ALTERNATIVE FORMS OF TAXATION TO ACHIEVE EQUITABLE LEVELS OF EDUCATIONAL EXPENDITURES

Public Economics,

SOME DISTRIBUTIONAL EFFECTS OF REDUCING THE PROPERTY TAX IN RURAL AND URBAN AREAS

Public Economics,

AN AGRICULTURAL VALUE TAX AS AN ALTERNATIVE TO LAND USE TAX OR MARKET VALUE TAX ON LAND

Public Economics,

Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences

Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences This poster describes a multi-pronged effort to build a writing curriculum in Physics and other STEM fields at the George Washington University, USA. These efforts include curricular collaboration, a research study conducted by the Physicists and Writing Scholars, and external funding initiatives. This project first began as a curricular collaboration through our Writing in the Disciplines (WID) curriculum, initiated by observations among Physics faculty that undergraduate students lack Physics specific writing skills. Writing faculty responded to this observation by introducing Physics faculty to the idea that writing can and must be taught, that the genres of Physics can be taught by Physics faculty, and that a focus on the writing process can improve student writing. Our curricular goal was to demonstrate to faculty who are unfamiliar with writing studies that writing is a means to learn in Physics (Anderson et al., 2017). The first phase of our effort was to persuade Physics faculty that writing contributes to learning in Physics; we describe a collaboration between Physics and Writing faculty that developed assignments and made curricular interventions. This collaboration built upon scholarship in writing studies that argues genre instruction develops capacities and skills for student writing (Swales, 1990; Winsor, 1996). While genre is not a new concept in Writing Studies, for many Physics faculty the idea that they can teach – and have students learn – how to write in disciplinary genres is novel. Collaboration around curricular revisions enabled Writing and Physics faculty to teach students that learning how to write in a new genre is a skill that can be practiced (Ericsson, 2006; Kellogg & Whiteford, 2009). We developed a process for students to follow when faced with types of writing common to Physics, but potentially new to them, such as the abstract (written), lab research notebook (written), article summary (oral), letter to colleague (written), cover letter and resumé (written), elevator pitch (oral), proposal (written and oral), presentation on issues of ethics and equity in STEM (oral), research presentation (oral), poster (written), poster presentation (oral), final research report (written), and Symposium presentation (oral). The collaboration thus created pedagogical exchange between faculty as well as scholarly synergy between the disciplines of Physics and Writing Studies. Physics faculty have observed that the curricular collaboration has had measurable results for students. Physics student participation in the campus research day has increased dramatically. We attribute this rise partly to the increased, explicit attention in classroom settings to how to engage with Physics genres of writing, especially abstracts and research posters. While the collaboration successfully brought together a small but solid group of Writing and Physics faculty, it also raised questions about how to persuade a broader range of Physics faculty, and other science faculty, that teaching disciplinary genres can improve student writing, and that writing is a means of learning. Given that faculty in STEM disciplines find empirical research persuasive, our next step was to undertake a collaborative research project to measure the impact of the teaching of writing in Physics. The new curricular focus on genre asked students to conceptualize themselves as scientific writers in relation to specific Physics or STEM audiences. The collaborative research therefore investigates if teaching Physics genres improves writing and enables students to conceptualize themselves as emerging scientists engaged in professional communication (Poe et al., 2010; Winsor, 1996). Our longitudinal analysis of student writing in Physics evaluates writing from three sequenced courses, the first before faculty-developed genre assignments, and then after genre assignments. We developed a rubric that evaluates general outcomes – audience, genre, structure, style – and a rubric that evaluates specialized learning outcomes – acknowledgement of past scholarship, working with models, incorporating scholarship, articulation of research questions, working with graphs, and articulation of methods. Preliminary research analysis shows that explicitly teaching Physics genres increases student’s abilities to write successfully in Physics, enabling students to understand how knowledge is communicated persuasively to audiences. Our goal with this research is to show STEM faculty through research by Physicists and Writing Studies scholars that teaching writing socializes students into the discipline of Physics, leading them to identify as professional scientists (Allie et al, 2010; Gere et al., 2019). This increase is exemplified by the large number of students volunteering to present a poster during the University wide research day, giving them experience presenting to an educated audience outside of Physics. Thus, a combination of strategies – curricular collaboration and intervention, collaborative research from within the discipline of Physics, and successful external funding – are what demonstrate to scientists that teaching genre and teaching writing are central to science education. Based on this experience, our contribution is that shared pedagogical and research collaborations, and funding, are what make the knowledge of Writing Studies persuasive to scientists. We have seen success with these efforts. At George Washington, other STEM faculty have observed successes in the Physics curriculum, and have joined efforts to bring writing more explicitly into their curriculum. This year, we began a Writing in STEM symposium that has grown to include faculty in Chemistry, Systems Engineering, Mathematics, Geography, Mechanical Engineering, and other fields. We have also seen an uptick in STEM courses in the WID curriculum. The Physics and Writing research collaboration has led to a National Science Foundation (NSF) submission on genre, and an NSF award for a study of writing and engineering judgement, being conducted by Writing faculty and Systems Engineering faculty. References Allie, S., Armien, M.N., Burgoyne, N, Case, J.M., Collier-Reed, B.I, Craig, T.S., Deacon, A, Fraser, D.M.,Geyer, Z, Jacobs, C., Jawitz, J., Kloot, B., Kotta, L., Langdon, G., le Roux, K., Marshall, D, Mogashana,D., Shaw,C., Sheridan, G., & Wolmarans, N. (2009). Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. European Journal of Engineering Education, 34(4), 359-367. https://doi.org/10.1080/03043790902989457 Anderson, P., Anson, C. M., Fish, T., Gonyea, R. M., Marshall, M., Menefee-Libey, W Charles Paine, C., Palucki Blake, L. & Weaver, S. (2017). How writing contributes to learning: new findings from a national study and their local application. Peer Review, 19(1), 4. Ericsson, K. A. (2009). The Influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt & A. M Williams (Eds.), The Cambridge handbook of expertise and expert performance (pp 685–705). Cambridge University Press. Gere, A. R., Limlamai, N., Wilson, E., Saylor, K., & Pugh, R. (2019). Writing and conceptual learning in science: an analysis of assignments. Written communication, 36(1), 99–135. https://doi.org/10.1177/0741088318804820 Kellogg, R., & Whiteford, A. (2009). Training advanced writing skills: the case for deliberate practice. Educational psychologist, 44(4), 250–266. https://doi.org/10.1080/00461520903213600 Poe, M., Lerner, N., & Craig, J. (2010). Learning to communicate in science and engineering: Case studies from MIT. MIT Press. Swales, J. (1990). Discourse analysis in professional contexts. Annual review of applied linguistics, 11, 103–114. Winsor, D. A.(1996) Writing like an engineer: A rhetorical education. Mahwah, NJ: Lawrence Erlbaum Associates

