Navigating Evidence and Knowledge Equity

Graduate instructors are awkwardly situated in the academy, which shapes their agency in teaching effectively and developing their own teaching practice. Evidence is a potentially fraught construct that is nonetheless necessary and accepted in the academy and can be leveraged in lieu of the often-wanting personal authority of graduate instructors to advocate better teaching practices while also developing themselves professionally. Principles of knowledge equity, which is foundationed on a pluralistic epistemological approach to knowledge building, can guide graduate instructors to consider a more expansive view and contextual approach to evidence to better serve students. Adoption of evidence-supported practices in the classroom needn’t happen overnight; instead, it is more tenable—especially for graduate instructors—to shape their practice via sustained but small changes

Killing Two Birds with One Stone: The Concurrent Development of the Novel Alignment Free Tree Building Method, Scrawkov-Phy, and the Extensible Phyloinformatics Utility, EMU-Phy.

Many components of phylogenetic inference belong to the most computationally challenging and complex domain of problems. To further escalate the challenge, the genomics revolution has exponentially increased the amount of data available for analysis. This, combined with the foundational nature of phylogenetic analysis, has prompted the development of novel methods for managing and analyzing phylogenomic data, as well as improving or intelligently utilizing current ones. In this study, a novel alignment tree building algorithm using Quasi-Hidden Markov Models (QHMMs), Scrawkov-Phy, is introduced. Additionally, exploratory work in the design and implementation of an extensible phyloinformatics tool, EMU-Phy, is described. Lastly, features of the best-practice tools are inspected and provisionally incorporated into Scrawkov-Phy to evaluate the algorithm’s suitability for said features. This study shows that Scrawkov-Phy, as utilized through EMU-Phy, captures phylogenetic signal and reconstructs reasonable phylogenies without the need for multiple-sequence alignment or high-order statistical models. There are numerous additions to both Scrawkov-Phy and EMU-Phy which would improve their efficacy and the results of the provisional study shows that such additions are compatible

DNA → RNA: What Do Students Think the Arrow Means?

The central dogma of molecular biology, a model that has remained intact for decades, describes the transfer of genetic information from DNA to protein though an RNA intermediate. While recent work has illustrated many exceptions to the central dogma, it is still a common model used to describe and study the relationship between genes and protein products. We investigated understanding of central dogma concepts and found that students are not primed to think about information when presented with the canonical figure of the central dogma. We also uncovered conceptual errors in student interpretation of the meaning of the transcription arrow in the central dogma representation; 36% of students (n = 128; all undergraduate levels) described transcription as a chemical conversion of DNA into RNA or suggested that RNA existed before the process of transcription began. Interviews confirm that students with weak conceptual understanding of information flow find inappropriate meaning in the canonical representation of central dogma. Therefore, we suggest that use of this representation during instruction can be counterproductive unless educators are explicit about the underlying meanin

Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool

Scientific teaching requires scientifically constructed, field-tested instruments to accurately evaluate student thinking and gauge teacher effectiveness. We have developed a 23-question, multiple select–format assessment of student understanding of the essential concepts of the central dogma of molecular biology that is appropriate for all levels of undergraduate biology. Questions for the Central Dogma Concept Inventory (CDCI) tool were developed and iteratively revised based on student language and review by experts. The ability of the CDCI to discriminate between levels of understanding of the central dogma is supported by field testing (N = 54), and large-scale beta testing (N = 1733). Performance on the assessment increased with experience in biology; scores covered a broad range and showed no ceiling effect, even with senior biology majors, and pre/posttesting of a single class focused on the central dogma showed significant improvement. The multiple-select format reduces the chances of correct answers by random guessing, allows students at different levels to exhibit the extent of their knowledge, and provides deeper insight into the complexity of student thinking on each theme. To date, the CDCI is the first tool dedicated to measuring student thinking about the central dogma of molecular biology, and version 5 is ready to use

Student Recital (April 23, 2012)

