: 1) increase the enrollment of students into the STEM programs; 2) develop experiential research projects to enhance students opportunities in a broad range of scientific inquiry; 3) enhance STEM curricula to address the diverse backgrounds and learning styles of the students; and 4) develop student retention, faculty development, and research enhancement programs. The project is projected to impact 250 students at Kentucky State University, as well as 60 pre-college or high school students.
Agency: NSF | Branch: Standard Grant | Program: | Phase: NSF INCLUDES | Award Amount: 37.40K | Year: 2016
The Morgan State University INCLUDES project will build on an existing regional partnership of four Historically Black Colleges and Universities that are working together to improve STEM outcomes for middle school minority male students that are local to Morgan State in Baltimore, North Carolina A&T in Greensboro, Jackson State in Mississippi, and Kentucky State in Frankfort. Additional partners include SRI International, the National CARES Mentoring Network, and the Verizon Foundation. Using the collective impact-style approaches such as planning and implementing a Network Improvement Community (NIC), developing a shared agenda and implementing mutually reinforcing activities, these partners will address two common goals: (1) Broaden the participation of underrepresented minority males in science and engineering through educational experiences that prepare them for careers in STEM fields; and (2) Create a Network Improvement Community focused on STEM achievement in minority males. Program elements include high-quality instruction in STEM content, mentoring, and professional development. The project will expand to include eight additional partners (six HBCUs and two Hispanic-Serving Institutions) and schools and districts in communities local to their campuses. The INCLUDES pilot will help scale innovations that target impacting minorities in STEM.
The project will develop STEM learning pathways for middle school minority males by harnessing the collective impact of 12 university partners, local K-12 schools and districts with which they partner, and surrounding community organizations and businesses with a vested interest in achieving common goals. Products will include a roadmap for addressing the problem through a Network Improvement Community, a website that will contribute to the knowledge base regarding effective strategies for enhancing STEM educational opportunities for minority males, and common metrics, assessments, and shared measurement systems that will be used to measure the collective impact of the Network Improvement Community.