On Estimating Compensation for Injury to Publicly Owned Marine Resources

It is well established that the public has the right to use certain marine resources, including fish stocks, beaches, and marine waters, for certain purposes, including recreational fishing. Rights in public resources are held "in trust" by federal and state governments for the public, both now and in the future. Given public rights, we not only argue that minimum willingness-to-accept-compensation (WTA) is the theoretically correct measure of economic damages when a publicly owned marine resource is injured, but that it is, in fact, feasible to measure WTA, and therefore, WTA should be used to estimate compensation. Two utility-theoretic approaches for welfare analysis, which use Hausman's (1981) method and the contingent valuation method, are outlined.willingness-to-accept-compensation, natural resource damages, marine pollution, recreational fishing, contingent valuation method, public trust doctrine, Demand and Price Analysis, Environmental Economics and Policy, Public Economics, Resource /Energy Economics and Policy,

Lunar dust transport and potential interactions with power system components

The lunar surface is covered by a thick blanket of fine dust. This dust may be readily suspended from the surface and transported by a variety of mechanisms. As a consequence, lunar dust can accumulate on sensitive power components, such as photovoltaic arrays and radiator surfaces, reducing their performance. In addition to natural mechanisms, human activities on the Moon will disturb significant amounts of lunar dust. Of all the mechanisms identified, the most serious is rocket launch and landing. The return of components from the Surveyor 3 provided a rare opportunity to observe the effects of the nearby landing of the Apollo 12 Lunar Module. The evidence proved that significant dust accumulation occurred on the Surveyor at a distance of 155 m. From available information on particle suspension and transport mechanisms, a series of models was developed to predict dust accumulation as a function of distance from the lunar module. The accumulation distribution was extrapolated to a future Lunar Lander scenario. These models indicate that accumulation is expected to be substantial even as far as 2 km from the landing site. Estimates of the performance penalties associated with lunar dust coverage and photovoltaic arrays are presented. Because of the lunar dust adhesive and cohesive properties, the most practical dust defensive strategy appears to be the protection of sensitive components from the arrival of lunar dust by location, orientation, or barriers

Auditory Stimulation and Its Effect on Spatial Temporal Ability

This thesis was designed to detect the type of spatial ability most effected by auditory stimulation, as described in the Mozart effect. Previous research has shown enhancement of performance on the paper-folding and cutting subtest of the Stanford-Binet Intelligence Scale IV with failures to replicate in research using other measures. Seventy-five college students enrolled in introductory psychology classes were exposed to one of three types of auditory stimulation, followed by two measures of spatial ability. The Purdue Visualization of Developments test correlates with tests of spatial orientation and require analytical processing, while the Vandenberg and Kuse Mental Rotation Test is a test of spatial visualization, not confounded with analytical processing. Neither of the two tests displayed a significant treatment effect, lending to the possibility that the enhancement of performance seen previously on the Stanford-Binet Intelligence Scale IV subtest is the result of a factor of the test other than the spatial aspect

Teacher Perception of Preparedness for Teaching Students With Autism Spectrum Disorder in Mainstream Classrooms

The research problem for the current study was that many general education teachers feel unprepared to teach students with ASD in their general education classrooms. The purpose of this quantitative study was to describe teachers’ perceptions of their preparedness for teaching students with ASD in mainstream elementary classrooms. Three research questions guided the study, focusing on perceived levels of preparedness of knowledge and skills in the areas of (a) instructional content and practice, (b) planning and managing the teaching and learning environment, and (c) managing student behavior and social interaction skills. A quantitative method with a survey design was used. The Scale of Knowledge and Skills for Instruction and Management of Students With Disabilities was the instrument used. Participants who met the criteria for the study were mainstream classroom teachers at 8 elementary schools who taught students identified as having ASD in their mainstream classrooms during the 2015-2016 school year. The results from the data for all research questions indicated that teachers perceived their knowledge and skills in all 3 content areas to be at the “moderately” prepared level, which was less prepared than the “adequately” prepared level. A limitation to the study was that of the estimated 51 potential participants who met the inclusion criteria for the study, only 20 chose to participate by completing the survey. An implication of the study based on the findings is that participants need to have and take advantage of opportunities to better prepare them for working with ASD students in mainstream classrooms. Recommendations for future studies include using a larger sample and extending the study to secondary level teachers

