A Model for the Development of a Sustainable Basic Course in Communication

The purpose of this essay is to provide clarity and direction for developing and maintaining outcome-driven courses for inclusion in general education curricula. The focus is on the basic course in Communication, but the principles can be applied to nearly any course. The outcome-driven perspective changes many traditional conceptions of the basic communication course and provides an opportunity to integrate communication content into a student’s broader college education and subsequent career. A model is proposed that can provide guidance in the development of sustainable courses that emerged from the experience with course development and implementation

Electronic detection and determination of carbon monoxide in the air

Thesis (M.A.)--Boston University, 1949. This item was digitized by the Internet Archive

Experimental Investigation of Secondary Stresses in Gusset Plates

Purpose: Since it is definitely known that all trussed structures with riveted joints are subjected to secondary stresses, it seemed desirable to investigate the effects of such stress in gusset plates. As previously stated, the term secondary stresses as used herein mean those stresses resulting from flexural moments produced in the plane of the truss by the resistance of the joints to free rotation. Therefore, the purpose of this investigation is to study the magnitude and distribution of secondary stresses in gusset plates. Specifically, the purpose is to: a. Determine the general secondary stress distribution in gusset plates, b. Determine the maximum intensity of secondary stress and its location, c. Develop, if possible, a satisfactory method of determining the gusset plate stresses from calculated secondary shears, moments, and axial loads, d. Compare the maximum intensity and location of secondary stresses with the intensity and location of primary stresses

Time dependent motion of a conducting sheet of liquid in an electromagnetic field

Thesis (Ph.D.)--Boston UniversityThe basic objective ot the dissertation was to derive and evolve the time dependent one dimensional equation of motion for an infinite sheet or viscous, incompressible, conducting liquid of finite thickness. The liquid is acted upon by a transverse spatially homogeneous magnetic field, by current from an external source, and by mechanical pressure gradients. Two simultaneous, linear, partial differential equations were derived which give the relationship between the fluid velocity v(x, t) and a "reduced" variable h'(x,t). This latter variable is proportional to the induced magnetic field h(x,t) but has the dimensions of a velocity. To obtain as much generality as possible, it was assumed that the mechanical and electromagnetic driving terms could be expressed either in terms of Fourier series or Fourier integrals. The system equations were first solved for an arbitrary, single-frequency, complex harmonic driving function. The solution for driving functions expressible as a sum or integral of complex harmonic terms become simply the corresponding sum or integral of the solutions for the individual harmonic components. Special attention was given to the two important cases in which the driving terms are either constant or sinusoidal. In the former case, it is shown how Hartmann's two steady state solutions depend on the induced magnetic field boundary condition. It is pointed out that Hartmann's solutions are really one-dimensional approximations of a two dimensional problem. In the latter case, the system equations are similar to those for coupled circuits and the solutions exhibit a phase lag for v and h with respect to the driving pressure gradients. Both solutions are shown to vary in transcendental fashion with the value of the dimensionless parameter that has been labelled by the letter M in recent work by Shercliff and Murgatroyd. A dimensional analysis reveals that M^2 is the ratio between the electromagnetic and viscous forces per unit volume of the fluid, a fact that was overlooked in Lehnert's recent work. The complete solutions of the system equations were found by making use of the Laplace transformation technique in combination with Fourier series expansions. The transient portion of the solutions involve two exponential terms. It is shown how these solutions may be simplified when they are applied to liquid metals under conditions ordinarily existing in laboratory work. Several examples are worked out which illustrate the acceleration from root to a steady state condition or sheets of liquid mercury. It is found that the fluid velocity and induced magnetic field approach their steady state values in a smooth, monotonically increasing, exponential fashion, provided that a certain inequality exists between various parameters of the syetem. When this inequality is violated, as it may be, the approach to steady state becomes an oscillating, exponential approach. A separate chapter is devoted to a derivation of the system equations for two-dimensional magnetohydrodynamic motion in rectangular channels. It is assumed that a charge distribution develops in the fluid. The resulting set of partial differential equations is non-linear. Some experimental work concerning the movement of mercury electromagnetically is described. Results are reported which confirm the order of magnitude of liquid mercury motion under conditions similar to those assumed in the theoretical examples

Student Learning Outcomes: Primary Drivers of Course Design

Student Learning Outcomes (SLOs) should be the core around which every college course is centered. As a result of taking this course: What should students know? What should they be able to do or to demonstrate? What should students value? Perhaps most important, How should students be changed or affected by taking this course? Effective course planning is made possible when these outcomes are focused and specific, and when the outcomes themselves are a high priority of the course. In spite of this maxim, student learning outcomes have not always been the primary driver of the design(s) of the basic course in Communication

Equitable Health Savings Accounts

This Article offers the first comprehensive legal-policy critique of existing Health Savings Accounts (HSAs), arguing that the current approach is redistributively regressive, thus exacerbating inequality, and also fails to accomplish stated healthcare goals. We propose an alternative—Equitable Health Savings Accounts—which uses cash grants as a tool to address both of these problems. Equitable HSAs are a market-based social program that calibrates size and delivery of a government subsidy to help the least well off and to facilitate participation in healthcare markets. Equitable HSAs can serve as a model for using cash grants to bridge the gap between Republican social policy proposals that generally carry a market libertarian flavor, and Democratic proposals that are focused on redistribution and social safety nets. Contrary to conventional political wisdom and academic commentary on the tradeoff between equity and efficiency, these goals need not be mutually exclusive. Rather, as our Equitable HSA proposal demonstrates, cash grants can strengthen market forces, allowing policymakers to harness the benefits of markets to achieve policy goals while engaging in redistribution

Regulating the Multistate Practice of Law

This article will present some conclusions on theoretical grounds about the existing rules and the public protection rationale. There will be some discussion about the application of these rules to various multistate practice situations. Finally, the article will suggest directions for future empirical research in this area

Context vs. Process: Revising the Structure of the Basic Course

The current structure of most basic courses can be traced to the traditional context-based approach to studying communication. However, there seems to be no agreement on what specific contexts should be covered. Students often become confused with context specific jargon and may have difficulty transferring skills and knowledge across contexts. A different approach is to focus on transactional communication skills, principles, and processes that transcend contextual definitions. Such an approach focuses on similarities rather than differences among contexts and may lead to an integrative, rather than devisive, approach to communication study. Rather than learning specific skills for distinct contexts, students learn skills that generalize to all contexts. A focus on basic communication processes and skills may increase agreement as tot he nature and structure of the basic communication course

Reforming General Education: A Departmental Experience With Mission and Assessment

Changes to general education curricula are taking place across the globe. From the Bologna Process in Europe to the Liberal Education and America’s Promise initiative in the United States, colleges and universities are reforming what constitutes general education for their students. At the University of Dayton, such reforms took the shape of a massive overhaul of general education to the new, student learning–driven Common Academic Program. The Department of Communication at University of Dayton was forced to fundamentally change its basic course in communication, formerly delivered in three separate one-credit modules, to a three-credit course with a different focus. This article details the story of how the Common Academic Program unfolded, what effect it had on the Department of Communication, and what process of reform was undertaken by the department to ensure that the new course remained a core aspect of the new Common Academic Program. This experience offers lessons to departments and administrators at institutions everywhere on how to effectively reform a general education course to accommodate a student learning focus, fit to university mission, and address the needs of the campus