Invoice from Thomas N. Darling to Robert Goelet

https://digitalcommons.salve.edu/goelet-personal-expenses/1230/thumbnail.jp

Design and testing of a novel modular nanosatellite structural bus

Thesis (M.S.)--Boston UniversityLaunch cost per unit mass is the most consistent and largest cost driver for any modern spaceflight mission, with quoted per-kilogram launch fees in the thousands or tens of thousands of dollars. This is followed by the costs associated with long development schedules, shifting mission requirements, radiation-hardened electronics and other similar systems engineering constraints common to satellite development efforts. The Boston University Student satellite for Applications and Training (BUSAT) responds directly to these issues by providing a modular satellite bus architecture addressing the early hardware lifecycle from concept development to launch. BUSAT's novel approach to the logistics of satellite structural integration supports a novel plug-and-play software and physical-layer architecture. Unique pressure-lock fastening techniques not only allow very fast integration but also display excellent frequency response characteristics when subjected to stringent vibration tests. The unique cubic geometry of BUSA T's modular structure allows mission planners better control over cost and risk before launch, including the ability to predict features of the structure's frequency response over a variety of payload configurations

Injectable and Spatially Patterned Microporous Annealed Particle (MAP) Hydrogels for Tissue Repair Applications.

Spatially patterned hydrogels are becoming increasingly popular in the field of regenerative medicine and tissue repair because of their ability to guide cell infiltration and migration. However, postfabrication technologies are usually required to spatially pattern a hydrogel, making these hydrogels difficult to translate into the clinic. Here, an injectable spatially patterned hydrogel is reported using hyaluronic acid (HA)-based particle hydrogels. These particle hydrogels are sequentially loaded into a syringe to form a pattern and, once injected, they maintain the pattern. The applicability of this hydrogel in a wound healing skin model, a subcutaneous implant model, as well as a stroke brain model is examined and distinct patterning in all models tested is shown. This injectable and spatially patterned hydrogel can be used to create physical or biochemical gradients. Further, this design can better match the scaffold properties within the physical location of the tissue (e.g., wound border vs wound center). This allows for better design features within the material that promote repair and regeneration

Determining the Effects of Exercise and Physical Activity on the Cognitive Deficits that Result from Chemotherapy Treatment in Female Breast Cancer Patients: A Systematic Review

Introduction: “Chemo-brain” is a term used to describe cognitive deficits or abnormalities that result from chemotherapy treatments. Recent studies have shown that exercise and physical activity may be an effective method for elevating cognitive function in breast cancer. Methods: The reviewers conducted a search for pertinent literature regarding positive effects of physical activity on the cognitive deficits related to chemotherapy treatment in women with a history of breast cancer. Results: There is a significant relationship between exercise frequency and cognitive deficits in breast cancer patients. Physical activity lead to increases in memory recall, visual memory, composite memory, attention, verbal memory, working memory, and information processing speed. Participants with higher levels of physical activity reported fewer negative effects on cognition. Discussion: Results from research included within this review of pertinent literature seem to indicate that physical activity and exercise can help to lessen the cognitive deficits in breast cancer patients caused by chemotherapy treatments, known as “Chemo-Brain.” Physical activity is thought to help with cognitive functioning due exercise-induced neurogenesis, inducing beneficial effects on cognition. However, further investigation and expansion of these results is necessary. Conclusion: If researchers can establish new and effective intervention methods, in the form of physical activity, clinicians can then help to improve breast cancer patients’ overall quality of life. As a result, this will prompt the need for more research in this field of study. Future research can also help clinicians to prescribe the most appropriate exercise type, duration, and frequency based on patients’ chemotherapy regimen

Molecular and morphological studies of Streptochilus from the Arabian Sea

Abstrac

Entendendo a escassez de professores: Uma análise da oferta e demanda de professores nos Estados Unidos

This paper reviews the sources of and potential solutions to teacher shortages in the United States. It describes the sources of current and projected increases in teacher demand relative to enrollments, shifts in pupil-teacher ratios, and attrition. It places these in relation to recent declines in teacher supply and evaluates evidence of shortages in fields like mathematics, science, special education, and educators for English learners, as well as in particular parts of the country. Our analysis using national databases through 2016 predicted an estimated annual teacher shortage of approximately 112,000 teachers in 2017-18. Our recent review of state teacher workforce reports estimated 109,000 individuals were uncertified for their teaching positions in the US in 2017, roughly approximating our projections. We discuss the factors driving shortages and, based on previous research, identify responses that might ameliorate these trends.Este artículo analiza las fuentes de escasez de maestros en los Estados Unidos y posibles soluciones para este situación. Describe las fuentes de aumentos actuales y proyectados en la demanda de maestros en relación a las matrículas, cambios en las proporciones alumno- maestro y la atrición. En relación con la disminución reciente en la oferta de maestros, encontramos evidencia de escasez en campos como matemáticas, ciencias, educación especial y educadores para estudiantes de inglés, así como en partes específicas del país. Nuestro análisis utilizando bases de datos nacionales hasta 2016 predijo una escasez anual estimada de aproximadamente 112.000 profesores en 2017-18. Nuestra reciente revisión de los informes de la fuerza de trabajo de maestros del estado estimó que 109.000 personas no fueron certificadas para sus posiciones de enseñanza en los EE.UU. En 2017, acercándose a nuestras proyecciones. Discutimos los factores que impulsan la escasez y, sobre la base de investigaciones anteriores, identificamos respuestas que pueden mejorar esas tendencias.Este artigo analisa as fontes de escassez de professores nos Estados Unidos e possíveis soluções para este dliema. Ele descreve as fontes de aumentos atuais e projetados na demanda de professores em relação às matrículas, mudanças nas proporções aluno-professor e atrito. Em relação aos declínios recentes na oferta de professores, encontramos evidências de escassez em áreas como matemática, ciências, educação especial e educadores para alunos de inglês, bem como em partes específicas do país.Nossa análise usando bases de dados nacionais até 2016 previu uma escassez anual estimada de aproximadamente 112.000 professores em 2017-18. Nossa recente revisão dos relatórios da força de trabalho de professores do estado estimou que 109.000 pessoas não foram certificadas para suas posições de ensino nos EUA. Em 2017, aproximando-se de nossas projeções. Discutimos os fatores que impulsionam a escassez e, com base em pesquisas anteriores, identificamos respostas que podem melhorar essas tendências

