Iowa in War Times

This history of Iowa\u27s involvement in the Civil War was published in 1888. The author, Samuel Hawkins Marshall Byers, was a member of the Fifth Iowa Infantry during the Civil War, having enlisted in 1861. Byers was eventually captured and spent well over a year in several Confederate prison camps. Following his escape, Byers joined Gen. William Tecumseh Sherman\u27s staff until the war\u27s end. In 1869 he was appointed United States Consul to Zurich, Switzerland, and later held the same position in Rome. Byers many works include The Song of Iowa the official state song of Iowa.https://scholarworks.uni.edu/iowabooks/1016/thumbnail.jp

RESULTS OF 1982 RODENTICIDE FIELD TESTS

A 2.0% zinc phosphide pellet and a 0.001% brodifacoum bait gave the lowest percentage post-treatment activity in a field test in which broadcast applications were followed shortly by rain. There was not a clear difference in performance between the single-feeding toxicants and the multiple-feeding anticoagulants in this experiment. A 0.075% cholecalciferol bait gave control comparable to some registered materials and shows promise for future development. A bait containing 0.0216% diphacinone gave significantly better control than one containing 0.005% diphacinone

RESULTS OF 1982 RODENTICIDE FIELD TESTS

A 2.0% zinc phosphide pellet and a 0.001% brodifacoum bait gave the lowest percentage post-treatment activity in a field test in which broadcast applications were followed shortly by rain. There was not a clear difference in performance between the single-feeding toxicants and the multiple-feeding anticoagulants in this experiment. A 0.075% cholecalciferol bait gave control comparable to some registered materials and shows promise for future development. A bait containing 0.0216% diphacinone gave significantly better control than one containing 0.005% diphacinone

Promoting deep learning through design - discussion, student activity and assessment

There is widespread evidence that Australia is currently facing falling student participation rates in science and mathematics subjects at secondary school and university undergraduate levels. The future implications of this science-deficit are widely acknowledged. Unfortunately, science teaching itself is also widely seen as being dull, too content-heavy, delivered to mass-audiences and assessed in ways promoting surface approaches to learning. To address these issues, and issues relating to the apparent lack of challenge for very able students in their first year at university, The University of Queensland developed the Advanced Study Program in Science (ASPinS). This initiative offers an enhanced learning experience to a select group of high-achieving students in addition to their existing undergraduate study in a Science-related degree program. ASPinS offers these students the opportunity to interact with leading research scientists, broaden their understanding of important scientific issues, experience new interactive learning opportunities, undertake research projects and obtain an authentic insight into science as a career. This presentation, however, will only focus on the unique first year course offered within the 3 year ASPinS experience – BIOL1017 “Perspectives in Science”. In this course students are encouraged to think about important current scientific issues from different perspectives – both scientific and non-scientific. Panels of expert scientists use their knowledge and experience to present real scientific issues for students to examine and discuss. These panel discussions cover a spectrum of medical, environmental and social issues, covering different viewpoints and possible solutions. Combining this effective panel model with an array of student-led activities provides an ideal environment for learning. Students are made to apply their new knowledge, discuss issues and construct thoughts, opinions and products – depending on the specifically designed activities. Relevant assessment tasks include group-writing activities and oral presentations which enable students to demonstrate their learning through authentic contexts that are carefully designed to influence the way students learn. Authentic assessment tasks enable students to see a purpose for the product (assessment) they are producing while at the same time enabling them to synthesise the various scientific ‘facts’ and issues they have been discussing. This level of assessment activity, by its nature, encourages higher-order learning. Student evaluations have consistently confirmed that the key to the success of each Module within the course lies in the breadth of speakers selected to represent the different angles associated with the topic under discussion and the related activities and assessment tasks. The findings indicate that students value the opportunity to explore the multi-disciplinary nature of science-related issues and to actually discuss the issues. The “Perspectives in Science” course is a model for the success of combining teaching and learning theory and scholarship, to a particular set of objectives, to create a highly effective learning environment and a meaningful student experience

NTR plume modeling

Viewgraphs on nuclear thermal propulsion are presented. Topics covered include computational fluid dynamics (CFD) for plume analysis; molecular fluid dynamics; molecular CFD characteristics; direct-simulation Monte-Carlo (DSMC) method; integration of DSMC and Navier-Stokes computations; and density profiles

Persistent current of two-chain Hubbard model with impurities

The interplay between impurities and interactions is studied in the gapless phase of two-chain Hubbard model in order to see how the screening of impurity potentials due to repulsive interactions in single-chain model will be changed by increasing the number of channels. Renormalization group calculations show that charge stiffness, and hence persistent current, of the two-chain model are less enhanced by interactions than single chain case.Comment: 4 Pages, RevTeX, No figures, Submitted to PR