A survey of business education in North Carolina 1952-1953.

Thesis (Ed.M.)--Boston Universit

A recursive coupling-decoupling approach to improve experimental frequency based substructuring results

Substructure decoupling techniques allow identifying the dynamic behavior of a substructure starting from the dynamic behavior or the assembled system and a residual subsystem. Standard approaches rely on the knowledge of all FRFs at the interface DOFs between the two substructures. However, as these typically include also rotational DOFs which are extremely difficult and most of the time impossible to measure, several techniques have been investigated to overcome these limitations. A very attractive solution consists in defining mixed or pseudo interfaces, that allow to substitute unmeasurable coupling DOFs with internal DOFs on the residual substructure. Additionally, smoothing/denoising techniques have been proposed to reduce the detrimental effect of FRF noise and inconsistencies on the decoupling results. Starting from these results, some recent analysis on the possibility of combining coupling and decoupling FBS to validate the results and compensate for inconsistencies will be presented in this paper. The proposed method relies on errors introduced in the substructuring process when assuming that the interface behaves rigidly, while it is generally known that this assumption is seldom verified. Consequently, a recursive coupling-decoupling approach will be used to improve the estimation of the dynamic response of either the residual structure (for decoupling) or the assembly (for coupling). The method, validated on analytical data, will be here analyzed on a numerical example inspired by an experimental campaign used to validate the finite element models and on which standard substructuring techniques showed some limitations. The results discussed in this paper will be then used as guidelines to apply the proposed methodologies on experimental data in the future

There Was Confusion

This collection is about a young man with an overactive mind trying to make sense of life in early recovery from alcoholism. It focuses on the reckoning of his past, how it appears to go with him into the present, and the relationships that exist on the periphery of his adamant self- examination. It is about the realization that his obsessive process of self-examination, and desperation for answers to life’s universal questions, pale in comparison to the wisdom of his own lived experience. It is a journey through current and past life and the reckoning of a confused mind

“I feel like I’m part of the conversation”: online annotation tools in the information literacy classroom

If instruction librarians have learned anything in the last two years, it’s that 1. we are immensely adaptable and 2. some “fully online” technologies are worth holding onto. For this instruction librarian, online annotation tools are one of those technologies. When the opportunity appeared for this student-centered instruction librarian to teach a semester long, three-credit hour course, in-person on research methods for honors undergraduates of varying levels and skill sets, the choice to add online annotations a course requirement was made. While web-based annotation tools have been prevalent in classrooms for the last five years, they had been used sparingly in the information literacy instruction classroom before going fully online. Once face-to-face instruction returned to the classroom, however, some technologies used in fully online courses, such as online annotation tools that integrated with an LMS (Learning Management System), became a much-welcomed resource for the pedagogical dilemma of facilitating in-person course reading discussions with students who had simply not done the reading or did not have the space an online discussion board might allow. When you add information seeking skills, critical information evaluative processes and complex comprehension of scholarly texts to the learning goals, the addition of an online annotation tool becomes a valuable education resource that both meets students where they are and encourages active and participatory learning. In this presentation, we will discuss incorporating online annotation tools in information literacy classes (even one shots) and explore the benefits and drawbacks to this technology in the information literacy classroom

Characterization of ion implanted antimony

Ion implanted antimony (121Sb) is characterized as an n-type dopant in single crystal (100) oriented silicon. The required implantation equipment and critical parameters are discussed. The experimental procedures used in this study are presented along with the resulting data on dopant distribution and crystal damage annealing. The tradeoffs between antimony and arsenic, the more commonly used heavy n-type dopant, are examined from both a process end a device perspective. The context of this comparison is in applications that require a heavily doped layer beneath a thin deposit of epitaxial silicon. Results of a specific buried layer process characterization are included

What are Students Learning?: Assessing Service Learning and the Curriculum

Service learning, a method of learning and teaching, has the potential to move our educational system into the 21st century by providing a vehicle for integrating the needs of schools and communities while reflecting current reform agendas and providing meaningful learning experiences for students. In order for service learning to play a role in the transformation of our schools, however, educators must become successful at linking service to learning- making connections between service experiences and academic learning explicit. This paper explores the meaning of learning in service learning by explicating: a) how service learning links to current standards based reform agendas and; b) how the academic learning associated with service learning can be assessed by teachers, professors, and community agency personnel