Anallagmatic Curves and Inversion About the Unit Hyperbola

In this paper we investigate inversion about the unit circle from a complex perspective. Using complex rational functions we develop methods to construct curves which are self-inverse (anallagmatic). These methods are then translated to the split-complex numbers to investigate the theory of inversion about the unit hyperbola. The analog of the complex analytic techniques allow for the construction and study of anallagmatic curves about the unit hyperbola

Factors influencing Blount County, Tennessee home demonstration club members\u27 use of consumer credit

This study was concerned with the use of consumer credit by Home Demonstration Club members in Blount County, Tennessee, as a basis for planning educational programs. Data were secured by group inter-views from 237 Home Demonstration Club members, representing 24 clubs, who were present at their regularly scheduled club meetings. For purpose of analysis, data from the 237 Home Demonstration Club members were classified according to HDC members use of consumer credit: (1) HDC members who were using consumer credit; and (2) HDC members who were not using consumer credit. Of the 237 Home Demonstration Club members 162 were using some form of consumer credit and 75 were not. The purpose was to compare Home Demonstration Club members\u27 use of consumer credit to their personal and family characteristics and the characteristics of consumer credit used. Twenty—two variables were identified and used as a basis for comparing Home Demonstration Club members\u27 use of consumer credit (loans and credit cards). Contingency tables were used to show the relationship between the dependent and the independent variables. Chi square statistical analysis was used to show the significance level of relations identified. Chi square values which achieved the .05 level were accepted as statistically significant, Computations were done by The University of Tennessee Computing Center. Major Findings Use of loans by Home Demonstration Club members was found to be significantly related to each of the following personal and/or family characteristic: age of respondents, marital status, place of residence, having one or more children, total number of children living at home, occupation of husband, total family income, use of credit cards, number of items purchased on credit, and feelings concerning overuse of credit. The data indicated that the directions of observed relationships were as follows. Home Demonstration Club members who had loans tended to: 1. Be younger than those who did not have loans; 2. Be married rather than widowed, single or divorced; 3. Live in Urban rather than farm areas; 4. Have one or more children; 5. Have a larger number of children than those who did not have loans; 6. Have a larger number of children living at home than those who did not have a loan; 7. Have husbands who were industrial workers or had a business or a profession other than farming; 8. Have higher family income than those who did not have a loan; 9. Make more use of credit cards than those who did not have a loan; 10. Purchase a larger number of items on credit than did those who did not have loans; and 11. Feel that their family overused rather than underused consumer credit. The Home Demonstration Club members\u27 personal and family characteristics which were not significantly related to HDC members\u27 use of consumer credit were: number of years served as a HDC member; level of education; and frequency of family income. Implications and recommendations were also made

