BREATH ALCOHOL CONCENTRATION AND DRIVING: THE BRAC AND CONFIDENCE OF DRIVERS AFTER DRINKING IN DOWNTOWN GREENVILLE

Consumption of an alcoholic beverage has been proven time and time to have a negative affect on one’s cognitive functioning (Phillips & Brewer, 2011). The current study attempted to explore the confidence of bar patrons’ ability to drive after consuming alcohol. Two nights were selected during the Fall of 2015 for collection of data. Patrons (N=568) in the area of downtown Greenville, a college town with a plethora of bars, were interviewed and given a brief survey between the hours of 10:30 P.M. and 2:00 A.M. The survey included: demographics, alcohol behaviors, and confidence in their ability to drive. Following the survey, the breath alcohol concentration (BrAC) of the participant was recorded. The mean BrAC of those who did not feel confident in their ability to drive was 0.09% (SD=0.05) while the mean BrAC of participants who did feel confident in their ability to drive was 0.05% (SD=0.49). These results indicated there was a significant relationship between breath alcohol concentration and their confidence in their ability to drive after consuming alcohol (x2=70.383, p<0.001%) with a medium effect size (Cramer’s V=0.357). Established by these results, bar patrons in Greenville, North Carolina are confidently deciphering if they should or should not drive after alcohol consumption; however, as indicated by previous studies, drinking and driving is still a prevalent problem

A proposed concept for a crustal dynamics information management network

The findings of a requirements and feasibility analysis of the present and potential producers, users, and repositories of space-derived geodetic information are summarized. A proposed concept is presented for a crustal dynamics information management network that would apply state of the art concepts of information management technology to meet the expanding needs of the producers, users, and archivists of this geodetic information

H-ITT Me With Your Best Shot: Real-Time Assessment Using a Classroom Response System

For the traditional college student today, technology has been an integral part of their life. They are not only comfortable with it but they expect it in everything they do. Librarians must look to new technologies as a way to engage and teach these students. In this session, participants will learn about the H-ITT classroom response system, an interactive electronic teaching system that can be applied to a library instruction setting. This system increases student participation by soliciting anonymous feedback throughout a library instruction session and immediately displaying the results graphically. This system actively engages students in the learning process, allowing them to visualize their own progress. The application of the classroom response system provides on-the-fly feedback. The librarian, in turn, is able to re-review and make adjustments to the instruction session. Implementation of this technology has impacted not only the instruction program, but also the interactions with students in the classroom. This presentation will examine the logistics of implementing the system, the use of the system and its impact on information literacy instruction and assessment, as well as any future changes that can be made as a result of using this tool. Participants will hear some of the advantages and disadvantages of this technology, along with lessons learned from using a classroom response system. Audience members will also get a chance to test the system first-hand

Etching Process Development for SiC CMOS

Silicon Carbide (SiC) is an exciting material that is growing in popularity for having qualities that make it a helpful semiconductor in extreme environments where silicon devices fail. The development of a SiC CMOS is in its infancy. There are many improvements that need to be made to develop this technology further. Photolithography is the most significant bottleneck in the etching process; it was studied and improved upon. Etching SiC can be a challenge with its reinforced crystal structure. Chlorine-based inductively coupled plasma (ICP) etching of intrinsic SiC and doped SiC, SiO2, and Silicon has been studied. A baseline chlorine gas recipe containing Cl2 and BCl3 was studied and characterized. The average SiC etch rate of this recipe was found to be 1330 Å/min. The Cl2 concentration was then varied to over five total experimental recipes. The results show that Cl-based gas produces little change in etch rates between intrinsic SiC and doped SiC except for the recipe containing 66% Cl2. This recipe provided etch rates that were proportional to doping concentration but independent of the dopant species. These results also showed a high critical dimension bias due to sidewall passivation. Buffered oxide etching (BOE) was conducted on SiO2 for the purposed of etching field oxide, gate oxide, and hardmasks. The studies of BOE were inconsistent with the results found in the literature. Instead, an ICP method and a liftoff method was used on SiO2 as an alternative. Results from this study found that the desired SiO2 etching can be achieved without the use of BOE, which can be hazardous. The ICP etch rate of SiO2 was 1006 Å/min. Both ICP and liftoff had higher quality pattern transfer than BOE. The future works of these results have also been described

Interview with Florinette Ford Renfrow

https://digitalcommons.winthrop.edu/scmotheroftheyear/1018/thumbnail.jp

A Study of Factors Related to Children\u27s Interest in Television Violence

Since television is so pervasive in our lives , many researchers have come to study the connection of television on children\u27s development. Research to date strongly indicates associations between aggressive behavior and viewing violent material on television . The present study looked, from the parent\u27s perspective , at the relationship of television on their child\u27 s behavior at home. The study examined the amount of television programming children are watching, the kinds of programming children are watching , how they react to what they see , whether forbidding certain violent programming had an effect on children\u27 s interest in a program a nd whether gender played a role in aggressiveness

Global Englishes and the Native Speaker Standard in EAL Classrooms

According to recent estimations, of the approximately 1.5 billion speakers of English, more than seventy-five percent (around 1.1 billion people) have learned English as an Additional Language (EAL) (Stevens, 2019). This means that the vast majority of current English speakers would be referred to as &lsquo;non-native&rsquo;, while the minority would be considered &lsquo;native&rsquo;. While this might not come as a surprise to most people, it does beg the question: Does speaking English like a &lsquo;native&rsquo; speaker really matter? To counter this pressure on learners to &lsquo;speak like a native,&rsquo; some in the international TESOL (Teaching English to Speakers of Other Languages) community have begun to emphasize the necessity of teaching English in a global setting. Specifically, by teaching Global Englishes and intentionally stepping away from the &lsquo;native&rsquo; English speaker standard (NESS) (Tardy, Reed, Slinkard, &amp; LaMance, 2021). &nbsp; The purpose of this paper is to shed light on the perceptions of the NESS from the viewpoint of EAL learners and speakers. And, specifically, answer the question: What are the factors in EAL classrooms that introduce or reinforce the NESS (e.g., teacher beliefs, learner goals, texts, assessments)? The process of learning another language can be negatively impacted by the NESS that is established by both EAL teachers in the classroom and by learners&rsquo; perceptions. </p