Advertisement
iGrad OSU: Your Comprehensive Guide to Navigating the Ohio State Graduation Process
Introduction:
So, you're an Ohio State Buckeye nearing graduation? Congratulations! The finish line is in sight, but the journey to that diploma isn't always straightforward. Navigating the complexities of iGrad OSU, Ohio State's graduation portal, can feel overwhelming. This comprehensive guide will demystify the process, providing a step-by-step walkthrough of iGrad, essential tips for a smooth graduation, and answers to frequently asked questions. We'll cover everything from understanding your degree requirements to submitting your application and celebrating your accomplishment. Let's get started!
Understanding iGrad OSU: Your Graduation Hub
iGrad OSU is the online portal through which Ohio State University students manage their graduation requirements, track their progress, and ultimately submit their applications for graduation. It's your central hub for all things graduation-related, offering a single point of access to crucial information and tools. Familiarity with iGrad is essential for a successful and timely graduation.
Accessing and Navigating iGrad OSU
Accessing iGrad is simple. You'll typically access it through your Ohio State student portal. Once logged in, look for the iGrad link – it's usually prominently featured. The interface is generally user-friendly, but there's a learning curve. Spend time exploring the different sections, such as "Degree Requirements," "Graduation Application," and "To-Do List." The "To-Do List" function is particularly helpful, as it highlights any outstanding tasks you need to complete before submitting your application.
Checking Your Degree Requirements in iGrad OSU
One of the most crucial aspects of using iGrad is verifying your degree requirements. This involves carefully reviewing your academic transcript within the portal, ensuring you've met all the necessary course credits, GPA requirements, and any major-specific stipulations. Pay close attention to any outstanding requirements or potential discrepancies. If you find any issues, contact your academic advisor immediately. Early identification and resolution of problems are key to avoiding delays.
Submitting Your Graduation Application via iGrad OSU
Once you're confident you've met all degree requirements, you'll submit your graduation application through iGrad. This process typically involves selecting your intended graduation term (e.g., Fall, Spring, Summer), reviewing your information for accuracy, and electronically signing the application. Double-check everything before submitting – once submitted, changes might be difficult to make. Plan to submit your application well in advance of the deadline to account for any potential technical glitches or unforeseen issues.
Understanding Graduation Deadlines and Important Dates
Ohio State University has specific deadlines for submitting graduation applications. These deadlines vary depending on the term you intend to graduate. Miss the deadline, and you might face delays in receiving your diploma. Always check the official OSU website or your academic advisor for the most up-to-date information on application deadlines. Procrastination is your enemy here; plan ahead!
Post-Graduation Tasks and Procedures Using iGrad OSU
Even after submitting your application, iGrad continues to play a role. You can often track the status of your application, and sometimes even download or order your official transcript once you've graduated. The portal often provides information on commencement ceremonies, diploma distribution procedures, and other post-graduation tasks. Keep an eye on your iGrad account for updates.
Troubleshooting Common iGrad OSU Issues
Technical difficulties or unexpected issues can arise. If you encounter problems logging in, accessing specific information, or submitting your application, don't panic. Start by checking the OSU website for FAQs or troubleshooting guides. If you're still stuck, contact the university's student services or IT help desk. Explain the issue clearly and provide relevant details to expedite the resolution process.
Tips for a Smooth Graduation Process
Stay Organized: Keep track of all deadlines, requirements, and communication with your advisor.
Proactive Communication: Don't hesitate to reach out to your advisor or student services for help.
Regularly Check iGrad: Monitor your account for updates and potential issues.
Plan Ahead: Don't leave things to the last minute. Start the graduation process well in advance.
Back Up Your Information: Keep copies of important documents and correspondence.
Article Outline: iGrad OSU: Your Graduation Guide
I. Introduction: Hook the reader, provide a brief overview of the guide's content.
II. Understanding iGrad OSU: Explain the portal's purpose and importance.
III. Accessing and Navigating iGrad: Step-by-step instructions on accessing and using the portal.
IV. Checking Degree Requirements: How to verify completion of all requirements.
V. Submitting the Application: A detailed walkthrough of the application process.
VI. Deadlines and Important Dates: Highlighting crucial deadlines.
VII. Post-Graduation Tasks: Explain procedures after application submission.
VIII. Troubleshooting: Common issues and how to resolve them.
IX. Tips for Success: Useful tips for a smooth graduation.
(The above outline is reflected in the body of the article itself.)