Modelos de Valor Agregado da Eficácia Docente

Recent policy interest in tying student learning to teacher evaluation has led to growing use of value-added methods for assessing student learning gains linked to individual teachers. VAM analyses rely on complex assumptions about the roles of schools, multiple teachers, student aptitudes and efforts, homes and families in producing measured student learning gains. This article reports on analyses that examine the stability of high school teacher effectiveness rankings across differing conditions. We find that judgments of teacher effectiveness for a given teacher can vary substantially across statistical models, classes taught, and years. Furthermore, student characteristics can impact teacher rankings, sometimes dramatically, even when such characteristics have been previously controlled statistically in the value-added model. A teacher who teaches less advantaged students in a given course or year typically receives lower effectiveness ratings than the same teacher teaching more advantaged students in a different course or year. Models that fail to take student demographics into account further disadvantage teachers serving large numbers of low-income, limited English proficient, or lower-tracked students. We examine a number of potential reasons for these findings, and we conclude that caution should be exercised in using student achievement gains and value-added methods to assess teachers effectiveness, especially when the stakes are high.El reciente inters para relacionar los resultados de los aprendizajes de los estudiantes con las evaluaciones docentes ha provocado un uso creciente de Mtodos de Valor Aadido (MVA) para evaluar incrementos en los aprendizajes de los alumnos. Los anlisis MVA se basan en hiptesis complejas acerca del papel que desempean las escuelas, los profesores, las aptitudes de los estudiantes, sus esfuerzos, sus hogares y familias en la produccin de incrementos medibles de aprendizaje estudiantil . Este artculo discute los anlisis que examinan la estabilidad de las clasificaciones de eficacia de profesores de escuelas secundarias a travs de diferentes condiciones. Encontramos que valoraciones de la efectividad docente de un profesor/a pueden variar substancialmente a travs de los distintos modelos estadsticos, las clases enseadas y los aos de experiencia. Adems, las caractersticas de los estudiantes pueden impactar drsticamente las clasificaciones de los profesores, an cuando tales caractersticas hayan sido previamente controladas estadsticamente en un MVA. Los profesores que ensean a los estudiantes menos aventajados en un curso o ao determinado reciben clasificaciones de eficacia ms bajas que cuando un mismo profesor est enseando a los estudiantes ms aventajados en otro curso o ao. Los modelos que no toman en cuenta las caractersticas demogrficas de los estudiantes perjudican adicionalmente a los profesores que sirven a un gran nmero de estudiantes de bajos ingresos, con conocimientos limitados del idioma ingls o que estn en cursos de menor rendimiento acadmico. Examinamos un gran nmero de posibles razones para explicar estos resultados, entre ellas la naturaleza especfica de las medidas de las evaluaciones y los mtodos estadsticos utilizados y concluimos que se debe tener precaucin al hacer inferencias sobre la efectividad de profesores individuales basadas en modelos de Valor Aadido especialmente para determinar resultados que puedan tener consecuencias severas (como promocin de un ciclo para otro).O recente interesse poltico de relacionar resultados da aprendizagem dos alunos com as avaliaes de professores ocasionou uma crescente utilizao de Mtodos de Valor Agregado (MVA) para avaliar ganhos na aprendizagem dos alunos. Anlises MVA so baseadas em hipteses complexas sobre o papel das escolas, dos variados professores, das competncias e empenho dos alunos e do ambiente familiar na produo de aumentos mensurveis da aprendizagem dos alunos. Este artigo discute trabalhos que examinam a estabilidade das classificaes dos professores de ensino mdio em condies diferentes. Descobrimos que as avaliaes de eficcia do ensino de um professor podem variar consideravelmente a partir dos diferentes modelos estatsticos, das aulas ministradas e dos anos de experincia. Alm disso, caractersticas dos estudantes podem modificar drasticamente a classificao dos professores, mesmo que tais caractersticas tenham sido controladas estatisticamente nos MVA. Professores que ensinam alunos mais desfavorecidos em um determinado curso ou srie recebem avaliaes de desempenho inferiores do que o mesmo professor ensinando alunos mais favorecidos em outro curso ou srie. Modelos que no levam em conta as caractersticas demogrficas dos estudantes podem prejudicar professores que atendem um grande nmero de alunos de baixa renda, com habilidades limitadas em ingls ou que esto em cursos considerados fracos. Examinamos um grande nmero de possveis razes para estes resultados, incluindo a natureza especfica das medidas de avaliao e os mtodos estatsticos utilizados. Conclumos que necessrio muito cuidado ao se fazer inferncias sobre a eficcia dos professores com base em Modelos de Valor Agregado (MVA), especialmente para determinar resultados que podem ter consequncias graves (tais como a promoo de um ciclo para outro)