Reproductive dysfunction in diabetes : behavioral, biochemical and metabolic analyses in female rats.

PsychologyDoctor of Philosophy (PhD

Understanding the Clean Air Act: Implementation Issues for Electric Utilities

With the creation of tradable sulfur dioxide permits under the Clean Air Act Amendments of 1990, financial markets have been drawn into the effort to achieve targeted air pollution reductions at least cost. As Susan Dudley explains, financial markets will go well beyond simply providing a place to buy and sell permits. These markets will create a variety of futures contracts that will enable utilities to manage the risks of planning future strategies to control pollution

Generation 1.5 Students’ Academic Success: The Interrelationship Between Capital Used and Identity Formation

As the number of people immigrating to the United States increases, so does the number of generation 1.5 students in K-12 education (Kanno & Cromley, 2013). With more generation 1.5 students graduating from U.S. high schools, more are also matriculating into higher education institutions (Harklau & Siegal, 2009; Kanno & Cromley, 2013; Kanno & Harklau, 2012; Roberge, 2009). While some generation 1.5 students are successful in U.S. higher education, others are not, and the percentage of generation 1.5 students who are successful is disproportionately less than the percentage of those students who have a U.S. heritage culture (Kanno & Harklau, 2012). Many studies have occurred regarding generation 1.5 students’ writing discourse. Other inquiries have compared the capital that exists in education versus the capital generation 1.5 students possess. Researchers have also investigated how generation 1.5 students’ identity impacts their academic success. This inquiry complements prior research by using a basic qualitative research paradigm to explore not only what capitals generation 1.5 students employ and how they use these capitals but also how generation 1.5 students’ identity interrelates to their use of capital for academic success. This study found that generation 1.5 students utilized family social capital, peer social capital, navigational capital, linguistic capital, motivational capital, and aspirational capital to be academically successful, and these capitals interrelated to generation 1.5 students’ identity, including their personal, heritage, social, student, linguistic, and writer identities. Additionally, this inquiry includes implications for how educators and administrators can support generation 1.5 students to be academically successful

High performance forward swept wing aircraft

A high performance aircraft capable of subsonic, transonic and supersonic speeds employs a forward swept wing planform and at least one first and second solution ejector located on the inboard section of the wing. A high degree of flow control on the inboard sections of the wing is achieved along with improved maneuverability and control of pitch, roll and yaw. Lift loss is delayed to higher angles of attack than in conventional aircraft. In one embodiment the ejectors may be advantageously positioned spanwise on the wing while the ductwork is kept to a minimum

Including All Students Within a Community of Learners

One of the inevitable consequences of schooling is this: a substantial number of children will experience some failure during their educational careers. In general, students fail when they are unable to learn the skills their teachers think they should learn, at the time the teachers think they should. We believe that efforts to reduce school failure must turn away from trying to fix students. Instead teachers should concentrate on transforming their classrooms to make them places which are more congenial to the linguistic, cultural, social, and intellectual backgrounds students bring to school. In short, teachers need to create a community of learners

Defining What to Regulate: Silica and the Problem of Regulatory Categorization

This article examines the history of human exposure to silica, the second most common element on earth, to explore the problem of categorizing substances for regulatory purposes and the role interest groups play in developing policy. The regulatory history of silica teaches three important lessons: First, the most compelling account of the cycle of action and inaction on the part of regulators is the one based on interest groups. Second, knowledge about hazards is endogenous - it arises in response to outside events, to regulations, and to interest groups. Accepting particular states of knowledge as definitive is thus a mistake, as is failing to consider the incentives for knowledge production created by regulatory measures. Third, the rise of the trial bar as an interest group means that the problems of silica exposure and similar occupational hazards cannot simply be left to the legal system to resolve through individual tort actions. We suggest that by understanding market forces, regulators can harness the energy of interest groups to create better solutions to addressing the problems of silica exposure, as well as other workplace health and safety issues

On the impact of the Bristol ChemLabS’ Outreach program on admissions to the School of Chemistry

Analysis of the average number of applicants received from schools that engaged in the Bristol ChemLabS Outreach program prior to a student‟s application with those that did not engage, shows a significant increase in applicants from engaged schools. The significance is weaker when just Post 16 students are considered but this is almost certainly due to a smaller sample size. When this analysis was inspected in terms of the distance of the school from the University of Bristol, there was an increase in the number of applicants from engaged schools irrespective of distance. However, a statistically significant increase was observed for schools within 50 miles of the University from an analysis of just Post 16 students. Students who applied to the department from an engaged school were more likely to accept an offer and also to make the department their firm acceptance. A slightly higher number of applications that were rejected came from engaged schools too. There are two possible reasons; first, the engagement may have encouraged more students who did not have the required entry qualifications. Second, during the period of analysis, the overall entry grades went up by one grade each year. Such a dramatic rise was probably the reason for the slightly elevated numbers