Is a Massive Tau Neutrino Just What Cold Dark Matter Needs?

The cold dark matter (CDM) scenario for structure formation in the Universe is very attractive and has many successes; however, when its spectrum of density perturbations is normalized to the COBE anisotropy measurement the level of inhomogeneity predicted on small scales is too large. This can be remedied by a tau neutrino of mass 1\MeV - 10\MeV and lifetime $0.1\sec - 100\sec$ whose decay products include electron neutrinos because it allows the total energy density in relativistic particles to be doubled without interfering with nucleosynthesis. The anisotropies predicted on the degree scale for ``$\tau$CDM'' are larger than standard CDM. Experiments at $e^\pm$ colliders may be able to probe such a mass range.Comment: 9 pages LaTeX plus 4 figures (available upon request) FERMILAB--Pub--94/026-

Start-Up Costs in American Research Universities

Our report briefly summarizes findings from the 2002 Cornell Higher Education Research Institute survey of start-up costs at the over 220 universities classified as Research and Doctoral universities by the Carnegie Foundation in 1994. It reports the mean start-up cost packages across institutions for new assistant professors and senior faculty, broken down by institutional type (public/private), Carnegie classification and field (biology, chemistry, engineering, physics and astronomy) and also discuses the sources of funding for start-up costs

Small business lending in low- and Moderate-income areas: The effects of credit scoring

Credit scoring systems ; Lender liability ; Small business

Purposes, Activities, and Documentation of Early Field Experience in Agricultural Teacher Education: A National Delphi Study

The purpose of this Delphi study was to identify the purpose, expected outcomes, and methods of documenting preservice teacher early field experience (EFE) activities in agricultural teacher education programs. A Delphi technique was used to electronically collect data via email and SurveyMonkey®. An expert panel was established and after three rounds of questioning, the panel identified 16 purpose statements, 14 activities and 9 methods of documenting EFE. The findings of this study, as established by a panel of experts who reached consensus, indicated that EFE should be documented via a combination of journaling and portfolio development. The verification of these documents should be completed by the cooperating teacher and through university assessments. Documentation of an EFE experience can be accomplished through journaling, cooperating teacher signature, reflective paper or a review of collective documents. The results of this study can be used to modify and improve EFE by clarifying the purpose, activities and ways of documented activities in agricultural teacher education programs. This study will aid the profession in providing a more congruent EFE experience for preservice teachers