Irreducible Representations of Baumslag-Solitar Groups

We classify the finite-dimensional irreducible linear representations of the Baumslag-Solitar groups BS(p,q) = for relatively prime p and q. The general strategy of the argument is to consider the matrix group given by image of a representation and study its Zariski closure in GL(n, C)

The Effects of Sign Language on the Vocal Responses of a Child with Autism.

Sign language is an effective form of alternative communication for persons with autism and other developmental disabilities. Only a few studies have systematically measured the effects of sign language on the vocal responses of its users. This study employed a multiple baseline design to evaluate the effects of sign language on the vocal responses of a four-year-old boy with autism. Results indicate that a reinforcement contingency placed only on sign responses is inadequate for maintaining vocal responses. When a reinforcement contingency is placed on sign responses as well as vocal responses that the user is capable of emitting in verbal imitation, both sign and vocal responses are maintained. Results are discussed in terms of the need for a reinforcement contingency placed on vocal and sign responses, the effects of teaching procedures on response variability, and the need for future research to examine procedures utilized to teach sign language to persons within the developmental disabilities population

Effects of applying a stochastic rebound model in erosion prediction of elbows and plugged tee

ABSTRACT Solid particle erosion is a complex phenomenon that depends on many factors such as particle and fluid characteristics, type of material being eroded, and flow geometry. Fittings used in the oil and gas industry such as elbows are susceptible to erosion when solid particles are present in the flow. The momentum of particles carries them across streamlines and the particles impinge the outer wall of the elbow resulting in erosion damage. In an erosive environment, plugged tees are commonly used instead of elbows to reduce the erosion especially where space considerations are important and long-radius elbows can not be used. However, it is unclear how much of a reduction in erosion occurs by replacing an elbow with a plugged tee. In order to compare the erosion in an elbow and a plugged tee exposed to the same flow conditions, a CFD-based erosion prediction model is applied. The model has three primary steps: flow modeling, particle tracking, and applying erosion equations. The results from the model agree with experimental findings for the elbow geometry. However, the simulation results for erosion rate generated for the plugged tee requires a stochastic approach. Results obtained with the erosion prediction model before and after this modification are shown

Satellite measurements of atmospheric structure by refraction

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/32302/1/0000370.pd

Atmospheric phenomena at high altitudes : progress report no. 2; quarterly report for the period January 1, 1951 to March 31, 1951.

http://deepblue.lib.umich.edu/bitstream/2027.42/5804/5/bac6471.0002.001.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/5804/4/bac6471.0002.001.tx

Atmospheric phenomena at high altitudes : progress report no. 5; final report for the period September 1, 1950 to December 31, 1951.

http://deepblue.lib.umich.edu/bitstream/2027.42/5805/5/bac6471.0005.001.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/5805/4/bac6471.0005.001.tx

Rocket-grenade experiment for upper-atmosphere temperature and winds : quarterly report for the period August 1, 1955 to October 31, 1955

http://deepblue.lib.umich.edu/bitstream/2027.42/5821/5/bac5740.0001.001.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/5821/4/bac5740.0001.001.tx

Variation in WIC Cash-Value Voucher Redemption Rates among American Indian Reservation Communities in Washington State

Thesis (Master's)--University of Washington, 2014Background: In 2009, the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) food package was revised to include a cash-value voucher (CVV) for fresh fruits and vegetables. While this supplement to the WIC food package provides participants with the resources to purchase healthier foods, there is a potential mismatch to using CVVs when access to fresh fruits and vegetables is limited. Our past research reveals that access to fresh fruits and vegetables on American Indian reservations in Washington State is limited. This study, therefore, evaluated differences in the CVV redemption rate among Washington State participants by comparing the redemption rate of WIC clinics located on federally recognized tribal reservations with non-reservation based WIC clinics. Furthermore, the study evaluated redemption rates for Washington State tribes with low-access to fresh fruits and vegetables compared to those with high access, using proximity of a supermarket to the tribe's reservation land as a measure of access. Methods: Data were obtained for 212 clinics that provided WIC services in Washington State during 2011. The number of CVVs issued and number of CVVs cashed was divided to obtain the mean percent of CVV redemption for each WIC clinic for both tribal and non-tribal WIC clinics. Amongst tribal clinics, percent CVV redeemed was compared in tribal clinics with supermarkets located within the bounds of the reservation to those without supermarkets. Results: The redemption rates for WIC clinics located on federally recognized tribal reservations was lower than the rate for clinics located off tribal reservations (p<0.0001). Among tribal WIC clinics, there were no significant differences in CVV redemption rates between tribes who had or did not have a supermarket located within the bounds of the reservation. Conclusions: Our results indicate that tribal WIC CVV redemption in Washington State is significantly lower than non-tribal CVV redemption. However, it does not demonstrate that tribal WIC clinics have lower CVV redemption rates when a supermarket is located within the bounds of the reservation, compared to not on the reservation. Results of this study suggest the need to address barriers to CVV redemption, specifically in the tribal WIC population

Preservice science teacher beliefs about teaching and the science methods courses: Exploring perceptions of microteaching outcomes

This study investigates beliefs about teaching held by preservice science teachers and their influences on self-perceived microteaching outcomes within interactive secondary science teaching methods courses. Hermeneutic methodology was used in cooperation with seven preservice science teachers (N=7) to infer participant beliefs about teaching and to draw connections between these beliefs and student perceptions about their performance of assigned microteachings. The foci of this study were 1) discerning participant beliefs about the teaching of science, 2) discerning beliefs about microteaching within the Purdue science teaching methods courses, and 3) connecting participant perceptions of their microteaching assignment performances with these beliefs. Each student was interviewed before the first microteaching assignment and again after each microteaching episode in order to develop co-constructions of participant beliefs about teaching. Participants were interviewed about each of their microteachings in conjunction with reviews of videotapes of their performances. Refinements to emergent models of participant beliefs were made in each subsequent interview by the use of directed interview questions and the tracking and discussion of participant actions during microteachings. Rich emic detail was provided by the active, daily, and assessed participation of the researcher in the fall course alongside study participants. The interpretations offered suggest that participants\u27 beliefs, rather than instructor- or peer-based assessments, serve as the primary determinant by which preservice teachers perceived personal success in microteaching situations. Apparent beliefs were observed as enacted, private social norms within participants\u27 simulated teaching roles. Explicit, instructor-planned interpersonal challenges to specific preservice teacher beliefs within these courses were generally treated as anomalous by participants, and therefore often rejected as valid sources of change to either knowledge or beliefs. Intra- and interpersonal interactions within the science teaching methods courses apparently resulted in the creation of pedagogical content knowledge for many students. However, many other interactions were devalued or ignored for a variety of personal, experientially based reasons, reaffirming the fundamental role of preexistent belief systems in the selective creation and processing of preservice teacher knowledge and the creation of PCK