Occurrence of the Brackish Water Asellote Isopod Munna (Uromunna) reynoldsi in Texas

The asellote isopod Munna (Uromunna) reynoldsi Frankenberg and Menzies, previously known from coastal swamps a t Sapelo Island, Georgia, is reported from Texas. Several specimens were collected in grab samples from Fence Lake, a small brackish marsh lake (salinity 0 to 2.7 ppt) in Sca Rim State Park, and in a nearby coastal marsh (salinity 4.4 ppt). The present records indicate that the species is a brackish water form

Occurrence of the Brackish Water Asellote Isopod Munna (Uromunna) reynoldsi in Texas

The asellote isopod Munna (Uromunna) reynoldsi Frankenberg and Menzies, previously known from coastal swamps a t Sapelo Island, Georgia, is reported from Texas. Several specimens were collected in grab samples from Fence Lake, a small brackish marsh lake (salinity 0 to 2.7 ppt) in Sca Rim State Park, and in a nearby coastal marsh (salinity 4.4 ppt). The present records indicate that the species is a brackish water form

Dual-Frequency Resonance-Tracking Atomic Force Microscopy

A dual-excitation method for resonant-frequency tracking in scanning probe microscopy based on amplitude detection is developed. This method allows the cantilever to be operated at or near resonance for techniques where standard phase locked loops are not possible. This includes techniques with non-acoustic driving where the phase of the driving force is frequency and/or position dependent. An example of the later is Piezoresponse Force Microscopy (PFM), where the resonant frequency of the cantilever is strongly dependent on the contact stiffness of the tip-surface junction and the local mechanical properties, but the spatial variability of the drive phase rules out the use of a phase locked loop. Combined with high-voltage switching and imaging, dual-frequency, resonance-tracking PFM allows reliable studies of electromechanical and elastic properties and polarization dynamics in a broad range of inorganic and biological systems, and is illustrated using lead zirconate-titanate, rat tail collagen, and native and switched ferroelectric domains in lithium niobate

The Political Economy of Myanmar's Transition

This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in the JOURNAL OF CONTEMPORARY ASIA, 07 Feb 2013, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/00472336.2013.764143.Since holding elections in 2010, Myanmar has transitioned from a direct military dictatorship to a formally democratic system and has embarked on a period of rapid economic reform. After two decades of military rule, the pace of change has startled almost everyone and led to a great deal of cautious optimism. To make sense of the transition and assess the case for optimism, this article explores the political economy of Myanmar's dual transition from state socialism to capitalism and from dictatorship to democracy. It analyses changes within Myanmar society from a critical political economy perspective in order to both situate these developments within broader regional trends and to evaluate the country's current trajectory. In particular, the emergence of state-mediated capitalism and politico-business complexes in Myanmar's borderlands are emphasised. These dynamics, which have empowered a narrow oligarchy, are less likely to be undone by the reform process than to fundamentally shape the contours of reform. Consequently, Myanmar's future may not be unlike those of other Southeast Asian states that have experienced similar developmental trajectories

Revealing Student Misconceptions and Instructor Blind Spots with Muddiest Point Formative Feedback

Of interest to all engineering disciplines, well-designed formative feedback has the potential to enhance both instructor teaching and student learning. Delivering fundamental courses year after year, can ultimately lead faculty to use stale notes or slides from past years. This approach may save time, but does not meet the shifting needs of our students who have high expectations from their instructors. One simple method to improve teaching is to employ muddiest point reflections. Muddiest point reflections involve simply asking students to anonymously reflect on what was “muddy”, i.e. confusing, during class and to rank their level of confusion which not only addresses students falling behind, but also shows students a commitment to their education especially when the instructor puts direct student quotes on the screen. Initially, developing a formative feedback process takes some effort, but once established, using a formative feedback process requires little effort. The formative feedback process includes four steps: 1) acquiring data from student reflections; 2) assessing and characterizing student responses in order to diagnose the learning issues that can impede students from achieving their learning goals; 3) designing and synthesizing the type and mode of formative feedback that best addresses the learning issues; and 4) selecting a formative feedback delivery method that quickly communicates to students the information and/or resources that they can use to enhance progress toward their learning goals. This paper presents and discusses the nuts and bolts of implementing the feedback process when using end-of-class “Muddiest Point” (MP) student reflections. These are collected following a class topic and are collected for the purpose of identifying – and quickly correcting – points of confusion that students individually report (their muddiest point). In addition, we report on several instructor perceptions of their teaching that result from using “muddiest points” for the first time. These instructors deployed MP in a systematic way in fall, 2015 in several different materials science courses across the country. Finally, we share strategic examples from each instructor, of how using muddiest points in fall, 2015, caught a misconception or point of confusion in their teaching that probably would not have been otherwise known

Provenance-Centered Dataset of Drug-Drug Interactions

Over the years several studies have demonstrated the ability to identify potential drug-drug interactions via data mining from the literature (MEDLINE), electronic health records, public databases (Drugbank), etc. While each one of these approaches is properly statistically validated, they do not take into consideration the overlap between them as one of their decision making variables. In this paper we present LInked Drug-Drug Interactions (LIDDI), a public nanopublication-based RDF dataset with trusty URIs that encompasses some of the most cited prediction methods and sources to provide researchers a resource for leveraging the work of others into their prediction methods. As one of the main issues to overcome the usage of external resources is their mappings between drug names and identifiers used, we also provide the set of mappings we curated to be able to compare the multiple sources we aggregate in our dataset.Comment: In Proceedings of the 14th International Semantic Web Conference (ISWC) 201

Establishing Doctoral Programs in Electrical Engineering, Materials Science and Engineering, and Computing in an Emerging Research Institution: Lessons Learned and Best Practices

Over the past decade, three doctoral programs have been launched at Boise State University. The first doctoral program established was in Electrical and Computer Engineering, selected because of the need for a trained workforce in the region. The other two doctoral programs, Materials Science and Engineering, and Computing, were from the start designed as interdisciplinary degree programs. That is, they were designed for the participation of not just program faculty within the division, but for the participation of program faculty with related research interests in other departments at the university. This paper presents the steps taken to launch the programs, lessons learned in initiating and administering the programs, best practices undertaken, and challenges faced by the emerging doctoral degree programs