Frequently Asked Questions (FAQs)
1. When should I start using iGrad? Ideally, begin exploring iGrad at least one year before your intended graduation date to track your progress and address any issues early.
2. What if I haven't met all my requirements? Contact your academic advisor immediately to discuss your options and create a plan.
3. What happens if I miss the application deadline? You may face delays in graduating; contact your advisor to understand the consequences.
4. Can I change my graduation date after submitting the application? This depends on university policies; check with your advisor.
5. Where can I find my official transcript after graduation? Often, you can access it or order it through iGrad.
6. What if I encounter technical problems with iGrad? Contact OSU's IT help desk for assistance.
7. How do I know if my application has been processed? iGrad usually provides updates on your application status.
8. Where can I find information on commencement ceremonies? This information is usually available on the university website or through iGrad.
9. What should I do if I have questions not answered here? Contact your academic advisor or OSU student services.
Related Articles:
1. Ohio State University Graduation Requirements: A detailed breakdown of all requirements for various degrees.
2. Understanding Your Ohio State Transcript: A guide to interpreting your academic record.
3. Choosing Your Graduation Ceremony: Information on attending Ohio State's commencement ceremonies.
4. Applying for Your Ohio State Diploma: Step-by-step guide on ordering your diploma.
5. Ohio State Academic Advising Services: Contact information and services offered by academic advisors.
6. Ohio State Student Services: A comprehensive list of student support services available.
7. Transfer Credits and Graduation at OSU: Understanding how transfer credits affect graduation requirements.
8. OSU Graduation FAQs: Answers to common questions about the graduation process.
9. Post-Graduation Planning for OSU Graduates: Resources for career planning and next steps.
| igrad osu: Financial Literacy Education Jay Liebowitz, 2018-10-09 Today's graduates should be grounded in the basics of personal finance and possess the skills and knowledge necessary to make informed decisions and take responsibility for their own financial well-being. Faced with an array of complex financial services and sophisticated products, many graduates lack the knowledge and skills to make rational, informed decisions on the use of their money and planning for future events, such as retirement. This book shows what you can do to improve financial literacy awareness and education. It covers the use of interactive games and tutorials, peer-to-peer mentoring, and financial literacy contests in addition to more formal education. It gives you a sample of approaches and experiences in the financial literacy arena. Divided into three parts, the book covers financial literacy education for grades K–12, college, and post-college. |
| igrad osu: Student Financial Literacy Dorothy B. Durband, Sonya L. Britt, 2012-03-31 College students are particularly vulnerable to making poor financial decisions. One method of addressing personal finances and financial stress among students of higher education is through university based financial education programs. Student Financial Literacy: Program Development presents effective strategies to assist in the implementation or the enhancement of a program as a tool to improve students’ educational experience and financial well-being. It presents the key components of financial education programs designed to address the growing concerns associated with high levels of debt and low levels of financial literacy among college students. “Student Financial Literacy: Campus-Based Program Development is packed with financial education and counseling information and guidance. It was very difficult to write this review as I wanted to share ALL the excellent direction this book provides... The editors and contributing authors have developed an excellent resource for not only those interested in developing or enhancing a campus-based financial education program but also for anyone involved in financial education, counseling, and planning.” -Rebecca J. Travnichek, Family Financial Education Specialist, University of Missouri Extension Journal of Financial Counseling and Planning |
| igrad osu: Speech Communication Association Directory Speech Communication Association, 1996 |
| igrad osu: The Paper Canoe Eugenio Barba, 2003-09-02 First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company. |
| igrad osu: The Annual Guides to Graduate Study , 1974 |
