Calculating Gravitational Wave Signatures from Binary Black Hole Mergers

Calculations of the final merger stage of binary black hole evolution can only be carried out using full scale numerical relativity simulations. This article provides a general overview of these calculations, highlighting recent progress and current challenges.Comment: 12 pages, to appear in "The Astrophysics of Gravitational Wave Sources," Proceedings of a Workshop held at the University of Maryland in April 2003, ed. J. Centrella, AIP, in press (2003

Word mastery in oral reading: telling versus sounding of unknown words, in grade three.

Thesis (Ed.M.)--Boston University N.B.: Page 71 is misnumbered. No content is missing

Collaborative Instruction for Information Retrieval and Appraisal Skills in Evidence-Based Practice Models for Dental Hygiene Students.

Objectives: 1. Collaborate with VCU Dental Hygiene Program faculty to develop and evaluate a model of evidence-based practice (EBP) for students in didactic and clinical settings. 2. Describe how a course was modified to emphasize evidence-based practice. 3. Analyze course evaluations and student scholarly output. Methods/Materials: Dental educators strive to develop graduates who practice evidence-based practice and whose clinical decisions are based on current scientific research. A medical librarian was invited to assist in integrating EBP into the dentistry curriculum in 2012. To gain a better understanding of EBP in dental settings, the librarian and dental hygiene faculty attended the Forsyth ADA Evidence-Based Dentistry training in Boston, Massachusetts that same year. The collaborators revised a course to take students through the mechanics of EBP, including demonstrating transfer into the clinic setting and developing a model of real-time information retrieval useful after graduation in the “real world.” Results: In didactic activities, students received instruction on information retrieval as well as critical appraisal skills to answer clinical questions, reinforcing the EBP model. This culminated in students creating improved literature reviews for capstone projects, posters and table clinic presentations, stronger clinical information retrieval skills, and increased publications in refereed professional journals. Interaction between students, the librarian and faculty resulted in positive outcomes in EBP concepts used for generation of decision making in clinic as well as peer presentations in local, regional and national settings. Conclusions: The collaborative effort was valuable as it strengthened the relationship between dental hygiene faculty, students and the librarian. Additionally, students’ experience was enhanced as they practiced retrieval strategies and critical appraisal of research literature. This enabled them to develop as “consumers” of current professional research literature, model evidence-based practice and publish their writing in professional journals

Meaning-filled metaphors enabling schools to create enhanced learning cultures

It is interesting to speculate on metaphor as an instrument capable of facilitating actions leading to powerful consequences. Metaphors remain in the consciousness longer than facts and therefore actions based on specific facts in one context become transferrable to another context through the use of metaphoric symbolism. Current research in schools that have undertaken the Innovative Designs for Enhancing Achievements in Schools (IDEAS) improvement process indicate that collectively developed metaphor use has the dynamic power to facilitate cognitive connections across whole school communities. In so doing, schools engaged in the IDEAS process are developing and utilising significant new knowledge for whole school achievement through cultures of collaboration and commitment. This chapter recognises that when schools are constantly bombarded with the need to undertake substantial changes in practice, the utilisation of a contextual unifying metaphor is capable of assisting wide spread and aligned change processes to unfold

Estimability and efficiency in nearly orthogonal 2[m1] x 3[m2] deletion designs

This article considers single replicate factorial experiments in incomplete blocks. A single replicate 2^m1 x 3^m2 deletion design in 3 incomplete blocks is obtained from a single replicate 3^m, where m = m_1 + m_2, preliminary design by deleting all runs (or treatment combinations) with the first m_1 factors at the level two. A systematic method for determining the unbiasedly estimable (u.e.) and not unbiasedly estimable (n.u.e.) factorial effects is provided. It is shown that for m_2 > 0 all factorial effects of the type F( α_1 · · · α_m_1 , α_(m_1 +1) · · · α_m), where α_i; = 0, l for i = 1, · · ·, m_1, α_i; = 0, 1, 2 for i = m_(1+1), · · ·, m, with (α_1 · · · α_m) != (0 · · · 0), and (α_m,+l · · · _m) != α(l · · · 1) for a= 1, 2, are u.e. and the remaining factorial effects are n.u.e. It is noted that (2^m_1 - 1) factorial effects of 2^m_1 factorial experiments and (3^m_2) factorial effects of 3^m, factorial experiments, which are embedded in 2^m_1 x 3^m, factorial experiments, are u. e. The 2 x 3m-l deletion designs were considered in the work of Voss (1986). Defining factorial effects of a 2^m_1 x 3^m, factorial experiment in a form different than in Voss (1986), we develop a simple representation of u.e. and n. u. e. factorial effects. In this representation, there are (2^(m_1 + 1) + 1) n. u. e. factorial effects of the type F( α_1 · · · α_m_1, α· · · α). This number is smaller than the corresponding number of n. u. e. factorial effects in the representation of Voss (1986). The relative efficiency expressions, and their bounds, in the estimation of factorial effects of 2^m_1 x 3^m_2 deletion designs are also given

Intercellular Migration of Centrioles in the Germarium of \u3cem\u3eDrosophila melanogaster\u3c/em\u3e. An Electron Microscopic Study

A cluster of centrioles has been found in the early Drosophila oocyte. Since the oocyte is connected to 15 nurse cells by a system of intercellular bridges or ring canals, the possibility that the cluster of centrioles arose in the germarium from an intercellular migration of centrioles from the nurse cells to the oocyte was analyzed in serial sections for the electron microscope. Initially, all of the 16 cells of the future egg chambers possess centrioles, which are located in a juxtanuclear position. At the time the 16 cell cluster becomes arranged in a lens-shaped layer laterally across the germarium, the centrioles lose their juxtanuclear position and move towards the oocyte. By the time the 16 cell cluster of cells is surrounded by follicle cells (Stage 1), between 14 and 17 centrioles are found in the oocyte. Later, these centrioles become located between the oocyte nucleus and the follicle cell border and become aggregated into a cluster less than 1.5 µ in its largest dimension. The fate of these centrioles in the oocyte is not known. The fine structure of the germarium and the early oocyte is also described

Beyond Landauer erasure

In thermodynamics one considers thermal systems and the maximization of entropy subject to the conservation of energy. A consequence is Landauer's erasure principle, which states that the erasure of 1 bit of information requires a minimum energy cost equal to $kT\ln(2)$ where $T$ is the temperature of a thermal reservoir used in the process and $k$ is Boltzmann's constant. Jaynes, however, argued that the maximum entropy principle could be applied to any number of conserved quantities which would suggest that information erasure may have alternative costs. Indeed we showed recently that by using a reservoir comprising energy degenerate spins and subject to conservation of angular momentum, the cost of information erasure is in terms of angular momentum rather than energy. Here we extend this analysis and derive the minimum cost of information erasure for systems where different conservation laws operate. We find that, for each conserved quantity, the minimum resource needed to erase 1 bit of memory is $\lambda^{-1}\ln(2)$ where $\lambda$ is related to the average value of the conserved quantity. The costs of erasure depend, fundamentally, on both the nature of the physical memory element and the reservoir with which it is coupled.Comment: 7 pages, 3 figure