The Writing Processes of College Students With and Without Learning Disabilities: A Protocol Analysis

ABSTRACT Title of dissertation: THE WRITING PROCESS OF COLLEGE STUDENTS WITH AND WITHOUT LEARING DISABILITIES: A PROTOCOL ANALYSIS. Cynthia A. Edwards, Doctor of Philosophy, 2005 Dissertation directed by: Professor Steve Graham Department of Special Education The number of students with learning disabilities attending college has increased. Nevertheless, evidence shows that many college students with learning disabilities have difficulty completing their education. One of the most significant factors that affect the performance of college students with learning disabilities is difficulties with written language. A study was conducted to analyze the written product as well as cognitive processes college students with and without learning disabilities used while completing a writing task. This included analyzing the holistic quality of writing, number of words written, and planning and revising strategies used during writing. Twenty-three self-regulatory variables in the processes in planning, monitoring, and revising were used to identify the cognitive processes college students with and without learning disabilities applied while composing. Think-aloud protocols, written essays, and videotapes were used to examine the writing processes of two groups of college students, ten students in each group. College students without learning disabilities wrote essays that were qualitatively better (more appropriate to the writing task in terms of content, organization, style, and grammar) than college students with learning disabilities. In addition, college students without learning disabilities showed statistically significant positive correlations between holistic writing scores and the planning variables of generating ideas, prior knowledge activation, and self-instruction; the monitoring variables of monitoring content, process control, and self-questioning, as well as the reviewing variables of rereading plans, rereading essay, evaluating text and revising text. These results are consistent with the position that self-regulatory behaviors influence writing quality. Moreover, college students with learning disabilities showed no statistically significant positive correlation between holistic writing scores and any of the planning, monitoring, and reviewing variables. The correlations obtained revealed that students who did more planning, monitoring, and reviewing of their writing were more likely to have higher writing scores. There were no statistically significant differences by group in the number of words written, or the amount or types of written planning and actual revising done while composing

Providing Access to Content using Technology to Engage All Learners

The purpose of this module is to provide access to research and tools which can be used to differentiate lessons in a classroom for all types of learners. First, the module helps educators understand TPACK as well as why using technology with students is effective. Next, the module delineates the research and tools into 4 categories of learning, which allows educators to learn/ teach using tools specific for different learners. The module concludes by encouraging educators to practice using the tools with a group of learners and a content specific standard. View professional learning module.https://digitalcommons.gardner-webb.edu/improve/1017/thumbnail.jp

MEPicides: Potent antimalarial prodrugs targeting isoprenoid biosynthesis

AbstractThe emergence of Plasmodium falciparum resistant to frontline therapeutics has prompted efforts to identify and validate agents with novel mechanisms of action. MEPicides represent a new class of antimalarials that inhibit enzymes of the methylerythritol phosphate (MEP) pathway of isoprenoid biosynthesis, including the clinically validated target, deoxyxylulose phosphate reductoisomerase (Dxr). Here we describe RCB-185, a lipophilic prodrug with nanomolar activity against asexual parasites. Growth of P. falciparum treated with RCB-185 was rescued by isoprenoid precursor supplementation, and treatment substantially reduced metabolite levels downstream of the Dxr enzyme. In addition, parasites that produced higher levels of the Dxr substrate were resistant to RCB-185. Notably, environmental isolates resistant to current therapies remained sensitive to RCB-185, the compound effectively treated sexually-committed parasites, and was both safe and efficacious in malaria-infected mice. Collectively, our data demonstrate that RCB-185 potently and selectively inhibits Dxr in P. falciparum, and represents a promising lead compound for further drug development.</jats:p