| igrad osu: The One Life We're Given Mark Nepo, 2016-07-19 Beloved spiritual teacher, poet, and philosopher Mark Nepo returns to the inspiring short-chapter format of his #1 New York Times bestseller, The Book of Awakening, to map an insightful and resilient path for inhabiting the soul by engaging in the world. Mark Nepo has been called “one of the finest spiritual guides of our time,” “a consummate storyteller,” and “an eloquent spiritual teacher.” With the rare ability to communicate stirringly profound truths directly to each individual heart, Mark inspires audiences of more than 15,000 people as well as small, intimate groups. Now, in The One Life We’re Given, Nepo’s personal stories, questions, and meditations take us on a deep and uplifting journey to know our own hearts and enliven our souls. “In order to fully live the one life we’re given,” Nepo writes, “we each must affirm how precious this one life is and open ourselves to loving whatever life puts before us. Whether that is suffering, pain, fear or loss, or surprise, beauty, love or wonder, we work to stay in touch with our hearts in order to make sense of our experience. As we learn when to try and when to let go, when to give our all and when to surrender and simply receive, we unfold the moments that reveal meaning and ready us for grace. This is how the heart breaks a path to our soul’s work, leading us to our authenticity, and to how we can be useful to others and the world.” By illuminating the art of finding and restoring what matters and by exploring the craft of awakening, The One Life We’re Given affirms our purpose as not just to stay alive but to stay in our aliveness. |
| igrad osu: Proceedings of the American Institute of Electrical Engineers , 1928 Vols. for 1887-1946 include the preprint pages of the institute's Transactions. |
| igrad osu: Dissertation Abstracts International , 1982 |
| igrad osu: Latinx/a/os in Higher Education Angela E. Batista, Shirley M. Collado, David Perez (II), 2018 Explores topics relevant to the experience of Latinx/a/o students and professionals in higher education and illustrates key elements that should be considered in the development of varied pathways for success-- |
| igrad osu: Transactions of the ASAE. American Society of Agricultural Engineers, 1990 Soil and water edition of Transactions of the ASAE contains all articles approved by the ASAE Soil and Water Division editor for publication in the general edition, and constitutes the Division's Transactions. |
| igrad osu: Financial Aid for Higher Education Cooperative Program for Educational Opportunity, United States. Office of Education. Educational Talent Section, 1969 |
| igrad osu: The College Solution Lynn O'Shaughnessy, 2008-06-06 “The College Solution helps readers look beyond over-hyped admission rankings to discover schools that offer a quality education at affordable prices. Taking the guesswork out of saving and finding money for college, this is a practical and insightful must-have guide for every parent!” —Jaye J. Fenderson, Seventeen’s College Columnist and Author, Seventeen’s Guide to Getting into College “This book is a must read in an era of rising tuition and falling admission rates. O’Shaughnessy offers good advice with blessed clarity and brevity.” —Jay Mathews, Washington Post Education Writer and Columnist “I would recommend any parent of a college-bound student read The College Solution.” —Kal Chany, Author, The Princeton Review’s Paying for College Without Going Broke “The College Solution goes beyond other guidebooks in providing an abundance of information about how to afford college, in addition to how to approach the selection process by putting the student first.” —Martha “Marty” O’Connell, Executive Director, Colleges That Change Lives “Lynn O’Shaughnessy always focuses on what’s in the consumer’s best interest, telling families how to save money and avoid making costly mistakes.” —Mark Kantrowitz, Publisher, FinAid.org and Author, FastWeb College Gold “An antidote to the hype and hysteria about getting in and paying for college! O’Shaughnessy has produced an excellent overview that demystifies the college planning process for students and families.” —Barmak Nassirian, American Association of Collegiate Registrars and Admissions Officers For millions of families, the college planning experience has become extremely stressful. And, unless your child is an elite student in the academic top 1%, most books on the subject won’t help you. Now, however, there’s a college guide for everyone. In The College Solution, top personal finance journalist Lynn O’Shaughnessy presents an easy-to-use roadmap to finding the right college program (not just the most hyped) and dramatically reducing the cost of college, too. Forget the rankings! Discover what really matters: the quality and value of the programs your child wants and deserves. O’Shaughnessy uncovers “industry secrets” on how colleges actually parcel out financial aid—and how even “average” students can maximize their share. Learn how to send your kids to expensive private schools for virtually the cost of an in-state public college...and how promising students can pay significantly less than the “sticker price” even at the best state universities. No other book offers this much practical guidance on choosing a college...and no other book will save you as much money! • Secrets your school’s guidance counselor doesn’t know yet The surprising ways colleges have changed how they do business • Get every dime of financial aid that’s out there for you Be a “fly on the wall” inside the college financial aid office • U.S. News & World Report: clueless about your child Beyond one-size-fits-all rankings: finding the right program for your teenager • The best bargains in higher education Overlooked academic choices that just might be perfect for you |