Londonderry Air / Joseph McCarthy arr. Domenico Savino Alison Kenney, soprano Zueignung, Op. 10, No. 1 / Richard Strauss Diane M. Card, alto from Dichterliebe, Op. 48 / Robert Schumann Im wunderschonen Monat Mai Ein Jungling liebt ein Madchen Allnachtlich im Traume Greg Fernandes, bass Prelude No. 4 / Heitor Villa-Lobos Nick Rice, guitar Kind of In Love / John Harbison Why / Jonathan Larson Samuel Lathrop, tenor Sonata for Saxophone in Eb and Piano / Bernard Heiden Chelsea Fisk, alto saxophone The Crucifixion, Op. 29, No. 5 / Samuel Barber Mary Sanker, soprano Sicilienne, Op. 78 / Gabriel Faure Charles Sherwin, trombone Sonata for Trumpet and Piano / Eric Ewazen II. James Sheehan, trumpethttps://vc.bridgew.edu/student_concerts/1035/thumbnail.jp

Exploring How We Teach: Lived Experiences, Lessons, and Research about Graduate Instructors by Graduate Instructors

This book combines the knowledge of 30 graduate student instructors sharing about how they teach and how they’ve learned how to teach

Stretching the IR theoretical spectrum on Irish neutrality: a critical social constructivist framework

In a 2006 International Political Science Review article, entitled "Choosing to Go It Alone: Irish Neutrality in Theoretical and Comparative Perspective," Neal G. Jesse argues that Irish neutrality is best understood through a neoliberal rather than a neorealist international relations theory framework. This article posits an alternative "critical social constructivist" framework for understanding Irish neutrality. The first part of the article considers the differences between neoliberalism and social constructivism and argues why critical social constructivism's emphasis on beliefs, identity, and the agency of the public in foreign policy are key factors explaining Irish neutrality today. Using public opinion data, the second part of the article tests whether national identity, independence, ethnocentrism, attitudes to Northern Ireland, and efficacy are factors driving public support for Irish neutrality. The results show that public attitudes to Irish neutrality are structured along the dimensions of independence and identity, indicating empirical support for a critical social constructivist framework of understanding of Irish neutrality

Differential cross section measurements for the production of a W boson in association with jets in proton–proton collisions at √s = 7 TeV

Measurements are reported of differential cross sections for the production of a W boson, which decays into a muon and a neutrino, in association with jets, as a function of several variables, including the transverse momenta (pT) and pseudorapidities of the four leading jets, the scalar sum of jet transverse momenta (HT), and the difference in azimuthal angle between the directions of each jet and the muon. The data sample of pp collisions at a centre-of-mass energy of 7 TeV was collected with the CMS detector at the LHC and corresponds to an integrated luminosity of 5.0 fb[superscript −1]. The measured cross sections are compared to predictions from Monte Carlo generators, MadGraph + pythia and sherpa, and to next-to-leading-order calculations from BlackHat + sherpa. The differential cross sections are found to be in agreement with the predictions, apart from the pT distributions of the leading jets at high pT values, the distributions of the HT at high-HT and low jet multiplicity, and the distribution of the difference in azimuthal angle between the leading jet and the muon at low values.United States. Dept. of EnergyNational Science Foundation (U.S.)Alfred P. Sloan Foundatio

Optimasi Portofolio Resiko Menggunakan Model Markowitz MVO Dikaitkan dengan Keterbatasan Manusia dalam Memprediksi Masa Depan dalam Perspektif Al-Qur`an

Risk portfolio on modern finance has become increasingly technical, requiring the use of sophisticated mathematical tools in both research and practice. Since companies cannot insure themselves completely against risk, as human incompetence in predicting the future precisely that written in Al-Quran surah Luqman verse 34, they have to manage it to yield an optimal portfolio. The objective here is to minimize the variance among all portfolios, or alternatively, to maximize expected return among all portfolios that has at least a certain expected return. Furthermore, this study focuses on optimizing risk portfolio so called Markowitz MVO (Mean-Variance Optimization). Some theoretical frameworks for analysis are arithmetic mean, geometric mean, variance, covariance, linear programming, and quadratic programming. Moreover, finding a minimum variance portfolio produces a convex quadratic programming, that is minimizing the objective function ðð¥with constraintsð ð 𥠥 ðandð´ð¥ = ð. The outcome of this research is the solution of optimal risk portofolio in some investments that could be finished smoothly using MATLAB R2007b software together with its graphic analysis