The University of Arkansas at Monticello is a four-year liberal arts university located in Monticello, Arkansas, United States with Colleges of Technology located in Crossett and McGehee, Arkansas. UAM is part of the University of Arkansas System and offers master's degrees, baccalaureate degrees, and associate degrees in a variety of fields. UAM is also home to Arkansas' only School of Forest Resources.The University is governed by the University of Arkansas Board of Trustees, which also oversees the operation of universities and other post-secondary educational institutions in Batesville, DeQueen, Fayetteville, Arkansas, Fort Smith, Helena, Hope, Little Rock, Morrilton, and Pine Bluff, Arkansas.UA-Monticello offers in-state tuition rates not only to Arkansas residents, but also to residents of Mississippi, Louisiana, Texas, Oklahoma, Missouri, and Tennessee. Wikipedia.
News Article | November 1, 2016
Colleges with the Best Mechanic Degree Programs in the nation have been ranked for 2016-2017 by the Community for Accredited Online Schools (AccreditedSchoolsOnline.org). As a leading higher education information and resource provider, the site analyzed data from thousands of colleges across the U.S. to determine the list of top 50 two-year schools and top 50 four-year schools. Highest marks came in for Idaho State University, Montana State University Northern, South Seattle College, Lake Washington Institute of Technology and Midland College among four-year schools; Western Wyoming Community College, Texas State Technical College Waco, Sinclair College, Hinds Community College and Augusta Technical College among two-year schools. “The field of automotive service is growing on pace with the national average,” said Doug Jones, CEO and Founder of the Community for Accredited Online Schools. “Schools on this list are offering excellent education programs for up-and-coming service technicians and mechanics, and are also committed to connecting students with job opportunities after graduation.” Colleges must meet several specific requirements to qualify for the Community for Accredited Online Schools’ Best Mechanic Programs list. Each must carry regional accreditation and hold public or private not-for-profit status. Schools are also required to provide career placement or assistance to give students a head start after graduation. More than a dozen additional statistics and data points are compared for each qualifying institution to determine rank on the list, including financial aid offerings, student-teacher ratios and graduation rates. A complete list of schools honored for having the Best Mechanic Programs is included below. For details on the data and methodology used, as well as a complete list of rankings visit: The Best Mechanic Programs at two-year schools for 2016-2017: Arkansas State University - Beebe Asheville-Buncombe Technical Community College Ashland Community and Technical College Athens Technical College Atlanta Technical College Augusta Technical College Beaufort County Community College Blue Ridge Community College Bluegrass Community and Technical College Cape Fear Community College Casper College Central Community College Central Georgia Technical College Central Piedmont Community College Cincinnati State Technical and Community College Columbus State Community College Dodge City Community College East Mississippi Community College Eastern New Mexico University - Roswell Campus Fox Valley Technical College Gadsden State Community College Gateway Community and Technical College Guilford Technical Community College H. Councill Trenholm State Technical College Hinds Community College JF Drake State Community and Technical College Jefferson Community and Technical College Kirtland Community College Lawson State Community College - Birmingham Maysville Community and Technical College Metropolitan Community College North Dakota State College of Science North Georgia Technical College Northshore Technical Community College Northwest Louisiana Technical College Owensboro Community and Technical College Rend Lake College San Juan College Sinclair College Somerset Community College South Georgia Technical College Spokane Community College Texas State Technical College - Waco Wake Technical Community College Washington County Community College Wayne Community College West Kentucky Community and Technical College Western Nebraska Community College Western Wyoming Community College Wilkes Community College The Best Mechanic Programs at four-year schools for 2016-2017: Arkansas Tech University Baker College of Auburn Hills Baker College of Flint Baker College of Port Huron Benjamin Franklin Institute of Technology Bismarck State College Brigham Young University - Idaho Broward College College of Southern Nevada Daytona State College Dixie State University Farmingdale State College Ferris State University Florida State College at Jacksonville Idaho State University Indian River State College Jackson College Lake Washington Institute of Technology Lewis-Clark State College Midland College Montana State University-Billings Montana State University-Northern Morrisville State College New England Institute of Technology Northern Michigan University Palm Beach State College Peninsula College Pennsylvania College of Technology Pittsburg State University Ranken Technical College Santa Fe College Seattle Community College - South Campus Seminole State College of Florida Siena Heights University Snow College SUNY College of Technology at Alfred SUNY College of Technology at Canton University of Alaska Anchorage University of Alaska Fairbanks University of Alaska Southeast University of Arkansas at Monticello University of Arkansas - Fort Smith University of Central Missouri University of Hawaii Maui College University of Northwestern Ohio Utah Valley University Vermont Technical College Vincennes University Washburn University Weber State 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.