| igrad osu: Essays on Saving, Bequests, Altruism, and Life-cycle Planning Laurence J. Kotlikoff, 2001-06-22 This collection of essays, coauthored with other distinguished economists, offers new perspectives on saving, intergenerational economic ties, retirement planning, and the distribution of wealth. The book links life-cycle microeconomic behavior to important macroeconomic outcomes, including the roughly 50 percent postwar decline in America's rate of saving and its increasing wealth inequality. The book traces these outcomes to the government's five-decade-long policy of transferring, in the form of annuities, ever larger sums from young savers to old spenders. The book presents new theoretical and empirical analyses of altruism that rule out the possibility that private intergenerational transfers have offset those by the government.While rational life-cycle behavior can explain broad economic outcomes, the book also shows that a significant minority of households fail to make coherent life-cycle saving and insurance decisions. These mistakes are compounded by reliance on conventional financial planning tools, which the book compares with Economic Security Planner (ESPlanner), a new life-cycle financial planning software program. The application of ESPlanner to U.S. data indicates that most Americans approaching retirement age are saving at much lower rates than they should be, given potential major cuts in Social Security benefits. |
| igrad osu: Creating a Culture of Accessibility in the Sciences Mahadeo A. Sukhai, Chelsea E. Mohler, 2016-11-29 Creating a Culture of Accessibility in the Sciences provides insights and advice on integrating students with disabilities into the STEM fields. Each chapter features research and best practices that are interwoven with experiential narratives. The book is reflective of the diversity of STEM disciplines (life and physical sciences, engineering, and mathematics), and is also reflective of cross-disability perspectives (physical, sensory, learning, mental health, chronic medical and developmental disabilities). It is a useful resource for STEM faculty and university administrators working with students with disabilities, as well as STEM industry professionals interested in accommodating employees with disabilities. - Offers a global perspective on making research or work spaces accessible for students with disabilities in the STEM fields - Discusses best practices on accommodating and supporting students and demonstrates how these practices can be translated across disciplines - Enhances faculty knowledge of inclusive teaching practices, adaptive equipment, accessibility features, and accommodations in science laboratories, which would enable the safe participation of students with disabilities - Provides advice for students with disabilities on disclosure and mentoring |
| igrad osu: How Glass Changed the World Seth C. Rasmussen, 2012-02-23 Glass production is thought to date to ~2500 BC and had found numerous uses by the height of the Roman Empire. Yet the modern view of glass-based chemical apparatus (beakers, flasks, stills, etc.) was quite limited due to a lack of glass durability under rapid temperature changes and chemical attack. This “brief” gives an overview of the history and chemistry of glass technology from its origins in antiquity to its dramatic expansion in the 13th century, concluding with its impact on society in general, particularly its effect on chemical practices. |
| igrad osu: Transformational Encounters Anna K. Gonzalez, 2018 |
| igrad osu: Current Issues in Economics and Finance Bandi Kamaiah, C.S. Shylajan, S. Venkata Seshaiah, M. Aruna, Subhadip Mukherjee, 2018-01-12 This book discusses wide topics related to current issues in economic growth and development, international trade, macroeconomic and financial stability, inflation, monetary policy, banking, productivity, agriculture and food security. It is a collection of seventeen research papers selected based on their quality in terms of contemporary topic, newness in the methodology, and themes. All selected papers have followed an empirical approach to address research issues, and are segregated in five parts. Part one covers papers related to fiscal and price stability, monetary policy and economic growth. The second part contains works related to financial integration, capital market volatility and macroeconomic stability. Third part deals with issues related to international trade and economic growth. Part four covers topics related to productivity and firm performance. The final part discusses issues related to agriculture and food security. The book would be of interest to researchers, academicians as a ready reference on current issues in economics and finance. |
