The effect of segregating classes in commercial law.

Thesis (M.S.

Fermentation of Artichokes

The application of fermentative processes to the problem of the industrial utilization of agricultural products and by-products for the production of organic acids and \u27solvents\u27 has been approached from a number of angles. During the course of related studies the possibility of the fermentative utilization of artichoke tubers was considered. In many ways this plant would provide an agricultural product highly suited to such purposes. The artichoke is indigenous to North America and grows freely in all parts of the country. It can be machine cultivated in the same manner as corn and can be stored in the ground until needed. It is extremely hardy, adapts itself to great variations in soil and climate and is resistant to frost, while the foliage is very resistant to the ravages of insects and fungous diseases. Yields have been reported of from seven tons up to twenty tons per acre

The Effects of Amygdalar Size Normalization on Group Analysis in Late-Life Depression

Structural MRI has been utilized in numerous ways to measure morphologic characteristics of subcortical brain regions. Volumetric analysis is frequently used to quantify the size of brain structures to ultimately compare size differences between individuals. In order to make such comparisons, inter-subject variability in brain and/or head size must be taken into consideration. A heterogeneous set of methods are commonly used to normalize regional volume by brain and/or head size yielding inconsistent findings making it diffcult to interpret and compare results from published volumetric studies. This study investigated the effect that various volume normalization methodologies might have on group analysis. Specifically, the amygdalae were the regions of interest in elderly, healthy and depressed individuals. Normalization methods investigated included spatial transformations, brain and head volume, and tissue volume techniques. Group analyses were conducted with independent t-tests by dividing amygdalar volumes by various volume measures, as well as with univariate analysis of covariance (ANCOVA) analyses by using amygdalar volumes as dependent variables and various volume measures as covariates. Repeated measures ANOVA was performed to assess the effect of each normalization procedure. Results indicate that volumetric differences between groups varied based on the normalization method utilized, which may explain, in part, the discrepancy found in amygdalar volumetric studies. We believe the findings of this study are extensible to other brain regions and demographics, and thus, investigators should carefully consider the normalization methods utilized in volumetric studies to properly interpret the results and conclusions

Impredicative Encodings of (Higher) Inductive Types

Postulating an impredicative universe in dependent type theory allows System F style encodings of finitary inductive types, but these fail to satisfy the relevant {\eta}-equalities and consequently do not admit dependent eliminators. To recover {\eta} and dependent elimination, we present a method to construct refinements of these impredicative encodings, using ideas from homotopy type theory. We then extend our method to construct impredicative encodings of some higher inductive types, such as 1-truncation and the unit circle S1

TNF alpha inhibitors in Alzheimer’s disease: a systematic review

Objectives The objective of this study was to evaluate the effect of tumour necrosis factor‐alpha inhibitors (TNF‐αI) on Alzheimer's disease‐associated pathology. Design A literature search of PubMed, Embase, PsychINFO, Web of Science, Scopus, and the Cochrane Library databases for human and animal studies that evaluated the use of TNF‐αI was performed on 26 October 2016. Results The main outcomes assessed were cognition and behaviour, reduction in brain tissue mass, presence of plaques and tangles, and synaptic function. Risk of bias was assessed regarding blinding, statistical model, outcome reporting, and other biases. Sixteen studies were included, 13 of which were animal studies and 3 of which were human. All animal studies found that treatment with TNF‐αI leads to an improvement in cognition and behaviour. None of the studies measured change in brain tissue mass. The majority of studies documented a beneficial effect in other areas, including the presence of plaques and tangles and synaptic function. The amount of data from human studies was limited. Two out of 3 studies concluded that TNF‐αI are beneficial in Alzheimer's disease patients, with one being an observational study and the latter being a small pilot study, with a high risk of bias. Conclusion It was concluded that a large‐scale randomized controlled trial assessing the effectiveness of TNF‐αI on humans is warranted

Transforming the Publishing Academy: How Moving Online and Focusing on Diversity and Inclusion Made Scholarly Publishing Support More Accessible to Graduate Students

