In My Merry Oldsmobile

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He\u27s Me Pal

[Verse 1] I know a lad and when I feel bad He drives all me troubles away, When he’s your friend, he’s your to de end No matter what others may say; He don’t tell me how I ought to be, He likes me just as I am, So, when I gets blue, he’s the one I go to For his heart is as big as a ham. [Chorus] He’s me pal, he’s me pal Dere ain’t nobody else I can see, I know he’s dead tough, but his love ain’t no bluff He’s share his last dollar with me; I’d rather have him with his fifteen a week Than be some old millionaire’s gal, He’s de best ever wuz, and I loves him becuz He’s me pal, he’s me pal. [Verse 2] My pal is poor, but I am dead sure He’s better than most millionaires, I’m satisfied when he’s at me side Me joys and me troubles he shares; I’d give me arm to keep him from harm, He’d do de same thing for me, He’ll always be there, stormy weather or fair, That’s de reason I likes him, you see. [Chorus] [Verse 3] Friends may be few, friends may be true But I have one dear friend of old, Bless her dear heart, we will never part For she loves me better than gold, When she is near I have no fear, No harm to me can befall, She’s patient, resigned, she is loving and kind And I know she’s the best friend of all [3rd Chorus] She’s me pal, she’s me pal She’s the very best friend that I know, Her herat’s full of love as the heavens above, She’s drives away sorrow and woe, I’ll try to repay all her kindness to me And if God be willing I shall, I have one friend that’s true, dear old mother that’s you, You’re me pal, you’re me pa

My White Dove

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Tammany

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Human-Robot Teaming Configurations: A Study of Interpersonal Communication Perceptions and Affective Learning in Higher Education

Technology encourages collaboration in creative ways in the classroom. Specifically, social robots may offer new opportunities for greater innovation in teaching. In this study, we combined the established literature on co-teaching teams with the developing field of machine actors used in education to investigate the impressions students had of different team configurations that included both a human and a robot. Participants saw one of three teams composed of a human and a social robot with different responsibilities present a short, prerecorded lecture (i.e., human as lead teacher-robot as teaching assistant, robot as lead teacher-human as teaching assistant, human and robot as co-teachers). Overall, students rated the human-led team as more appealing and having more credibility than the robot-led team. The data suggest that participants would be more likely to take a course led by a human instructor than a social robot. Previous studies have investigated machine actors in the classroom, but the current findings are unique in that they compare the individual roles and power structures of human-robot teams leading a course

Functional Specifications of the Annular Suspension Pointer System ; CU-CS-171-80

The following is a description of the Annular Suspension Pointing System. This description is written using the Design Realization, Evaluation and Modelling (DREAM) system, and its design description technique, the DREAM Design Notation (DDN)

Reductions in connectivity and habitat quality drive local extinctions in a plant diversity hotspot

It is well documented that habitat loss is a major cause of biodiversity decline. However, the roles of the different aspects of habitat loss in local extinctions are less understood. Anthropogenic destruction of an area of habitat causes immediate local extinction but subsequently three additional gradual drivers influence the likelihood of delayed extinction: decreased habitat patch size, lower connectivity and habitat deterioration. We investigated the role of these drivers in local extinctions of 82 declining species in a UK biodiversity hotspot. We combined a unique set of ≈7000 vegetation surveys and habitat maps from the 1930s with contemporary species’ occurrences. We extrapolated from these surveys to the whole 2500-km2 study area using habitat suitability surfaces. The strengths of drivers in explaining local extinctions over this 70 year period were determined by contrasting connectivity, patch size and habitat quality loss for locations at which a species went extinct and those with persisting occurrences. Species’ occurrences declined on average by 60%, with half of local extinctions attributable to immediate habitat loss and half to the gradual processes causing delayed extinctions. On average, locations where a species persisted had a 73% higher contemporary connectivity than those suffering extinctions, but showed no differences in historical connectivity. Furthermore, locations with extinctions experienced a 37% greater decline in suitability associated with changes in habitat type. The strength of the drivers and the proportion of extinctions depended on the species’ habitat specialism, but were affected only minimally by life-history characteristics. In conclusion, we identified a hierarchy of drivers influencing local extinction: with connectivity loss being the strongest, suitability change being moderately important, but changes in habitat patch size having only weak effects. We suggest conservation efforts could be most effective by strengthening connectivity along with reducing habitat deterioration, which would benefit a wide range of species

An examination of factors contributing to a reduction in race-based subgroup differences on a constructed response paper-and-pencil test of achievement

The objectives of the present study were to: (a) replicate the results of Arthur et al. (2002) by comparing race-based subgroup differences on a multiple-choice and constructed response test in a laboratory setting using a larger sample, (b) extend their work by investigating the role of reading ability, test-taking skills, and test perceptions that could explain why subgroup differences are reduced when the test format is changed from multiple-choice to a constructed response format, and (c) assess the criterion-related validity of the constructed response test. Two hundred sixty White and 204 African Americans completed a demographic questionnaire, Test Attitudes and Perceptions Survey, a multiple-choice or constructed response test, the Raven's Advanced Progressive Matrices Short Form, the Nelson-Denny Reading Test, Experimental Test of Testwiseness, and a post-test questionnaire. In general, the pattern of results supported the hypotheses in the predicted direction. For example, although there was a reduction in subgroup differences in performance on the constructed response compared to the multiple-choice test, the difference was not statistically significant. However, analyses by specific test content yielded a significant reduction in subgroup differences on the science reasoning section. In addition, all of the hypothesized study variables, with the exception of face validity, were significantly related to test performance. Significant subgroup differences were also obtained for all study variables except for belief in tests and stereotype threat. The results also indicate that reading ability, test-taking skills, and perceived fairness partially mediated the relationship between race and test performance. Finally, the criterion-related validity for the constructed response test was stronger than that for the multiple-choice test. The results suggested that the constructed response test format investigated in the present study may be a viable alternative to the traditional multiple-choice format in high-stakes testing to solve the organizational dilemma of using the most valid predictors of job performance and simultaneously reducing subgroup differences and subsequent adverse impact on tests of knowledge, skill, ability, and achievement. However, additional research is needed to further demonstrate the appropriateness of the constructed response format as an alternative to traditional testing methods

Do Students Dream of Electric Cats (or Dogs)?: Using Robotics for a Unique Exam Week Activity in the Library

During two nights at the library, students were invited to interact with one of nine robotic animals. Five of the robots look and react like cats, four look and react like dogs. The robots mimic the motions and sounds of live animals, including purring and barking. Students took a stress pre-test prior to interacting with the robots and a stress post-test at the conclusion of their interaction. Faculty from the School of Communication and the University Libraries were on hand to observe the interaction and gather feedback. The aim of this chapter is to demonstrate how a partnership with a campus robotics lab provided mutual benefits for the researchers, librarians, and students involved in the study

Public Sector Governance in Australia

Australia lacks a scholarly book that covers recent developments in public sector governance in Australia and blends cross-disciplinary perspectives from law, management, public administration and public policy. The primary reason for writing this book is to fill the gap in the treatment of this subject, and to provide insights from empirical evidence and current practice. The book provides the first comprehensive theoretical and empirical work on governance in the Commonwealth public sector. It addresses the issues that emerged under the Howard government as well as their handling under the Rudd and Gillard governments. The book aims to enhance understanding of and communication about public governance across government, industry and the community. The authors bring to this book expertise gained from political science, public administration and policy, public and private sector law