| igrad osu: Fractals, Quasicrystals, Chaos, Knots and Algebraic Quantum Mechanics Anton Amann, L. Cederbaum, Werner Gans, 2012-12-06 At the end of the workshop on New Theoretical Concepts in Physical Chemistry, one of the participants made an attempt to present a first impression of its achievements from his own personal standpoint. Appar ently his views reflected a general feeling, so that the organizers thought they would be suitable as a presentation of the proceedings for future readers. That is the background from which this foreword was born. The scope of the workshop is a very broad one. There are contribu tions from mathematics, physics, crystallography, chemistry and biology; the problems are approached either by means of axiomatic and rigorous methods, or at an empirical phenomenological level. This same diversifi cation can be found in the new basic concepts presented. Some arise from pure theoretical investigation in C*-algebra or in quantum probability theory; others from an analysis of very complex experimental data like nuclear energy levels, or processes on the frontier between classical and quantum physics; others again have their origin in the discovery of new ordered structures like the icosahedral crystal phases, or the knots of DNA molecules; others follow from the application of ideas like frac tals or chaos to new fields like spectral theory or chemical reactions. It is to be expected that readers will have to face the same sort of difficulties as did the participants in understanding such diverse languages, in applying themselves to subjects possibly far from their own experience, and in grasping highly sophisticated new concepts. |
| igrad osu: Miscellaneous Publication - Agricultural Experiment Station , 1940 |
| igrad osu: Women, Security, South Asia Farah Faizal, Swarna Rajagopalan, 2005-10-03 This book explores women's perspectives on matters of security and related policy, focusing on women in South Asia who are battling society, insecurity and violence in some form. The book makes three important contributions. First, it examines existing theories of security. Secondly, it goes beyond critique and narrative to seek concrete new agendas for empirical research in security studies. Finally, it brings together statistical, ethnographic and survey data. |
| igrad osu: Pushing the Limits Kelly Gallagher-Mackay, Nancy Steinhauer, 2017-08-29 How do we prepare children for a future we can't even imagine? Across Canada, a debate swirls around what our children will need to know in the face of huge technological, economic, social and political change. The question has become an ideological battleground, and there is a hunger for a deeper understanding of what we should be doing to prepare children now for the challenges of the future. This timely, important book is an answer to that call. In Pushing the Limits, Kelly Gallagher-Mackay and Nancy Steinhauer draw on their experiences as educational leaders to reveal that the schools of the future exist in the here and now. They introduce us to extraordinary Canadian public schools, deeply rooted in their communities, that are fostering innovators, nimble problem-solvers and engaged citizens, boosting math comprehension, cultivating creativity and using technology to broaden the parameters of learning. And they explore why the role of schools is expanding to nurture students' social-emotional skills and growth mindsets, and how vital this broader definition of education is to children's long-term health, happiness and success. This book provides a vision of what schooling can and should look like in our rapidly shifting world and explores how we—parents and teachers—can realize this vision together. |
| igrad osu: Digest of Education Statistics 2017 Thomas D Snyder, 2019-02-28 The 2017 edition of the Digest of Education Statistics is the 53rd in a series of publications initiated in 1962. The Digest has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). |
| igrad osu: Digest of Education Statistics , 1973 Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development. |
| igrad osu: Peer Leadership in Higher Education Jennifer R. Keup, Betsy Overman Barefoot, 2012-04-10 Peer leadership programs are not only pervasive, but also offer an effective and efficient means to advance students' adjustment, learning, development, and success. Student leaders, educators, and paraprofessionals make it financially feasible to run large-scale programs and are likely to be an even greater component of campus life and academic support in the future. The student outcomes of peer leadership are mutually beneficial: the students who provide the mentorship, leadership, or education gain as much, if not more, from the experience than the students they serve. Further, the range of positive gains from peer leadership has significant overlap with personal, civic, and social outcomes of college that are essential for success in a global society and economy.--Publisher. |
| igrad osu: Students Helping Students Fred B. Newton, Steven C. Ender, 2010-05-27 This second edition offers a practical training guide for college students who serve as leaders, tutors, counselors, or advisors for their peers. This thoroughly revised and updated volume contains a fundamental discussion on student growth and development and provides learning objectives and self-discovery exercises to help student leaders with tasks such as tutoring, student orientation, residence hall advising, crisis intervention, coaching, and more. Students Helping Students includes: Updates on the most current research and the latest advances in technology A revised model that contains service learning and student retention programs The results of two intervention strategies: the Health Behaviors Assessment and the College Learning Effectiveness Inventory, which focus on the topics of wellness and academic success Descriptive overviews of peer programs addressing sexuality, safety, violence reduction, residence life, online peer connections, and more Praise for the Second Edition of Students Helping Students This new work remains the definitive standard in the field. It should be on the bookshelf of every student affairs professional and is an important tool for preparing peer educators for providing service. Ernest Pascarella, professor and Mary Louise Petersen Chair in Higher Education, University of Iowa The second edition of Students Helping Students teems with useful material that can be thoughtfully applied by peer helpers. The what, so what, and now what framework reflectively guides the reader to self-discovery and thoughtful practical applications. Being a peer helper is a high-impact learning experience made intentional through the pages of this fine book. Susan R. Komives, professor of college student personnel, University of Maryland and president, Council for the Advancement of Standards in Higher Education |
