FUTURES: PREPARING TODAY FOR TOMORROW'S ISSUES

Agricultural and Food Policy,

MWTerm: a macintosh based multiple-window unix workstation

MWTerm is a terminal emulator that runs on an Apple Macintosh computer. It provides a multiple window interface in which each window maps to a independent process on the host computer. It is designed to run in conjunction with a cooperating program on the host computer, under the Unix operating system. This paper describes the ideas behind the user interface presented by MWTerm. The implementation of both the Macintosh and the Unix ends is described. A discussion of the lessons learned and future enhancements is provided

Technical Note: Evaporation of polar stratospheric cloud particles, in situ, in a heated inlet

International audienceIn December 2001 and 2002 in situ aerosol measurements were made from balloon-borne platforms within polar stratospheric clouds (PSC) which contained particles of supercooled ternary solution (STS), nitric acid trihydrate (NAT) and ice. Particle size and number concentrations were measured with two optical particle counters. One of these included an ~80cm inlet heated to K to evaporate the PSC particles and thus to obtain measurements, within PSCs, of the size distribution of the particles upon which the PSCs condensed. These measurements are compared to models, described here, that calculate the evaporation of PSC particles at and for an inlet transition time of about 0.1s. The modeled evaporation for STS agrees well with the measurements. For NAT the modeled evaporation is less than the evaporation measured. The primary uncertainty concerns the phase and morphology of NAT particles as they are brought to temperatures >50K above equilibrium temperatures for NAT at stratospheric partial pressures. The slow evaporation of NAT in heated inlets could be used to identify a small NAT component within a mixed phase PSC dominated by STS

Tape recording educational materials for secondary handicapped students

This is the publisher's version, also found at http://sped.org

Disability eligibility issues and university student assessment outcomes

This is the published version. Copyright 2001 IOS Press.Many issues pertaining to identifying and documenting university students with learning disabilities (LD) have been discussed in the professional literature or litigated. This article documents the eligibility procedures and student assessment results of a project for identifying and providing learning strategies services to students with LD at a large midwestern public university. Many legal issues are relevant in the discussion and evaluation of this project, including the use of standardized procedures for establishing disability status. This project used standardized procedures such as eligibility rules and cut-off scores for making eligibility decisions, thus reducing the nagging inconsistencies and subjectivity associated with nonstandardized assessments and clinical judgements about LD. Students found eligible for the project showed academic skill deficits as low as the fourth grade level, with the average skill level being eighth grade. All students seeking services but determined not eligible showed proficient academic skills. Data from a sample of students not seeking project services gave insight to the skills of “typical”, skill proficient college students, thus providing an index by which to judge skill deficiency

Strategy Mastery by At-Risk Students: Not a Simple Matter

This is the publisher's version, also found here: http://www.jstor.org/stable/1001966Teachers have succeeded in teaching at-risk students, including those with learning disabilities, to master and apply complex learning strategies. The majority of this instruction has been provided in resource rooms or other remedial settings where intensive and systematic instruction has been possible. Increasingly, teachers in regular classrooms are being asked to provide learning strategy instruction to diverse classes that include students with disabilities. This expectation presents many challenges to the classroom teacher, including the creation of an instructional balance between content and strategies instruction while at the same time ensuring both the interest and growth of all students in an academically diverse class. In this article we review the results of a line of programmatic research on learning strategies instruction that has been conducted on students with learning disabilities. From this research, a set of instructional principles about how to teach learning strategies to at-risk students has emerged. These principles and implications for teaching strategies to at-risk students in regular classrooms are presented

The effects of different versions of a gateway STEM course on student attitudes and beliefs

Background Substantial research has been conducted focusing on student outcomes in mathematics courses in order to better understand the ways in which these outcomes depend on the underlying instructional methodologies found in the courses. From 2009 to 2014, the Mathematical Association of America (MAA) studied Calculus I instruction in United States (US) colleges and universities in the Characteristics of Successful Programs of College Calculus (CSPCC). One aspect of this study attempted to understand the impact of these courses on student experience. Results In this paper, we describe results from an examination of the effect of course structure on students’ attitudes and beliefs across different versions of Calculus I at a large research university in the USA. To do this, we implemented a follow-up study of the national MAA study of calculus programs in part to identify potential relationships between various course structures and changes in attitudes and beliefs during the course. We compare our results both internally across these course structures and to the national data set. Conclusions We find that the statistically significant changes measured in confidence and enjoyment exhibit differences across the different calculus implementations and that these changes are statistically independent of the underlying student academic backgrounds as shown by standardized test scores and high school GPA. This suggests that these observed changes in attitudes and beliefs relate to the experience in our varied course structures and not to the academic characteristics of students as they enter the course. In addition to our findings, we show how this national study can be used locally to study effects of courses on student affective traits

Ozone profiles over McMurdo Station, Antarctica, during August, September, and October of 1986 - 1991

Vertical profiles of ozone and temperature have been measured at McMurdo Station, Antarctica, during the springs of 1986 to 1991, roughly every two days from 25 August to 31 October. Comparisons of temporal histories and average vertical structure for these years reveals some striking consistency in the ozone depletion process. Ozone depletion generally begins in early September, and with a half-life of 20-30 days, reaches its maximum in mid-October. The depletion occurs almost exclusively between 12 and 20 km. At the time of maximum depletion total ozone has been decreased roughly 40 percent while ozone between 12 and 20 km has been reduced 80 percent. Recovery generally begins in late October with the influx, above 20 km, of ozone rich air from the lower latitudes. From this record the worst years for ozone depletion were 1987, 1989, and 1990. A new region of ozone depletion, below 12 km, was observed in 1991, coinciding with the entrainment of a volcanic cloud into the polar vortex