News Article | November 3, 2016
The Community for Accredited Online Schools (AccreditedSchoolsOnline.org), a leading online higher education resource site, has released its list of the nation’s Best Paramedic Programs. Comparing data from both online and on-campus programs at two- and four-year schools, top scores went to Colorado Mountain College, Florida Gateway College, Santa Fe College, Midland College and College of Central Florida for four-year schools; Northland Pioneer College, Eastern New Mexico University Roswell, North Arkansas College, Arkansas State University Beebe and Galveston College for two-year schools for 2016-2017. “The U.S. Department of Labor shows the job outlook for paramedics is extremely favorable over the next decade,” said Doug Jones, CEO and Founder of the Community for Accredited Online Schools. “The schools on this list are raising the bar when it comes to Paramedic education, providing the best combination of affordability and quality to their students.” To qualify for the Best Paramedic Program list, the Community for Accredited Online Schools requires schools to meet specific baseline requirements. All institutions are required to be accredited public or private not-for-profit entities. Each must also offer students career placement assistance or services post-graduation. More than a dozen different school-specific metrics, from graduation rates to student-teacher ratios, are weighed against one another to determine individual school scores and placement on rankings. The full list of colleges included on the Best Paramedic Programs list is included below. Find more details on the methodology used to score each school, as well as specific scores at: Arizona Western College Arkansas Northeastern College Arkansas State University - Beebe Arkansas State University - Mountain Home Athens Technical College Belmont College Black River Technical College Central Community College Central New Mexico Community College Cincinnati State Technical and Community College Crowder College Del Mar College East Arkansas Community College East Mississippi Community College Eastern New Mexico University - Roswell Campus Estrella Mountain Community College Gadsden State Community College Galveston College Grayson College H. Councill Trenholm State Technical College Hill College Hillsborough Community College Hinds Community College Howard College Itawamba Community College Jefferson College Johnson County Community College Lakeshore Technical College Lenoir Community College Meridian Community College Mesa Community College Metropolitan Community College North Arkansas College North Florida Community College North Georgia Technical College Northeast Texas Community College Northern Maine Community College Northland Pioneer College Redlands Community College San Juan College Santa Fe Community College Sinclair College South Arkansas Community College Southeast Arkansas College Tallahassee Community College Trinidad State Junior College University of Arkansas Community Hope - Texarkana Wallace State Community College - Hanceville Western Iowa Tech Community College Western Nebraska Community College Arkansas Tech University Baker College of Clinton Township Baker College of Muskegon Bismarck State College Broward College Chipola College College of Central Florida College of Southern Nevada Colorado Mountain College Creighton University Daytona State College Dixie State University Drexel University Florida Gateway College Florida SouthWestern State College Florida State College at Jacksonville Goodwin College Great Basin College Idaho State University Jackson College Lake Michigan College Lewis-Clark State College Miami Dade College Midland College Missouri Southern State University Montana State University - Billings Oklahoma State University - Oklahoma City Palm Beach State College Pasco-Hernando State College Pensacola State College Polk State College Saint Josephs College Santa Fe College Seattle Community College - North Campus Seminole State College of Florida Shawnee State University Siena Heights University South Florida State College St. Petersburg College University of Alaska Fairbanks University of Arkansas at Monticello University of Cincinnati - Blue Ash College University of Cincinnati - Clermont College University of New Haven University of Sioux Falls Utah Valley University Valencia College Vincennes University Weber State University Youngstown State 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.