Optimization of neural network architecture using genetic programming improves detection and modeling of gene-gene interactions in studies of human diseases

BACKGROUND: Appropriate definition of neural network architecture prior to data analysis is crucial for successful data mining. This can be challenging when the underlying model of the data is unknown. The goal of this study was to determine whether optimizing neural network architecture using genetic programming as a machine learning strategy would improve the ability of neural networks to model and detect nonlinear interactions among genes in studies of common human diseases. RESULTS: Using simulated data, we show that a genetic programming optimized neural network approach is able to model gene-gene interactions as well as a traditional back propagation neural network. Furthermore, the genetic programming optimized neural network is better than the traditional back propagation neural network approach in terms of predictive ability and power to detect gene-gene interactions when non-functional polymorphisms are present. CONCLUSION: This study suggests that a machine learning strategy for optimizing neural network architecture may be preferable to traditional trial-and-error approaches for the identification and characterization of gene-gene interactions in common, complex human diseases

Centrifugal Compressors 201

Short Cours

ANALYSIS OF THE LEACHING EFFICIENCY OF INHIBITED WATER AND TANK 23H SIMULANT IN REMOVING RESIDUES ON TANK 48H WALLS

Solid residues on two sets of thermowell pipe samples from the D2 riser in SRS Tank 48H were characterized. The residue thickness was determined using the ASTM standard D 3483-05 and was found to be three order of magnitudes below the 1mm thickness estimated from an earlier video of the tank cooling coil inspection. The actual estimated thickness ranged from 4 to 20.4 microns. The mass per unit area ranged from 1 to 5.3 milligrams per square inch. The residues appear to consist primarily of potassium tetraphenylborate (39.8 wt% KTPB) and dried salt solution (33.5 wt% total of nitrates, nitrites and oxalate salts), although {approx}30% of the solid mass was not accounted for in the mass balance. No evidence of residue buildup was found inside the pipe, as expected. The residue leaching characteristics were measured by placing one pipe in inhibited water and one pipe in DWPF Recycle simulant. After soaking for less than 4 weeks, the inhibited water was 95.4% effective at removing the residue and the DWPF Recycle simulant was 93.5% effective. The surface appearance of the pipes after leaching tests appeared close to the clean shiny appearance of a new pipe. Total gamma counts of leachates averaged 48.1 dpm/ml, or an equivalent of 2.35E-11 Ci/gm Cs-137 (dry solids basis), which is much lower than the 1.4 E-03 Ci/gm expected for Tank 48 dry slurry solids

Identification and replication of RNA-Seq gene network modules associated with depression severity

Genomic variation underlying major depressive disorder (MDD) likely involves the interaction and regulation of multiple genes in a network. Data-driven co-expression network module inference has the potential to account for variation within regulatory networks, reduce the dimensionality of RNA-Seq data, and detect significant geneexpression modules associated with depression severity. We performed an RNA-Seq gene co-expression network analysis of mRNA data obtained from the peripheral blood mononuclear cells of unmedicated MDD (n = 78) and healthy control (n = 79) subjects. Across the combined MDD and HC groups, we assigned genes into modules using hierarchical clustering with a dynamic tree cut method and projected the expression data onto a lower-dimensional module space by computing the single-sample gene set enrichment score of each module. We tested the singlesample scores of each module for association with levels of depression severity measured by the Montgomery-Åsberg Depression Scale (MADRS). Independent of MDD status, we identified 23 gene modules from the co-expression network. Two modules were significantly associated with the MADRS score after multiple comparison adjustment (adjusted p = 0.009, 0.028 at 0.05 FDR threshold), and one of these modules replicated in a previous RNA-Seq study of MDD (p = 0.03). The two MADRS-associated modules contain genes previously implicated in mood disorders and show enrichment of apoptosis and B cell receptor signaling. The genes in these modules show a correlation between network centrality and univariate association with depression, suggesting that intramodular hub genes are more likely to be related to MDD compared to other genes in a module

A Systematic Review of Mosquito Coils and Passive Emanators: Defining Recommendations for Spatial Repellency Testing Methodologies.

Mosquito coils, vaporizer mats and emanators confer protection against mosquito bites through the spatial action of emanated vapor or airborne pyrethroid particles. These products dominate the pest control market; therefore, it is vital to characterize mosquito responses elicited by the chemical actives and their potential for disease prevention. The aim of this review was to determine effects of mosquito coils and emanators on mosquito responses that reduce human-vector contact and to propose scientific consensus on terminologies and methodologies used for evaluation of product formats that could contain spatial chemical actives, including indoor residual spraying (IRS), long lasting insecticide treated nets (LLINs) and insecticide treated materials (ITMs). PubMed, (National Centre for Biotechnology Information (NCBI), U.S. National Library of Medicine, NIH), MEDLINE, LILAC, Cochrane library, IBECS and Armed Forces Pest Management Board Literature Retrieval System search engines were used to identify studies of pyrethroid based coils and emanators with key-words "Mosquito coils" "Mosquito emanators" and "Spatial repellents". It was concluded that there is need to improve statistical reporting of studies, and reach consensus in the methodologies and terminologies used through standardized testing guidelines. Despite differing evaluation methodologies, data showed that coils and emanators induce mortality, deterrence, repellency as well as reduce the ability of mosquitoes to feed on humans. Available data on efficacy outdoors, dose-response relationships and effective distance of coils and emanators is inadequate for developing a target product profile (TPP), which will be required for such chemicals before optimized implementation can occur for maximum benefits in disease control