Cognitive Processes in Undergraduate Anatomy and Physiology Courses

Multiple problems facing society in the 21st century, including climate change and global concern over pandemics, require a greater number of STEM graduates with content knowledge and critical thinking skills. This has led to additional funding and research in teaching and learning, but much of the published literature in the context of biology education has investigated the impact of specific instructional practices across a spectrum of classrooms (undergraduate and professional) or the learning strategies specifically of medical students. As the science of learning has developed, it has become clear that the process of learning is context-dependent. Despite continued attention to the improvement of undergraduate biology education, we still understand little about the context-dependent cognitive processes and pathways students use while learning the life sciences. This research seeks to fill this gap by collecting and analyzing data on the cognitive processes and pathways that undergraduate students use while undertaking the task of learning anatomy and physiology. This work addresses the specific research question: What are the differences and similarities in cognitive processes and pathways for undergraduate students enrolled in anatomy and physiology courses? Students enrolled in two different anatomy and physiology course sequences at a highest research university in the southeastern United States completed a 20-question survey to identify those planning to take both courses in each two-semester sequence and to categorize them as either surface or deep learners. From those, I recruited 11 students to participate in qualitative data collection as part of a comparative case study. These participants were interviewed three times and provided written feedback to weekly reflection prompts for 24 weeks across the two semesters. Participants also completed two quantitative survey instruments: the revised Student Process Questionnaire (R-SPQ-2F) and the homeostasis concept inventory (HCI) at various times during the academic year. Prior to analysis, interview and weekly diary data were block coded for themes present in two previous studies conducted with medical students. Analysis proceeded with two cycles of coding with multiple passes in each cycle. First cycle coding involved open coding of the previous block-coded passages, using the constant comparative method. At the conclusion of first cycle coding, a code map was generated. Second cycle coding involved elaborative codes, which is the process of analyzing textual data to develop theory further. The themes that emerged were synthesized as individual case descriptions to compare differences in curriculum. I then compared cases to identify similarities and differences between the cases. Two additional analyses were conducted. First, participant definitions of the common terms learning, memorizing, studying, and understanding were analyzed. Code categories were developed and definitions were grouped after discussion with research team members of any coding differences. Multiple definition groups emerged for each term. Learning, memorizing, and studying had definition groups which highlighted processes, outcomes, or a combination of both a process and outcome. Understanding definition groups focused solely on an outcome. These findings highlight the need for communication between students and instructors in regard to the use of these terms. Second, initial review of interview transcripts raised concerns about the validity of the R-SPQ-2F instrument for the current population. Findings suggest that the R-SPQ-2F was not able to group students by deep or surface approach in the context of an undergraduate anatomy and physiology course and requires additional refinement and testing to be a valid instrument for this population. Further, six interviews demonstrated a new theme of Surface Leading to Deep with participants indicating that memorization was necessary for the purpose of gaining a full understanding of the course material. This finding has significant implications for instruction, as memorizing and other surface strategies are often minimized and discouraged, yet they are an important step in student learning. Findings from the comparative case study indicate few differences in the cognitive processes and pathways used by undergraduate anatomy and physiology students in different curricular structures that either separated or integrated the study of anatomy and physiology. Eight main categories emerged for learning activities undertaken by participants. However, participants enrolled in the separated curricular structure displayed greater negative affect related to the outcome of completing assessments when compared to those in the integrated course structure. This may be due to students not taking advantage of formative assessment opportunities in the course. Additional study is needed to fully understand this phenomenon

Cherish the Time

In 2004, Aimee Chamernik ’91 learned she had ALS.Today, she and her family embrace the precious moments left

Isms in the Twenty-first Century: The Evolution of Systemic Discrimination

Long have the concepts of racism, sexism, and classism existed in human history. However, their definitions and practice have evolved over time. Modernly, they are all considered forms of discrimination. Recently, these topics have been a source of discussion among many disciplines. This thesis serves to add to existing literature outlining the history of these forms of discrimination and how they presented themselves in early American society. All three forms manifested in different forms in early civilizations before being adopted in colonial America. This work also serves to outline how these forms of discrimination exist in present day America. While they persist in more subtle forms than the abrasive examples in early history, racism, sexism, and classism still exist in American communities. Additional focuses for this paper are the intersectional relationships among these variables and the significant impacts for American citizens. All three variables share overlap, and impacts are predominantly negative. Solutions and plans for combatting these issues and their overlap are outlined as presented by leading experts. A variety of educational plans and legislative actions are believed to be the key to solving these issues. Finally, what struggles or changes may be in America’s near future are considered. As a Nation founded on protests and revolution, it is likely that activists will succeed in making change, or civil unrest will reach a breaking point as it has in the past

CanSat Competition: Contributing to the Development of NASA's Vision for Robotic Space Exploration

CanSat is an international student design-build-launch competition organized by the American Astronautical Society (AAS) and American Institute of Aeronautics and Astronautics (AIAA). The competition is also sponsored by the Naval Research Laboratory (NRL) and the National Aeronautics and Space Administration (NASA). The CanSat competition is designed for college, university and high school students wanting to participate in an applicable space-related competition. The objective of the CanSat competition is to complete space exploration missions by designing a specific system for a small sounding rocket payload which will follow and perform to a specific set of rules and guidelines for each year's competition. The competition encompasses a complete life-cycle of one year which includes all phases of design, integration, testing, judging and competition. The mission guidelines are based from space exploration missions and include bonus requirement options which teams may choose to participate in. The fundamental goal of the competition is to educate future engineers and scientists. This is accomplished by students applying systems engineering practices to a development project that incorporates an end-to-end life cycle, from requirements analysis, through preliminary design, integration and testing, an actual flight of the CanSat, and concluding with a post-mission debrief. This is done specifically with space related missions to bring a unique aspect of engineering and design to the competition. The competition has been progressing since its creation in 2005. The competition was originally meant to purely convey the engineering and design process to its participants, but through many experiences the competition has also undergone a learning experience with respect to systems engineering process and design. Accordin