News Article | February 21, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has ranked the best schools with online programs in the state of Arkansas for 2017. Of the four-year schools ranked, 15 made the list; University of Arkansas, University of Arkansas at Little Rock, Arkansas State University, Harding University and University of Central Arkansas scored as the top five schools. The state’s top 16 two-year schools were also highlighted, with Arkansas State University Beebe, College of the Ouachitas, North Arkansas College, Phillips Community College and Arkansas Northeastern College taking the top five spots. AccreditedSchoolsOnline.org used more than a dozen data points to determine which online schools are the best in Arkansas. Schools on the list must meet several basic requirements to be included: they must be institutionally accredited, they must be a public or private not-for-profit institution. Each college was also scored based on additional criteria that includes employment resources and counseling, student/teacher ratio, graduation rate and financial aid availability. “Today, more and more students are able to access an online education, and students in Arkansas are no exception,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “The schools on our list are best-in-class for providing online programs that suit the needs of students who prefer flexibility for their coursework.” For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: Arkansas’ Best Online Four-Year Schools for 2017 include the following: Arkansas Baptist College Arkansas State University - Main Campus Arkansas Tech University Central Baptist College Ecclesia College Harding University Henderson State University John Brown University Southern Arkansas University Main Campus University of Arkansas University of Arkansas at Little Rock University of Arkansas at Monticello University of Arkansas for Medical Sciences University of Arkansas - Fort Smith University of Central Arkansas Arkansas’ Best Online Two-Year Schools for 2017 include the following: Arkansas Northeastern College Arkansas State University - Beebe Arkansas State University - Mountain Home College of the Ouachitas Cossatot Community College of the University of Arkansas East Arkansas Community College National Park College North Arkansas College NorthWest Arkansas Community College Ozarka College Phillips Community College South Arkansas Community College Southeast Arkansas College Southern Arkansas University Tech University of Arkansas Community College - Batesville University of Arkansas Hope - Texarkana ### 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.
G.C. S.,University of Arkansas at Monticello |
Mehmood S.R.,University of Arkansas at Monticello
Forest Policy and Economics | Year: 2010
Woody biomass has gained considerable attention in the U.S. as a feedstock for producing renewable bioenergy. Though these resources are generally not cost competitive with fossil fuels under current technology and market conditions, they are likely to generate numerous socioeconomic and environmental benefits to the entire nation. Since the positive externalities associated with wood-based bioenergy production are not fully accounted for in the market place, policy incentives could play an important role in its promotion in the future. Nonindustrial private forests (NIPFs) of the southern United States, representing a large percentage of timberlands in the nation, are often viewed as potential sources of woody biomass for future bioenergy production. It is therefore critical to understand landowners' policy preferences for promoting wood-based bioenergy. This study examines policy alternatives preferred by landowners for promoting wood-based bioenergy and utilizes binary logit models to identify the factors influencing these policy preferences. The results indicate that landowners in general prefer tax based policies over direct subsidy support. A significant relationship was observed between landowners' decision to support or not to support different policy instruments and their income, age, distance of residence from the forest, size of the forest owned, size of trees in the forests, forest management objectives, and previous experience of using government cost-share programs. © 2010 Elsevier B.V.
Massey D.,University of Arkansas at Monticello
Strength and Conditioning Journal | Year: 2010
Great strides have been made in identifying the expertise needed by strength coaches to be competent in their jobs. As our profession moves forward, we need to continue to refine and standardize the knowledge base of the field. A method helpful in accomplishing this outcome would be to develop a model to guide our educational efforts. The model being put forth is known as the "program for effective teaching". This model could serve as a framework for educational programs in the profession while at the same time being a standard to aspire to by those providing direct services to athletes. © National Strength and Conditioning Association.
G.C. S.,University of Arkansas at Monticello |
Mehmood S.R.,University of Arkansas at Monticello
Forest Policy and Economics | Year: 2012
Nonindustrial private forests (NIPF) of the southern U.S., containing large quantities of small diameter trees are often viewed as the potential sources of woody biomass for future bioenergy production. Use of logging residues and non-marketable small diameter trees available in these forests, are thought to create economic opportunities for NIPF owners and contribute in maintaining healthy forest systems. However, in the absence of a well-defined market, it is difficult to predict the willingness of landowners for supplying biomass from their forests. This study uses multinomial logit models to understand landowners' willingness/unwillingness to supply biomass at hypothetical price levels and examines landowner, forest, and demographic characteristics underlying these decisions. The results indicate significant association between landowners' bid acceptance decisions and factors such as, forest tract size, size of trees in the forest, distance of landowners' residence from the forest, landowners' age, previous harvesting experience, price of timber, and forest management objectives. © 2012 Elsevier B.V.