Crop Updates 1999 - Lupins

This article contains twenty three papers 1998 LUPIN HIGHLIGHTS LUPIN ANTHRACNOSE 1. Anthracnose overview, Greg Shea, Geoff Thomas and Mark Sweetingham, Agriculture Western Australia 2. Anthracnose – Critical seed infection levels for resistant and susceptible varieties, Geoff Thomas, Mark Sweetingham, Bill O\u27Neill and Greg Shea, Agriculture Western Australia 3. Fungicide seed treatment for anthracnose and brown spot control in lupin, G. Thomas and M. Sweetingham, Agriculture Western Australia LUPIN BREEDING AND AGRONOMY 4. Anthracnose resistance in lupins – an innovative Australian research effort 1996-1998, Wallace Cowling1\u272, Bevan Buirchell1,2 Mark Sweetinqham1,2, Hua\u27an Yang2, Geoff Thomas 1, David Luckett3, Allan Brown4 and John Hamblin2, 1 Agriculture Western Australia, 2 Centre for Legumes in Mediterranean Agriculture, University of Western Australia, 3 NSW Agriculture, Agricultural Institute, Wagga Wagga, NSW, 4 Consultant, 16 Rochester Way, Dianella, WA 5. Gene transfer to pulses: Challenges through 1989-99. Joanne E. Barton, Centre for Legumes in Mediterranean Agriculture, University of Western Australia 6. Can we select for restricted branching in narrow-leafed lupin (Lupinus angustifolius) Kedar Adhikari1, Nick Galwey1and Miles Dracup2, 1Plant Sciences, Faculty of Agriculture, The University of Western Australia,2 Agriculture Western Australia 7. Getting the beat out of new lupin varieties, Dr Bob French, Grain Legume Agronomist, Agriculture Western Australia 8. Starter nitrogen on lupins, Dr Bob French, Grain Legume Agronomist, Agriculture Western Australia APHIDS AND VIRUS CONTROL 9. Forecasting aphid and virus risk in lupins, Debbie Thackray and Roger Jones, CRC for Legumes in Mediterranean Agriculture and Agriculture Western Australia 10. Screening for resistance to cucumber mosaic virus in lupins, Roger Jones, Brenda Coutts, Narelle Reeve, Wallace Cowling and Bevan Buirchell, Agriculture Western Australia and CRC for Legumes in Mediterranean Agriculture 11. The non-necrotic strain of bean yellow mosaic virus spreads faster than the necrotic strain in lupins, Y. Cheng 1 and R.A.C. Jones 1•2, 1 Cooperative Research Centre for Legumes in Mediterranean Agriculture, 2 Agriculture Western Australia 12. Spraying to control aphid feeding damage increases yields of some lupin varieties and faba bean, Francoise Berlandier and Linnet Cartwright, Entomology, Agriculture Western Australia LUPIN NUTRITION 13. Calculated lime requirements for rotations, James Fisher1, Art Diggle 1•2 and Bill Bowden 1•2, 1 Centre for Legumes in Mediterranean Agriculture, 2 Agriculture Western Australia 14. What does lime do to acidic soils – lupin nutrition, Chris Gazey, Research Officer, Agriculture Western Australia 15. Effect of application method of manganese fertiliser and manganese concentration of seed source on seed yield of lupins grown in the West Midlands, Luigi Moreschi, CSBP Area Manager HERBICIDE TOLERANCE AND WEED CONTROL 16. Herbicide tolerance of lupins, Terry Piper, Weed Science Group, Agriculture Western Australia 17. Weed control in Wodjil yellow lupins, Terry Piper, Weed Science Group, Agriculture Western Australia 18. Herbicide tolerance of new lupin varieties, Peter Newman, Agronomist, Elders Mingenew 19. Control of volunteer canola in lupins, Terry Piper and Dave Nicholson, Weed Science Group, Agriculture Western Australia LUPIN ESTABLISHMENT 20. A new seed pressing system for healthy lupin establishment and productivity, Mohammad Amjad, Glen Riethmuller and Ron Jarvis, Agriculture Western Australia 21. Encouragement for controlled traffic farming in the Northern Wheatbelt, Paul Blackwell, Agriculture Western Australia LUPIN HARVESTING 22. Improved lupin harvesting efficiency with different knife guard extensions, Glen Riethmuller, Agriculture Western Australia LUPIN AND PULSE UTILISATION 23. The value of pulse grains for sheep, C.L. White, CSIRO Division of Animal Productio