Public School Choice and Desegregation in Arkansas

Public school choice is an umbrella term for policies that allow students to enroll in a public school other than their residentially-assigned school. Public school choice, also called openenrollment, is typically divided into two categories: intra-district choice, transfers to schools in the same district, and inter-district choice, transfers to schools in other districts

A quantum mechanical model of the upper bounds of the cascading contribution to the second hyperpolarizability

Microscopic cascading of second-order nonlinearities between two molecules has been proposed to yield an enhanced third-order molecular nonlinear-optical response. In this contribution, we investigate the two-molecule cascaded second hyperpolarizability and show that it will never exceed the fundamental limit of a single molecule with the same number of electrons as the two-molecule system. We show the apparent divergence behavior of the cascading contribution to the second hyperpolarizability vanishes when properly taking into account the intermolecular interactions. Although cascading can never lead to a larger nonlinear-optical response than a single molecule, it provides alternative molecular design configurations for creating materials with large third-order susceptibilities that may be difficult to design into a single molecule.Comment: 13 pages, 9 figures, 1 tabl

Poor Metacomprehension Accuracy as a Result of Inappropriate Cue Use

Two studies attempt to determine the causes of poor metacomprehension accuracy, and then, in turn, to identify interventions that circumvent these difficulties to support effective comprehension monitoring performance. The first study explored the cues that both at-risk and typical college readers use as a basis for their metacomprehension judgments in the context of a delayed summarization paradigm. Improvement was seen in all readers, but at-risk readers did not reach the same level of metacomprehension accuracy as a sample of typical college readers. Further, while few readers reported using comprehension-related cues, more at-risk readers reported using surface-related cues as the basis for their judgments. To support the use of more predictive cues among the at-risk readers, a second study employed a concept map intervention, which was intended to make situation model-level representations more salient. Concept mapping improved both the comprehension and metacomprehension accuracy of at-risk readers. The results suggest that poor metacomprehension accuracy can result from a failure to use appropriate cues for monitoring judgments, and that especially less-able readers need interventions that direct them to predictive cues for comprehension

Insights from Snowboard Pedagogy for the Legal Studies Instructor

This paper intends to inform and avail instructors of pedagogical approaches proven effective in winter sports environments, specifically in the sport of snowboarding, that we suggest may be particularly effective in teaching business law to non-law students in undergraduate business programs. We join other scholars in examining the approach to teaching business law to non-law students in an effort to develop the knowledge and skills necessary to manage the “dynamic and untidy” legal issues that business professionals deal with, while mitigating the difficult and confusing subject matter and pedagogy associated with business law courses. Broadly speaking, teaching requires the acquisition of skills and knowledge; teaching law, the practice of law, and snowboarding are no different. Undergraduate business law courses are an essential accompaniment to the suite of curricula associated with various majors within business schools, such as management, accounting, economics and supply chain. It is particularly important for business school students to develop and retain skills and knowledge associated with legal studies for several reasons. Students’ exposure to legal studies concepts is typically limited, yet the topics are critical for developing the conceptual skill to understand and work within the broader business environment. A basic understanding of business law can help managers make sound business decisions, and in the wake of corporate scandals over the last twenty years, an awareness of the legal environment of business is ever more urgent. One important way that business law courses develop students’ knowledge and conceptual skills is through the critical thinking required to identify legal issues in cases presented and to apply abstract legal concepts to the management of those legal issues. This is often a difficult challenge for students; mastery requires high-impact learning experiences and significant applied practice. The same can be said of snowboarding knowledge and skills. A snowboard instructor can talk about snowboarding with a new athlete, but the athlete can only learn how to snowboard by the significant applied practice of snowboarding. Business law instruction is similar to snowboarding instruction in a number of other, more specific ways. In both domains, it is critical that students receive frequent instruction on how to perform relevant skills and feedback on performance to improve at their craft. The learning curve is steep for both business law and snowboarding students – concepts are often not intuitive, they can be overwhelming, and it can be a frustrating and painful process. A common reason that snow sports enthusiasts give for avoiding snowboarding is the steep and often physically painful learning curve that must be endured. In undergraduate business law courses, students are given background for the cases they study, yet spillover from law school pedagogy often means that business law instructors are hesitant to engage in high-touch practices that lead to internalized learning. Snowboard pedagogy provides several key insights into learning involving a shift from transmitting knowledge to facilitating active learning. We believe these insights have the potential to enhance dramatically student learning of business law concepts. In this paper, we explore snow-sport pedagogy, snowboarding in particular, to gather specific insights into how to improve business law instruction in business schools. We first present a brief background describing the dominant paradigm in business law education, drawing from select scholarly literature on legal studies education in business, and then introduce sport and snow-sport pedagogy, including connections to legal studies pedagogy. We then turn specifically to snowboarding pedagogy, discussing how the development of the field generated specific pedagogical approaches in response to the nature of snowboarding as a sport. In particular, snowboard instructors have proven to be innovative and encouraged to disrupt pedagogical boundaries. Here, we offer specific core insights from snowboard pedagogy and how they may be applied to business law instruction