Academic libraries frequently offer general research support services such as literature searching and citation management workshops for graduate students, however specific scholarly communications topics such as writing for an academic publication are less frequently addressed (Gannon-Leary & Bent, 2010; Perini & Calcagno, 2013). Support for scholarly publishing, data management and other scholarly communication topics are increasingly needed, and are the type of challenges with which librarians can assist. The University of Louisville Libraries in collaboration with the Graduate School offer a biennial, interdisciplinary, five-week publishing academy for graduate students. The Publishing Academy is designed to introduce students to the scholarly publishing landscape and offer practical tips for writing and publishing in peer-reviewed journals. The first week of the academy is an introduction to the academy with the librarians leading the effort along with a tenured faculty panel discussion about academic publishing; the second week is focused on selecting a journal for one’s publication and covers topics such as copyright and open access as well as journal metrics; the third week covers writing for a publication; the fourth week is an early career (pre-tenure) and non-tenure track faculty panel discussion, and the last week is a wrap-up and a discussion about current issues in scholarly publishing. In Spring 2021, the Publishing Academy moved to an online format due to COVID, and was enhanced with diversity, equity and inclusion (DEI) content. In addition to the general overview of the publishing academy and the content and format of each session, the presenters will discuss the opportunities and challenges associated with moving an in-person program to a fully virtual format, and purposefully integrating DEI into the academy. We will share student feedback, lessons learned from the experiences, and changes we will make to the future academies. By the end of the presentation, the attendees will be able to list potential topics to cover, identify campus partnerships, reflect on how to integrate DEI into programming, and outline the potential steps for the development or enhancement of a similar program on their campus. Gannon-Leary, P., & Bent, M. (2010). Writing for publication and the role of the library: “Do have a cow, man!” (“Don\u27t have a cow, man”-Bart Simpson). New Review of Academic Librarianship, 16(1), 26-44. https://doi.org/10.1080/13614530903478870 Perini, M., & Calcagno, T. (2013, July). Research and Preparation for Academic Professionalism: The Role of the Academic Librarian. The Journal of the World Universities Forum, 6 (2), 13-25. https://doi.org/10.18848/1835-2030/CGP/v06i02/5682

Transforming the Publishing Academy: How Moving Online and Focusing on Diversity and Inclusion Made Scholarly Publishing Support More Accessible to Graduate Students

Academic libraries frequently offer general research support services such as literature searching and citation management workshops for graduate students, however specific scholarly communications topics such as writing for an academic publication are less frequently addressed (Gannon-Leary & Bent, 2010; Perini & Calcagno, 2013). Support for scholarly publishing, data management and other scholarly communication topics are increasingly needed, and are the type of challenges with which librarians can assist. The University of Louisville Libraries in collaboration with the Graduate School offer a biennial, interdisciplinary, five-week publishing academy for graduate students. The Publishing Academy is designed to introduce students to the scholarly publishing landscape and offer practical tips for writing and publishing in peer-reviewed journals. The first week of the academy is an introduction to the academy with the librarians leading the effort along with a tenured faculty panel discussion about academic publishing; the second week is focused on selecting a journal for one’s publication and covers topics such as copyright and open access as well as journal metrics; the third week covers writing for a publication; the fourth week is an early career (pre-tenure) and non-tenure track faculty panel discussion, and the last week is a wrap-up and a discussion about current issues in scholarly publishing. In Spring 2021, the Publishing Academy moved to an online format due to COVID, and was enhanced with diversity, equity and inclusion (DEI) content. In addition to the general overview of the publishing academy and the content and format of each session, the presenters will discuss the opportunities and challenges associated with moving an in-person program to a fully virtual format, and purposefully integrating DEI into the academy. We will share student feedback, lessons learned from the experiences, and changes we will make to the future academies. By the end of the presentation, the attendees will be able to list potential topics to cover, identify campus partnerships, reflect on how to integrate DEI into programming, and outline the potential steps for the development or enhancement of a similar program on their campus

A Graphical Method for Estimating Ion-Rocket Performance

Equations relating the critical temperature and ion current density for surface ionization of cesium on tungsten are derived for the cases of zero and finite electric fields at the ion-emitting surface. These equations are used to obtain a series of graphs that can be used to solve many problems relating to ion-rocket theoretical performance. The effect of operation at less than space-charge-limited current density and the effect of nonuniform propellant flux onto the ion-emitting surface are also treated