Parapsychology and Causality

John Lauff, a member of the Department of Philosophy, holds his S.T.B. from St. Mary\u27s, Baltimore, and his M.A. from St. John\u27s University in Brooklyn. He has contributed to The University of Dayton Review and to Mary Today. At present Mr. Lauff is on leave of absence to serve as a Papal Volunteer of Latin America

Alphabetisierungskurse in Sachsen. Das Auffinden pluraler und vielgestaltiger Angebotsstrukturen

Besonders die Volkshochschulen gelten in Deutschland als Hauptanbieter von Alphabetisierungskursen. Sie stellen den überwiegenden Teil aller Angebote zur Verfügung. Zugleich lassen sich regional spezifische Ausprägungen wie auch divergierende Programmstrukturen feststellen. Der Beitrag greift Ergebnisse einer bislang einzigartigen, regionalen Programmanalyse zu Alphabetisierungsangeboten unterschiedlichster Träger bzw. Institutionalformen in Sachsen auf, die - abweichend vom gesamtdeutschen Erscheinungsbild - durch Verschiedenartigkeiten ihrer Institutionenlandschaft wie auch Programmmerkmale gekennzeichnet sind. Mit der Programmanalyse stellen wir dabei über den sektionsspezifischen Forschungsgegenstand (Programm) eine genuine, originär weiterbildungsspezifische Forschungsmethode in den Vordergrund (vgl. Nuissl 2010; Käpplinger 2011). (DIPF/Orig.

A Model Stream for Studies in Lotic Ecology

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/119082/1/ecy1964451188.pd

Chapter Facilitating Comparative Group Work in Adult Education

The purpose of this chapter is to describe and reflect on scholarly-based practices that can help facilitate comparative group work within the international and transnational context of adult education. The first section of this chapter situates comparative group work within the larger context of comparative adult education, followed by a focus on how to facilitate a group of diverse learners with different societal and cultural experiences. The chapter emphasiszes an outcome-based approach, describing how to set up incremental learning outcomes to enable comparative group work to be successful; a team-based approach, elaborating on coaching strategies to facilitate comparative work group; and a strength-based approach about adult learner-centered strategies for engagement, empowerment, mentoring, collaboration, fun, and accountability when facilitating comparative group work

Potassium deprivation is sufficient to induce a cell death program in Saccharomyces cerevisiae

Cell culture in low potassium (K+) media has been associated to programmed cell death (PCD) in metazoans. In this study, deprivation of K + led Saccharomyces cerevisiae cells to a death process that involved phosphatidylserine externalization, changes in chromatin condensation, DNA and vacuole fragmentation as well as enhanced accumulation of reactive oxygen species. During the course of K+ starvation, plasma membrane hyperpolarization and increased accumulation of calcium (Ca2+) took place. The presence of rubidium (Rb+), a K+-analogue element, in the K+-deprived medium was accompanied by Rb+ accumulation but did not fully prevent the appearance of PCD markers. This argues for a specific effect of K+ on the course of cell death. While the absence of the YCA1 metacaspase did not have a major effect, the absence of TRK (transport of K+) K+-transporters led to changes in the pattern of annexin V/propidium iodide labeling. This change paralleled a fast accumulation of Ca2+. Addition of ethylene glycol tetraacetic acid improved growth and reduced cell death in trk1Δtrk2Δ cells. These findings reveal that K+ deprivation is sufficient to induce PCD in a cell-walled eukaryotic organism and suggest that the phenotype attributed to the lack of TRK genes is partially due to the effect of the encoded transporters on Ca2+ homeostasis.Fil: Lauff, Diana Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones Biotecnológicas. Universidad Nacional de San Martín. Instituto de Investigaciones Biotecnológicas; ArgentinaFil: Santa Maria, Guillermo Esteban. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Investigaciones Biotecnológicas. Universidad Nacional de San Martín. Instituto de Investigaciones Biotecnológicas; Argentin

GIS-Based Real Estate Market Analysis

This paper presents a Geographic Information System (GIS) based Real Estate Market Analysis. It uses an Aggregated Floating Trade Area (AFTA) method to compile data relative to a particular subject property. This method is an expansion upon the GIS based Floating Catchment Area method which has been successfully applied to situations outside of the real estate field. Data for the AFTA method is compiled from various sources and aggregation levels, including such data as census tracts, local tax parcel information, road networks, and zip code business patterns. This data is then aggregated to a spatially defined trade area by a spatially based weighted average, in order to provide more effective data and results for the market analysis. This paper provides a basis from which individual users can apply GIS to their particular real estate market analysis needs.Master of City and Regional Plannin

Pathways to Credentials: Does the Timing of Earning an Industry Certification in High School Influence Postsecondary Educational Outcomes?

Earning industry certifications helps people prepare for jobs in a range of careers. Doing so in secondary school may help students prepare for college as well. Using administrative data on two cohorts of first-time 9th graders in Florida, we examined whether earning a certification was associated with postsecondary enrollment and degree attainment and whether the timing of the certification influenced that relationship. Earning a certification in high school prepared students for success in both 2-year and 4-year colleges. However, the patterns of certifications and college enrollment and degree attainment differed based on when students earned the certification. For early earners the certification was more closely associated with enrollment and attainment at 4-year colleges; for later earners, the certification was closely associated with enrollment and attainment in 2-year colleges