24 hours, Fall 2015

A poster promoting that the library is open 24 hours during the finals period

Mugar will be open 24 hours, Spring 2016

A poster saying that Mugar will be open 24 hours during the finals period

Autocatalytic sets in a partitioned biochemical network

In previous work, RAF theory has been developed as a tool for making theoretical progress on the origin of life question, providing insight into the structure and occurrence of self-sustaining and collectively autocatalytic sets within catalytic polymer networks. We present here an extension in which there are two "independent" polymer sets, where catalysis occurs within and between the sets, but there are no reactions combining polymers from both sets. Such an extension reflects the interaction between nucleic acids and peptides observed in modern cells and proposed forms of early life.Comment: 28 pages, 8 figure

Social Dynamics of Gang Involvement: A Mathematical Approach

Gangs have played a significant role in the social and political history of the United States, and continue to impact the country today, as gang violence and participation rates continue to grow. In this paper, we explore the dynamics of gang involvement between at-risk individuals, gang members, and reformed gang members using an SIR-type model. We investigate the effect that social influence of reformed gang members has on the at-risk population using a general function, which takes into account the cost of gang membership and a threat factor. Our results show that the influence of the reformed population is highly sensitive to initial gang member population size, recidivism, and cost

E-Science in the classroom - Towards viability

E-Science has the potential to transform school science by enabling learners, teachers and research scientists to engage together in authentic scientific enquiry, collaboration and learning. However, if we are to reap the benefits of this potential as part of everyday teaching and learning, we need to explicitly think about and support the work required to set up and run e-Science experiences within any particular educational context. In this paper, we present a framework for identifying and describing the resources, tools and services necessary to move e-Science into the classroom together with examples of these. This framework is derived from previous experiences conducting educational e-Science projects and systematic analysis of the categories of ‘hidden work’ needed to run these projects (Smith, Underwood, Fitzpatrick, & Luckin, forthcoming). The articulation of resources, tools and services based on these categories provides a starting point for more methodical design and deployment of future educational e- Science projects, reflection on which can also help further develop the framework. It also points to the technological infrastructure from which such tools and services could be built. As such it provides an agenda of work to develop both processes and technologies that would make it practical for teachers to deliver active, and collaborative e-Science learning experiences on a larger scale within and across schools. Routine school e- Science will only be possible if such support is specified, implemented and made available to teachers within their work contexts in an appropriate and usable form

Explorative Study of Barriers to Care for Post Traumatic Stress Disorder Among Combat Veterans from Operation Iraqi Freedom and Operation Enduring Freedom

There are a number of perceived barriers that preclude Combat Veterans of Operation Iraqi Freedom and Operation Enduring Freedom from seeking care for Post-Traumatic Stress Disorder. This study will conduct an exploratory analysis of perceived barriers to treatment in an attempt to identify institutional, logistical, and stigma related barriers to accessing care. Using one-on-one interviews, data will be collected for perceived barriers to accessing care in domains of Institutional issues arising from the Department of Veterans Affairs and Logistical issues in accessing care due to time and transportation constraints. Additionally, stigma related barriers in the areas of social stigma, occupational stigma, and institutional stigma will be explored. The results of the data collection will be analyzed and identified and perceived barriers to care among Combat Veterans will be discussed. Combat Veterans of Operation Iraqi Freedom and Operation Enduring Freedom face unique barriers to accessing care for treatment of Post-Traumatic Stress Disorder in contrast to Combat Veterans from previous armed conflicts. These barriers must be identified prior to implementation of programs so that mitigating factors can be implemented in future to increase the rates of care for these Combat Veterans

The entangled student: identity control theory and student identity

This study examines the strengths and opportunities in applying the frame of Identity Control Theory (ICT) to understanding the first-year experiences of students in higher education. Through thirty-one semi-structured interviews with undergraduate and graduate students during their first term in the program of study, different components of the ICT model are explored and tested. Results indicate ICT is modestly effective in explaining the first term experience for these students, but could be enhanced through further development in the areas of identity connectedness, identity exploration and resources/resilience. Recommendations for higher education programming and suggestions for a potential research agenda for ICT are offered