How Do Specialist Expertise, Auditor-Specialist Communication, And Time Pressure Affect Auditors’ Use Of Specialists’ Valuations?

This study experimentally investigates auditors’ reliance on specialists’ work regarding complex estimates. Specifically, this paper examines how the relevance of specialists’ expertise (or the degree to which their prior experience matches the current task), the opportunity for auditor-specialist pairs to communicate, and the level of time pressure affect the extent to which auditors rely on specialists’ estimates. To investigate the research question, I employ a mixed experimental design in an abstract setting, where college students take on the roles of auditor and specialist and work in auditor-specialist pairs to complete an estimation task. I manipulate the relevance of specialists\u27 expertise by providing specialists with training that matches (mismatches) the estimation task that follows, auditor-specialist communication by allowing auditor-specialist pairs to chat (not chat) on the computer, and time pressure by varying the amount of time given to enter each estimate. My results show that the relevance of specialists’ prior experience affects auditors’ perception of specialists’ expertise, which influences auditors’ trust in specialists, ultimately affecting auditors’ reliance in specialists’ advice. Additionally, auditor-specialist communication significantly affects auditors’ reliance on specialists, but only when specialists have relevant prior experience. Furthermore, auditors’ opportunity to communicate with specialists indirectly affects their reliance on specialists through their developed trust due to auditors’ perception of specialists’ expertise rather than a social bond. I also find that auditors’ reliance on specialists is significantly affected by the relevance of specialists’ prior experience, but only when time pressure is low. When time pressure is high, there is no significant difference in auditors’ reliance based on specialists’ prior experience

Resident Assistant Perceptions of Motivations and Demotivations to Return to Their Position

Utilizing qualitative methodology, participants\u27 perceptions were examined to better understand Resident Assistants\u27 expectations of their role and how those relate to their motivations and demotivations to return to their position. Through conducting one-on-one semi-structured interviews with six Resident Assistants, it was found that community development, staff dynamic, and learned skills were perceived as motivations to return, while work/life balance, staff dynamic, and awareness of role were perceived as demotivations. It was also found that overstimulation during training, role conflict, need for personal/professional growth, need for purpose, and practicality of position were perceived expectations of the Resident Assistant role. Recommendations for Student Affairs Professionals were provided to gain insight into the Resident Assistant position through the lived experienced and first-hand perceptions of the participants; as well as to help increase motivations and decrease demotivations

Determination of Enzyme Activity

Purpose: To show the enzyme activity of diastase upon starch by viscosity measurements

Interferometry in an Atomic Fountain with Ytterbium Bose-Einstein Condensates

We present enabling experimental tools and atom interferometer implementations in a vertical "fountain" geometry with ytterbium Bose-Einstein condensates. To meet the unique challenge of the heavy, non-magnetic atom, we apply a shaped optical potential to balance against gravity following evaporative cooling and demonstrate a double Mach-Zehnder interferometer suitable for applications such as gravity gradient measurements. Furthermore, we also investigate the use of a pulsed optical potential to act as a matter wave lens in the vertical direction during expansion of the Bose-Einstein condensate. This method is shown to be even more effective and results in a reduction of velocity spread (or equivalently an increase in source brightness) of more than a factor of five, which we demonstrate using a two-pulse momentum-space Ramsey interferometer. The vertical geometry implementation of our diffraction beams ensures that the atomic center of mass maintains overlap with the pulsed atom optical elements, thus allowing extension of atom interferometer times beyond what is possible in a horizontal geometry. Our results thus provide useful tools for enhancing the precision of atom interferometry with ultracold ytterbium atoms.Comment: 11 pages, 7 figure

Girls Excelling in Math and Science (GEMS): Stories of the Original GEMS Girls

Girls Excelling in Math and Science (GEMS) is an afterschool club started in 1994 by a parent, Laura Reasoner Jones, who was dismayed to hear her 10-year old daughter Julie opt herself out of attending a magnet school because “Math is hard.” Julie’s math performance had been good in school, therefore Laura wondered what else might be causing her self doubt. Laura decided to address the issue. Collaborating with Julie’s teacher, she started the first GEMS club for Julie and her friends in fifth and sixth grade. During the following 25 years, GEMS clubs have operated globally to provide resources to support leaders to implement community-based, single-sex learning environments with over 200 hands-on STEM activities. Through the website library, GEMS provides free, equal access to these activities for students, parents, and educators. The mission of GEMS is to cultivate curiosity and confidence in STEM for girls in elementary and secondary school