A Thermal Time-Constant Experiment

A simple experiment, well suited for an undergraduate course in mechatronics, is described in which thermal time-constant information is extracted from a heater-blower table-top system. In the experiment, a thermistor measures the temperature of a resistive-heater that is cooled by a blower and a microcontroller is used for data acquisition. The student is asked to determine the thermal time response, and in particular the thermal time-constant of the system, for different blower speeds. The experiment prompts questions about modeling a thermal system, and exposes the student to basic concepts of mechatronics including measurement and data analysis

Data Analytics in Higher Education: Key Concerns and Open Questions

“Big Data” and data analytics affect all of us. Data collection, analysis, and use on a large scale is an important and growing part of commerce, governance, communication, law enforcement, security, finance, medicine, and research. And the theme of this symposium, “Individual and Informational Privacy in the Age of Big Data,” is expansive; we could have long and fruitful discussions about practices, laws, and concerns in any of these domains. But a big part of the audience for this symposium is students and faculty in higher education institutions (HEIs), and the subject of this paper is data analytics in our own backyards. Higher education learning analytics (LA) is something that most of us involved in this symposium are familiar with. Students have encountered LA in their courses, in their interactions with their law school or with their undergraduate institutions, instructors use systems that collect information about their students, and administrators use information to help understand and steer their institutions. More importantly, though, data analytics in higher education is something that those of us participating in the symposium can actually control. Students can put pressure on administrators, and faculty often participate in university governance. Moreover, the systems in place in HEIs are more easily comprehensible to many of us because we work with them on a day-to-day basis. Students use systems as part of their course work, in their residences, in their libraries, and elsewhere. Faculty deploy course management systems (CMS) such as Desire2Learn, Moodle, Blackboard, and Canvas to structure their courses, and administrators use information gleaned from analytics systems to make operational decisions. If we (the participants in the symposium) indeed care about Individual and Informational Privacy in the Age of Big Data, the topic of this paper is a pretty good place to hone our thinking and put into practice our ideas

Student Privacy in Learning Analytics: An Information Ethics Perspective

In recent years, educational institutions have started using the tools of commercial data analytics in higher education. By gathering information about students as they navigate campus information systems, learning analytics “uses analytic techniques to help target instructional, curricular, and support resources” to examine student learning behaviors and change students’ learning environments. As a result, the information educators and educational institutions have at their disposal is no longer demarcated by course content and assessments, and old boundaries between information used for assessment and information about how students live and work are blurring. Our goal in this paper is to provide a systematic discussion of the ways in which privacy and learning analytics conflict and to provide a framework for understanding those conflicts. We argue that there are five crucial issues about student privacy that we must address in order to ensure that whatever the laudable goals and gains of learning analytics, they are commensurate with respecting students’ privacy and associated rights, including (but not limited to) autonomy interests. First, we argue that we must distinguish among different entities with respect to whom students have, or lack, privacy. Second, we argue that we need clear criteria for what information may justifiably be collected in the name of learning analytics. Third, we need to address whether purported consequences of learning analytics (e.g., better learning outcomes) are justified and what the distributions of those consequences are. Fourth, we argue that regardless of how robust the benefits of learning analytics turn out to be, students have important autonomy interests in how information about them is collected. Finally, we argue that it is an open question whether the goods that justify higher education are advanced by learning analytics, or whether collection of information actually runs counter to those goods

Nonadiabatic theory of inelastic electron- hydrogen scattering

Nonadiabatic theory application to inelastic S-wave scattering of low energy electrons from atomic hydroge

Cloud types and the tropical Earth radiation budget, revised

Nimbus-7 cloud and Earth radiation budget data are compared in a study of the effects of clouds on the tropical radiation budget. The data consist of daily averages over fixed 500 sq km target areas, and the months of July 1979 and January 1980 were chosen to show the effect of seasonal changes. Six climate regions, consisting of 14 to 24 target areas each, were picked for intensive analysis because they exemplified the range in the tropical cloud/net radiation interactions. The normal analysis was to consider net radiation as the independent variable and examine how cloud cover, cloud type, albedo and emitted radiation varied with the net radiation. Two recurring themes keep repeating on a local, regional, and zonal basis: the net radiation is strongly influenced by the average cloud type and amount present, but most net radiation values could be produced by several combinations of cloud types and amount. The regions of highest net radiation (greater than 125 W/sq m) tend to have medium to heavy cloud cover. In these cases, thin medium altitude clouds predominate. Their cloud tops are normally too warm to be classified as cirrus by the Nimbus cloud algorithm. A common feature in the tropical oceans are large regions where the total regional cloud cover varies from 20 to 90 percent, but with little regional difference in the net radiation. The monsoon and rain areas are high net radiation regions

Factors Affecting Wheat Proteins Premiums

wheat protein, hedonic modeling, characteristic demand modeling, Crop Production/Industries,

Are Hedonic Second-Stage Characteristic Demand Reflective of Actual Characteristic Demands?

wheat protein, hedonic modeling, Rosen methodology, Demand and Price Analysis,