Strong variation in weathering of layered rock maintains hillslope‐scale strength under high precipitation

The evolution of volcanic landscapes and their landslide potential are both dependent upon the weathering of layered volcanic rock sequences. We characterize critical zone structure using shallow seismic Vp and Vs profiles and vertical exposures of rock across a basaltic climosequence on Kohala peninsula, Hawai’i, and exploit the dramatic gradient in mean annual precipitation (MAP) across the peninsula as a proxy for weathering intensity. Seismic velocity increases rapidly with depth and the velocity–depth gradient is uniform across three sites with 500–600 mm/yr MAP, where the transition to unaltered bedrock occurs at a depth of 4 to 10 m. In contrast, velocity increases with depth less rapidly at wetter sites, but this gradient remains constant across increasing MAP from 1000 to 3000 mm/yr and the transition to unaltered bedrock is near the maximum depth of investigation (15–25 m). In detail, the profiles of seismic velocity and of weathering at wet sites are nowhere monotonic functions of depth. The uniform average velocity gradient and the greater depths of low velocities may be explained by the averaging of velocities over intercalated highly weathered sites with less weathered layers at sites where MAP > 1000 mm/yr. Hence, the main effect of climate is not the progressive deepening of a near‐surface altered layer, but rather the rapid weathering of high permeability zones within rock subjected to precipitation greater than ~1000 mm/yr. Although weathering suggests mechanical weakening, the nearly horizontal orientation of alternating weathered and unweathered horizons with respect to topography also plays a role in the slope stability of these heterogeneous rock masses. We speculate that where steep, rapidly evolving hillslopes exist, the sub‐horizontal orientation of weak/strong horizons allows such sites to remain nearly as strong as their less weathered counterparts at drier sites, as is exemplified by the 50°–60° slopes maintained in the amphitheater canyons on the northwest flank of the island. Copyright © 2017 John Wiley & Sons, Ltd.Seismic velocity profiles across a basalt climosequence in Hawai’i reveal that above a particular precipitation threshold, rapid weathering of high‐permeability layers produces intercalated low‐velocity horizons and dramatically lowers the average seismic velocity of the rock section. However, less permeable layers remain relatively unweathered and thus still contribute significantly to the mechanical competence of the profile, which may explain maintenance of steep‐walled canyons under high precipitation rates. Such observations challenge a top‐down model of progressive weathering (i.e. weakening) of the substrate and therefore suggest that high strength can be maintained even under high precipitation rates, if horizontally layered horizons of different weathering potential exist.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/143701/1/esp4290.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/143701/2/esp4290_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/143701/3/esp4290-sup-0001-SupplementaFiles_FINAL.pd

Expression of neurogenin3 reveals an islet cell precursor population in the pancreas

