Attrition of College of Education students at Iowa State University 1975-1980

Rocket observations of solar protons during the November 1960 events, 1

“…. The results presented here extend the spectrum of a solar proton event to lower energies than have been observed either by satellite measurements [Lin, 1961] or by balloon measurements [Winckler, 1960;Anderson and Enemark, 1960] in which the particles observed must be able to penetrate a few grams per square centimeter of the atmosphere. The main features of polar-cap absorption have been explained qualitatively, assuming the incoming particles to be protons with an energy spectrum of a simple form.…”

“…In the diagram of the spectra, the point marked 'Explorer VII' indicates the flux values given by Lin [1961] Balloon observations have previously indicated spectra with exponents in the range 4-5, above about 100 Mev [Winckler, 1960]. It is now clear that extrapolation of the balloon spectra to low energies is not a satisfactory procedure.…”

Differences between selected variables and entering student persistence, nonpersistence and withdrawal in higher education

“…This might suggest that pupil satisfaction is an important factor in student retention. Barger and Hall (1965) instruments and findings of Lin (1985), Zehner (1981), Prestwood and Berdie (1974), and Risch (1970).…”

“…Regarding distance from college, Mehra (1973), and Strodahl (1967), noted greater distances from college related to higher withdrawal rates; student often gave as their reason for transferring to another college a desire to be closer to home (Lin, 1985 According to Barger and Hall (1965), the differences between early and late dropouts in reasons given for withdrawal and in the duration of the problem seem to point to the possibility that for many of the early dropouts a tentative decision had been made to drop out during or after completing the previous term. Many of these students, if identified early enough, might be counseled to remain out of school for a period of time to take care of the difficulty.…”

“…As stated by Lin (1985), in spite of the extensive literature on hand in higher education, the research has not clearly disclosed which factors influence students to leave or how these factors might be controlled by those with an interest in preventing students from leaving. Similarly Tinto (1975) states:…”