A Computer Model of the Tidal Phenomena in Cook Inlet, Alaska

The work upon which this report is based was supported by funds (Project A-028-ALAS) provided by the United States Department of the Interior, Office of Water Resources Research, as authorized under the Water Resources Act of 1964, as amended

Impact of High School Preparation on College Oral Communication Apprehension

This study examines the impact of high school public speaking skills training and public speaking experiences on college overall communication apprehension (CA) and public speaking context CA. The results show that public speaking skill-training in high school is significantly related to lower CA levels or students upon entering a college-level basic speech course. In addition, students who report more public speaking experiences both in high school setting and outside the high school setting, tend to report lower overall CA and lower CA in the public speaking context

Mobilizing Toxins for Cancer Treatment: Historical Perspectives and Current Strategies.

The level of complexity in a disease like cancer presents a number of challenges for effective treatment development, which require significant innovation to overcome [...]

Communication Apprehension and Basic Course Success: The Lab-supported Public Speaking Course Intervention

This study examined a lab-supported public speaking course as an intervention for helping reduce overall and context communication apprehension (CA) for high and moderate CA students. In addition, this study queried whether actual lab usage was related to CA reduction and to course grade for those students. Results showed that the lab-supported public speaking course helped high and moderate CAs significantly reduce overall CA and CA in public speaking, group discussions, meetings and interpersonal conversation contexts. There was no difference in reduction of CA level between high and moderate CAs who utilized the speech lab and those who did not. However, high CAs who utilized the speech lab earned higher course grades than those who did not use the lab

Approach to Perturbative Results in the N-Delta Transition

We show that constraints from perturbative QCD calculations play a role in the nucleon to Delta(1232) electromagnetic transition even at moderate momentum transfer scales. The pQCD constraints, tied to real photoproduction data and unseparated resonance response functions, lead to explicit forms for the helicity amplitudes wherein the E2/M1 ratio remains small at moderately large momentum transfer.Comment: 4 pages, 2 figures, ReVTe

Classification cards applied to team and individual learning.

Thesis (Ed.M.)--Boston Universit

Student Misbehaviors, Instructor Responses, And Connected Classroom Climate: Implications for the Basic Course

The concept of connected classroom climate focuses on student-to-student communication behaviors that are paramount in creating the climate of a class, especially in the basic course. While previous studies have focused on the positive and cooperative behaviors of students and instructors that may contribute to perceptions of classroom connectedness, the role that incivilities may play in detracting from or undermining a connected classroom climate has not been investigated. This study examines perceptions of a connected classroom climate and its relationships to student misbehaviors and instructor responses. A total of 542 university students enrolled in 30 sections of the basic public speaking course completed the Connected Classroom Climate Inventory (CCCI) and scales measuring student misbehaviors and teacher responses to student misbehaviors. Results showed that student perceptions of a connected classroom climate were inversely related to both inconsiderate and harassing student misbehaviors. The results also revealed a possible relationship between classroom connectedness and the manner in which instructors respond to students when they misbehave. These findings suggest that basic course instructors need to consider how to reduce student inconsideration and harassment misbehaviors in their classes, and how to positively respond to these behaviors when they do occur so that classroom connectedness is not diminished

SCOPE: a web server for practical de novo motif discovery

SCOPE is a novel parameter-free method for the de novo identification of potential regulatory motifs in sets of coordinately regulated genes. The SCOPE algorithm combines the output of three component algorithms, each designed to identify a particular class of motifs. Using an ensemble learning approach, SCOPE identifies the best candidate motifs from its component algorithms. In tests on experimentally determined datasets, SCOPE identified motifs with a significantly higher level of accuracy than a number of other web-based motif finders run with their default parameters. Because SCOPE has no adjustable parameters, the web server has an intuitive interface, requiring only a set of gene names or FASTA sequences and a choice of species. The most significant motifs found by SCOPE are displayed graphically on the main results page with a table containing summary statistics for each motif. Detailed motif information, including the sequence logo, PWM, consensus sequence and specific matching sites can be viewed through a single click on a motif. SCOPE's efficient, parameter-free search strategy has enabled the development of a web server that is readily accessible to the practising biologist while providing results that compare favorably with those of other motif finders. The SCOPE web server is at <http://genie.dartmouth.edu/scope>