| igrad osu: Dan Michel's Ayenbite of Inwyt, Or, Remorse of Conscience, in the Kentish Dialect, 1340 A.D. Laurent d'Orléans, 1866 |
| igrad osu: Openings for Peace Asha Hans, Swarna Rajagopalan, 2016-10-17 A close look at the relevance, utility and potential of the UNSC Resolution 1325 for achieving inclusive and sustainable peace in India. This is one of the first crucial discussions on what can be adapted and implemented in the United Nations Security Council's Resolution 1325 on women, peace, security (WPS) and militarization in the Indian context. It examines cases that reveal the expanded context of conflict and insecurity, showing the possible relevance and limitations of the UN Resolution as a tool for social and policy change in India. Being comprehensive in approach, the book links discussions on the WPS resolutions (1325 and its successors) with militarism and explores the relevance of the latter in settings that are not deemed as 'conflict'. It deliberates the result of militarization and engendered conflict in the Indian states and also discusses Indian peacekeeping operations, which are an important part of India's international engagement. |
| igrad osu: Your Money, Your Goals Consumer Financial Consumer Financial Protection Bureau, 2015-03-18 Welcome to the Consumer Financial Protection Bureau's Your Money, Your Goals: A financial empowerment toolkit for social services programs! If you're reading this, you are probably a case manager, or you work with case managers. Finances affect nearly every aspect of life in the United States. But many people feel overwhelmed by their financial situations, and they don't know where to go for help. As a case manager, you're in a unique position to provide that help. Clients already know you and trust you, and in many cases, they're already sharing financial and other personal information with you. The financial stresses your clients face may interfere with their progress toward other goals, and providing financial empowerment information and tools is a natural extension of what you are already doing. What is financial empowerment and how is it different from financial education or financial literacy? Financial education is a strategy that provides people with financial knowledge, skills, and resources so they can get, manage, and use their money to achieve their goals. Financial education is about building an individual's knowledge, skills, and capacity to use resources and tools, including financial products and services. Financial education leads to financial literacy. Financial empowerment includes financial education and financial literacy, but it is focused both on building the ability of individuals to manage money and use financial services and on providing access to products that work for them. Financially empowered individuals are informed and skilled; they know where to get help with their financial challenges. This sense of empowerment can build confidence that they can effectively use their financial knowledge, skills, and resources to reach their goals. We designed this toolkit to help you help your clients become financially empowered consumers. This financial empowerment toolkit is different from a financial education curriculum. With a curriculum, you are generally expected to work through most or all of the material in the order presented to achieve a specific set of objectives. This toolkit is a collection of important financial empowerment information and tools you can access as needed based on the client's goals. In other words, the aim is not to cover all of the information and tools in the toolkit - it is to identify and use the information and tools that are best suited to help your clients reach their goals. |
| igrad osu: Dambulla F. H. Popham, 1993 |
| igrad osu: Impact of Agricultural Practices on Biodiversity of Soil Invertebrates Stefano Bocchi, Francesca Orlando, 2021 Soil fauna plays a key role in many soil functions, such as organic matter decomposition, humus formation, and nutrient release, modifying soil structure, and improving its fertility. Soil invertebrates play key roles in determining soil suitability for agricultural production and realizing sustainable farming systems. They include an enormous diversity of arthropods, nematodes, and earthworms. However, this fauna suffers from the impact of agricultural activities with implications for the capacity of soil to maintain its fertility and provide ecosystem services. Some agricultural practices may create crucial soil habitat changes, with consequences for invertebrate biodiversity. In the few last decades, especially under intensive and specialized farming systems, a loss in soil ecosystem services has been observed, as a result of the reduction in both the abundance and taxonomic diversity of soil faunal communities. On the other hand, agricultural practices, based on sustainable soil management, can promote useful soil fauna. Therefore, the concerns about the sensibility of soil biota to the agricultural practices make it urgent to develop sustainable management strategies, able to realize favorable microclimate and habitats, and reduce the soil disturbance. |