Differentiation of early gut endoderm cells into the endocrine cells forming the pancreatic islets of Langerhans depends on a cascade of gene activation events controlled by transcription factors including the basic helix-loop-helix (bHLH) proteins. To delineate this cascade, we began by establishing the position of neurogenin3, a bHLH factor found in the pancreas during fetal development. We detect neurogenin3 immunoreactivity transiently in scattered ductal cells in the fetal mouse pancreas, peaking at embryonic day 15.5. Although not detected in cells expressing islet hormones or the islet transcription factors Isl1, Brn4, Pax6 or PDX1, neurogenin3 is detected along with early islet differentiation factors Nkx6.1 and Nkx2.2, establishing that it is expressed in immature cells in the islet lineage. Analysis of transcription factor-deficient mice demonstrates that neurogenin3 expression is not dependent on neuroD1/BETA2, Mash1, Nkx2.2, Nkx6.1, or Pax6. Furthermore, early expression of neurogenin3 under control of the Pdx1 promoter is alone sufficient to drive early and ectopic differentiation of islet cells, a capability shared by the pancreatic bHLH factor, neuroD1/BETA2, but not by the muscle bHLH factor, MyoD. However, the islet cells produced in these transgenic experiments are overwhelmingly α cells, suggesting that factors other than the bHLH factors are required to deviate from a default α cell fate. These data support a model in which neurogenin3 acts upstream of other islet differentiation factors, initiating the differentiation of endocrine cells, but switching off prior to final differentiation. The ability to uniquely identify islet cell precursors by neurogenin3 expression allows us to determine the position of other islet transcription factors in the differentiation cascade and to propose a map for the islet cell differentiation pathway

Improvement in Prediction of Coronary Heart Disease Risk over Conventional Risk Factors Using SNPs Identified in Genome-Wide Association Studies

We examined whether a panel of SNPs, systematically selected from genome-wide association studies (GWAS), could improve risk prediction of coronary heart disease (CHD), over-and-above conventional risk factors. These SNPs have already demonstrated reproducible associations with CHD; here we examined their use in long-term risk prediction.SNPs identified from meta-analyses of GWAS of CHD were tested in 840 men and women aged 55-75 from the Edinburgh Artery Study, a prospective, population-based study with 15 years of follow-up. Cox proportional hazards models were used to evaluate the addition of SNPs to conventional risk factors in prediction of CHD risk. CHD was classified as myocardial infarction (MI), coronary intervention (angioplasty, or coronary artery bypass surgery), angina and/or unspecified ischaemic heart disease as a cause of death; additional analyses were limited to MI or coronary intervention. Model performance was assessed by changes in discrimination and net reclassification improvement (NRI).There were significant improvements with addition of 27 SNPs to conventional risk factors for prediction of CHD (NRI of 54%, P<0.001; C-index 0.671 to 0.740, P = 0.001), as well as MI or coronary intervention, (NRI of 44%, P<0.001; C-index 0.717 to 0.750, P = 0.256). ROC curves showed that addition of SNPs better improved discrimination when the sensitivity of conventional risk factors was low for prediction of MI or coronary intervention.There was significant improvement in risk prediction of CHD over 15 years when SNPs identified from GWAS were added to conventional risk factors. This effect may be particularly useful for identifying individuals with a low prognostic index who are in fact at increased risk of disease than indicated by conventional risk factors alone

Representative Farms Economic Outlook for the January 2001 FAPRI/AFPC Baseline

The farm level economic impacts of projected long term prices under the Federal Agriculture Improvement and Reform Act of 1996 (FAIR) on representative crop and livestock operations are projected in this report. For this report the FAIR Act will be referred to as the 1996 Farm Bill. The analysis was conducted over the 1996-2005 planning horizon using FLIPSIM, AFPC’s whole farm simulation model. Data to simulate farming operations in the nation’s major production regions came from two sources: - Producer panel cooperation to develop economic information to describe and simulate representative crop, livestock, and dairy farms. - Projected prices, policy variables, and input inflation rates from the Food and Agricultural Policy Research Institute (FAPRI) January 2001 Baseline. The primary objective of the analysis is to determine the farms’ economic viability by region and commodity throughout the life of the 1996 Farm Bill and beyond.Agribusiness, Agricultural and Food Policy, Crop Production/Industries,