An Orbital Stability Study of the Proposed Companions of SW Lyncis

We have investigated the dynamical stability of the proposed companions orbiting the Algol type short-period eclipsing binary SW Lyncis (Kim et al. 2010). The two candidate companions are of stellar to sub-stellar nature, and were inferred from timing measurements of the system's primary and secondary eclipses. We applied well-tested numerical techniques to accurately integrate the orbits of the two companions and to test for chaotic dynamical behaviour. We carried out the stability analysis within a systematic parameter survey varying both the geometries and orientation of the orbits of the companions, as well as their masses. In all our numerical integrations we found that the proposed SW Lyn multi-body system is highly unstable on time-scales on the order of 1000 years. Our results cast doubt on the interpretation that the timing variations are caused by two companions. This work demonstrates that a straightforward dynamical analysis can help to test whether a best-fit companion-based model is a physically viable explanation for measured eclipse timing variations. We conclude that dynamical considerations reveal that the propsed SW Lyncis multi-body system most likely does not exist or the companions have significantly different orbital properties as conjectured in Kim et al. (2010).Comment: 9 pages, 6 figures, 2 tables. Submitted to and accepted by JASS -- Journal for Astronomy and Space Sciences (using JKAS LaTeX style file

The Salt Industry at Sterling, Kansas

A Thesis submitted to the Department of Chemistry of the University of Kansas in partial fulfillment of the requirements for the Degree of Master of Arts

Adding Function-Based Behavioral Support to First Step to Success: Integrating Individualized and Manualized Practices

This study investigated the effects of adding individualized, function-based support to the well-documented early intervention, First Step to Success. A single-subject multiple-baseline design was applied across three, K-1 students who did not respond to standard First Step to Success procedures. A functional behavioral assessment and individualized function-based support plan was added to the First Step protocol. The multiple baseline analysis documented an effect between adding individualized, function-based supports to the standard First Step program and both (a) a decrease in problem behavior and (b) an increase in academic engagement. Implications of the results are provided for the design of school-based behavior support, implementation of First Step to Success, and applications of manualized interventions

Conversation on Community : Conversation on Worship

...I would like to take my stab at, at giving two distinctives that I see of the, the emerging church movement as a whole. I know you don\u27t like the word, movement. Ah, and, and then maybe some, just comment on some worship practices, and then, if I have time, I\u27ll, I\u27ll raise, a few, ah questions that I have. What I see as distinctive are two things. Ah, the emerging church as an ecclesiological sort of movement, emphasizing community. Moving away from ah, an individualistic orientation, to the faith, for a communal, orientation

How Challenging? Using Bloom's Taxonomy To Assess Learning Objectives In A Degree Completion Program

This paper describes the analysis of learning objectives in Philosophy classes in an adult learner degree completion program. The goal of the research was to determine if the level of cognitive challenge in the learning objectives was consistent with the course level. Using Blooms Taxonomy as the criteria, learning objectives were subjected to content analysis (Bloom et al., 1956).  Unexpectedly Understanding, a lower level cognitive skill, was the most emphasized of the cognitive skills. Given the nature of the students as adult learners one might have reasonably expected Application, also a lower level skill, to be most emphasized. Analysis, an upper level cognitive skill was next most emphasized. However, Synthesis, which is an upper level skill, was least emphasized. As a result of the study, the school conducted faculty training sessions emphasizing the importance of developing higher level cognitive skills in students by offering appropriate cognitive challenges in the learning objectives and in the course content and assessment associated with those objectives. A follow-up study is scheduled for Fall 2005

Unheard voices of democracy: implications for leaders regarding high school students' perceptions of school safety measures

This phenomenological study documented junior and senior's perceptions of their rights, surveillance cameras, and School Resource Officers in school environments. Participants included 109 seniors and 47 juniors from an urban, a suburban, and a rural district. Mixed-methods design allowed triangulation of data between 15 Likert-scale quantitative15 open-ended qualitative survey items, and focus groups. Survey and interview responses were coded with an ethno-methodological approach. Parts one and two of the study revealed three themes: Treated Unfairly, Marginalized, and Disenfranchised. Consistency existed between students' perceptions of their rights while at school and the schools' use of surveillance cameras. The third section revealed students felt safer because districts employed School Resource Officers. Vague use of the word safety in survey items was problematic. Study informed school leaders of impact of social justice theories on school cultures