| igrad osu: What Matters in College? Alexander W. Astin, 1997-01-24 Astin presents a completely new and expanded study of how students change and develop in college -- and reveals how colleges can enhance that development. Based on a study of more than 20,000 students, 25,000 faculty members, and 200 institutions, the book shows how academic programs, faculty, student peer groups, and other variables affect students' college experiences, and how these factors can shape students' personalities and behavior; values and beliefs; and academic, cognitive, and career development.--Page 4 of cover |
| igrad osu: Can the Poor Save? Mark Schreiner, Michael Sherraden, 2011-12-31 Many policymakers argue that the best poverty policy not only provides cash to the poor for subsistence but also incentives and structures that encourage long-term social and economic improvement. As part of this, they make the case for Individual Development Accounts (IDAs), a new policy proposal designed to help the poor save and to build assets. This book explores IDAs to determine their effectiveness. IDAs are matched savings accounts targeted on low-income, low-wealth individuals. Savings in IDAs are used for home ownership, post-secondary education, small business development, and other purposes. Do IDAs work? If they do, for whom? And does how an IDA is designed determine savings outcomes? This volume is the first analysis of matched savings by the poor to use data from monthly bank statements. It comes at a critical time, as debate rages over the merits of individual social security accounts. IDAs also respond to policy that is becoming more asset based and less inclusive of the poor. The authors argue for the efficacy of IDAs to counter this tendency. They find that while savings outcomes vary among participants, no characteristics (such as low income or public assistance) preclude saving. They examine effects of IDA design (the match rate, savings targets, and the use of automatic transfer) on savings results and analyze factors that influence varying rates of saving and spending over time. They conclude that financial education and other support services, though costly, improve savings performance. To address the issue of cost they suggest a two-tier system of IDA design, one with broad access and simple services and the other with targeted access and intensive services. Can the Poor Save? offers a wealth of lessons to those interested in saving and asset accumulation among the poor. It not only breaks new ground in the scientific study of savings behavior, but also offers concrete, evidence-based recommendations to improve policies designed to encourage the poor to save and how to make such policies more inclusive. |
| igrad osu: Y-Size Your Business Jason Ryan Dorsey, 2009-11-16 In today's economy, maximizing the performance of every employee is critical to business survival and growth. Gen Y—sometimes called Millennials—provides an enticing opportunity for employers to increase their short-term profitability and create a long-term competitive advantage. Almost 80 million strong, Gen Y is the fastest growing segment in the US workforce—and now comprises the entire 18 to 32 demographic. Along with their ever-present cell phone and occasional backpack, Gen Y brings tremendous potential and timely skills to the workplace (just ask, they’ll tell you). However, Gen Y can be notoriously difficult to attract, retain, motivate, and develop. Gen Y's new approach to work makes them a growing challenge or strategic opportunity—depending entirely on how you choose to employ them. In Y-Size Your Business, Jason Ryan Dorsey, The Gen Y Guy, presents a step-by-step methodology for best employing Gen Y without investing a lot of time or money. A member of Gen Y himself he delivers an insider's view of his generation as well as more than fifty cost-effective, ready-to-use strategies that deliver immediate measurable results. Dorsey collected these creative strategies from the frontlines of business during his work with executives, managers, and entrepreneurs in businesses large and small around the world. He shows you exactly how to attract the best Gen Y employees, quickly develop their workplace skills, and then unlock their performance, motivation, and loyalty. Reveals creative ways to attract, retain, motivate, and develop Gen Y employees without paying them more money (or meeting their Mom) Includes a behind-the-scenes view of Gen Y from someone in Gen Y (including why they text message without vowels) Explains the primary workplace differences between the four generations and how to leverage their strengths Features funny, outrageous, and candid stories that expose the generation gap in the office (Is that a tattoo?) Helps you view the Gen Y employee life cycle and key business operations in a new way—one you can use to your business and career advantage Companies that wisely choose to embrace Gen Y today will be well positioned to navigate the global economy tomorrow. Not only will these companies benefit from the talents and ambitions of Gen Y—they’ll also benefit from Gen Y's increasing economic influence as well as their massive social networks. Based on Dorsey's work with business leaders at companies around the world, as a keynote speaker, consultant, and generational expert, Y-Size Your Business presents precisely the solutions you need to make the most of an increasingly important generation that is ready to make an impact from their first day at work (and then blog about it!). |