Zeide B.,University of Arkansas at Monticello
Trees - Structure and Function | Year: 2010
Self-thinning of forest stands is one of the clearest and best-documented examples of natural selection. Besides their theoretical interest, understanding of self-thinning is important for forest practice because it produces estimates of stand density and stocking. There is a considerable diversity of views on the processes causing self-thinning, predicting variables, and analytical form of models. The most popular model was proposed by Reineke (J Agric Res 46(7):627-638, 1933) over 70 years ago. This study compares existing models of self-thinning and provides evidence that the virtually unknown model developed by Artur Nilson describes self-thinning more realistically than Reineke's. While in the Reineke model the rate of mortality (the slope of self-thinning line) is assumed to be constant, it changes from 0 to -2 in Nilson's model. As a result, Nilson's model is slightly but consistently more accurate than Reineke's. Although both models are empirical, their analysis suggests several general conclusions about self-thinning. © 2010 Springer-Verlag.
Massey C.D.,University of Arkansas at Monticello |
Vincent J.,University of Alabama
Journal of Strength and Conditioning Research | Year: 2013
This investigation consisted of a job analysis of 6 National Collegiate Athletic Association (NCAA) Division I female strength and conditioning coaches. Each coach was employed at universities competing within the Football Bowl Subdivision. All subjects in the survey were responsible for providing strength and conditioning services to their institution's athletic programs. The procedures used for the gathering of data involved a questionnaire followed by a semi-structured interview. The purpose of this format was to use the semi-structured interview to delve more deeply into the issues raised by the questionnaire. Evidence was obtained related to demographic data; major job duties; relationships with supervisors, fellow strength coaches, and the sport coaches with whom they work; and the effects the job has on their spouse and other family members. All the participants in the study were white with an average age of 31.6 years. Their average time spent in the profession was 8 years, and the average time spent in their current employment was 5 years. Overall, the job satisfaction for the group was high. Five of the subjects held master's degrees, and all participants held relevant certifications in the field. The coaches primarily provided services to athletes participating in women's sports at their respective universities. © 2013 National Strength and Conditioning Association.
Waddell J.C.,University of Arkansas at Monticello |
Peng W.,Michigan State University
Computers in Human Behavior | Year: 2014
Cooperation and competition have emerged as factors that may affect video game players. Competition consistently has been found to elicit increased aggression whilst cooperation has been found to mitigate aggression and increase cooperative behaviors after game play. Of interest is the effect of the relationship between players (friend vs. stranger) in cooperative and competitive multiplayer contexts. In this study, we considered how game goal structure - competition or cooperation - and relationships between players - friend or stranger - affect aggression and cooperative behaviors. Compared with competition, cooperative play resulted in significantly more cooperative behaviors in a modified Prisoner's Dilemma task. However, neither competitive nor cooperative goal structures significantly increased state hostility, suggesting that altering players' gaming goals (e.g. competition or cooperation) may not be enough to elicit strong affective aggression. Additionally, cooperative game play was found to predict increased cooperative behaviors and trust in their partner. Implications of the findings are discussed. © 2014 Elsevier Ltd. All rights reserved.
Agency: NSF | Branch: Continuing grant | Program: | Phase: Systematics & Biodiversity Sci | Award Amount: 152.27K | Year: 2012
The Eustigmatophyceae are a little-known group of microalgae in a lineage that includes the more familiar diatoms and kelps. Recent culture studies have revealed that the Eustigmatophyceae are much more common and diverse than previously thought. DNA sequence analyses from these strains and named Eustigmatophyceae have shown that the existing morphologically-based taxonomy of the class is flawed. In collaboration with scientists in Prague, Czech Republic, this project will characterize new Eustigmatophyceae strains with the goals of 1) description of new genera and species; and 2) a revision of the higher-level classification of the Eustigmatophyceae. A multi-faceted approach using analyses of morphology, life history, pigments, and DNA sequence data will be used to achieve these goals. Criteria for the identification of species, genera, and families will be identified.
The Eustigmatophyceae have significant potential for the biofuels industry, a current National priority. Moreover, some species have high levels of omega fatty acids and could be used to produce these lipids as nutritional supplements. Understanding the diversity of the Eustigmatophyceae should positively impact the practical use of these algae. The project will also significantly impact undergraduate training at UAM, a minority-serving institution of approximately 3900 students located in economically depressed southeast Arkansas.