| igrad osu: World Urbanization, 1950-1970: Basic data for cities, countries, and regions Kingsley Davis, 1969 |
| igrad osu: Your College Experience John N. Gardner, A. Jerome Jewler, 2000-07-01 |
| igrad osu: The Psychological Development of the Child Paul Henry Mussen, 1979 |
| igrad osu: The Higher Education Act Congressional Research Service, 2015-01-16 The Higher Education Act of 1965 (HEA; P.L. 89-329) authorizes numerous federal aid programs that provide support to both individuals pursuing a postsecondary education and institutions of higher education (IHEs). Title IV of the HEA authorizes the federal government's major student aid programs, which are the primary source of direct federal support to students pursuing postsecondary education. Titles II, III, and V of the HEA provide institutional aid and support. Additionally, the HEA authorizes services and support for less-advantaged students (select Title IV programs), students pursing international education (Title VI), and students pursuing and institutions offering certain graduate and professional degrees (Title VII). Finally, the most recently added title (Title VIII) authorizes several other programs that support higher education. The HEA was last comprehensively reauthorized in 2008 by the Higher Education Opportunity Act of 2008 (HEOA; P.L. 110-315), which authorized most HEA programs through FY2014. Following the enactment of the HEAO, the HEA has been amended by numerous other laws, most notably the SAFRA Act, part of the Health Care and Education Reconciliation Act of 2010 (P.L. 111-152), which terminated the authority to make federal student loans through the Federal Family Education Loan (FFEL) program. Authorization of appropriations for many HEA programs expired at the end of FY2014 but has been extended through FY2015 under the General Education Provisions Act. This report provides a brief overview of the major provisions of the HEA. |
| igrad osu: Teaching Research Data Management Julia Bauder, 2022-01-03 Armed with this guide's strategies and concrete examples, subject librarians, data services librarians, and scholarly communication librarians will be inspired to roll up their sleeves and get involved with teaching research data management competencies to students and faculty. The usefulness of research data management skills bridges numerous activities, from data-driven scholarship and open research by faculty to documentation for grant reporting. And undergrads need a solid foundation in data management for future academic success. This collection gathers practitioners from a broad range of academic libraries to describe their services and instruction around research data. You will learn about such topics as integrating research data management into information literacy instruction; threshold concepts for novice learners of data management; four key competencies that are entry points for library-faculty collaboration in data instruction; an 8-step plan for outreach to faculty and grad students in engineering and the sciences; using RStudio to teach data management, data visualization, and research reproducibility; expanding data management instruction with adaptable modules for remote learning; designing a data management workshop series; developing a research guide on data types, open data repositories, and data storage; creating a data management plan assignment for STEM undergraduates; and data management training to ensure compliance with grant requirements. |
| igrad osu: Allocation in Space Louis Lefeber, 1958 |
| igrad osu: The Structure and Function of Plastids Robert R. Wise, J. Kenneth Hoober, 2007-09-13 This volume provides a comprehensive look at the biology of plastids, the multifunctional biosynthetic factories that are unique to plants and algae. Fifty-six international experts have contributed 28 chapters that cover all aspects of this large and diverse family of plant and algal organelles. The book is divided into five sections: (I): Plastid Origin and Development; (II): The Plastid Genome and Its Interaction with the Nuclear Genome; (III): Photosynthetic Metabolism in Plastids; (IV): Non-Photosynthetic Metabolism in Plastids; (V): Plastid Differentiation and Response to Environmental Factors. Each chapter includes an integrated view of plant biology from the standpoint of the plastid. The book is intended for a wide audience, but is specifically designed for advanced undergraduate and graduate students and scientists in the fields of photosynthesis, biochemistry, molecular biology, physiology, and plant biology. |
