The Complexity of Symmetry

One of the main goals of theoretical computer science is to prove limits on how efficiently certain Boolean functions can be computed. The study of the algebraic complexity of polynomials provides an indirect approach to exploring these questions, which may prove fruitful since much is known about polynomials already from the field of algebra. This paper explores current research in establishing lower bounds on invariant rings and polynomial families. It explains the construction of an invariant ring for whom a succinct encoding would imply that NP is in P/poly. It then states a theorem about the circuit complexity partial derivatives, and its implications for elementary symmetric function complexity, and proposes potential implications for other classes of functions

The Most Parsimonious Reconciliation Problem in the Presence of Incomplete Lineage Sorting and Hybridization Is NP-Hard

The maximum parsimony phylogenetic reconciliation problem seeks to explain incongruity between a gene phylogeny and a species phylogeny with respect to a set of evolutionary events. While the reconciliation problem is well-studied for species and gene trees subject to events such as duplication, transfer, loss, and deep coalescence, recent work has examined species phylogenies that incorporate hybridization and are thus represented by networks rather than trees. In this paper, we show that the problem of computing a maximum parsimony reconciliation for a gene tree and species network is NP-hard even when only considering deep coalescence. This result suggests that future work on maximum parsimony reconciliation for species networks should explore approximation algorithms and heuristics

Creating E-Resources for the London Project Center

Information provided by WPI regarding the London Project Center can be spread out and confusing for students, creating a feeling of information overload during ID 2050 and while on IQP. By analyzing the current information dissemination methods and the opinions surrounding them, we determined what information students felt was previously lacking. By doing so, we created a suite of content and tools, presented in a website format, for the London Project Center director, to benefit future generations of London Project Center students. In addition, we provided a series of recommendations to the Interdisciplinary and Global Studies Division, ID2050 instructors, and to the London Project Center on improving the way they inform students before, during, and after an off-campus project

Undergraduate Education Students’ Perceptions of Effective and Ineffective Course Experiences: What Counts as an Effective Experience?

Pre-service teachers’ conceptions of effective and ineffective instruction stand to inform their personal views of what constitutes effective and ineffective instruction, yet few qualitative studies have examined both conceptions of effective and ineffective instruction. The purpose of this study was to determine whether pre-service teachers described what happens in university courses primarily in terms of teacher characteristics, teaching practices, or instructional context. There were two research questions guiding the study. First, how are the dimensions of effective and ineffective instruction alike and different? Second, how do results correspond to similar qualitative studies? Nine distinct themes were inductively derived through open coding of 34 pre-service teachers’ essays: (a) motivation, (b) student autonomy, (c) meaningful learning, (d) comfortable learning environment, (e) classroom management, (f) student-teacher relationship, (g) teacher’s personal characteristics and manner, (h) lesson organization, and (i) teacher impact/student development. The results of this study support previous findings and add to the small number of studies that have examined pre-service teachers' descriptions of effective and ineffective instruction. Findings have also contributed a new category that has not appeared in previous literature: teacher impact/student development. Pre-service teachers’ descriptions in this study confirm that the theoretical conception of what happens in classrooms must include the teacher’s characteristics, teaching, and the context of instruction. Keywords: education theory and practice, educational psychology, higher education, teacher education, pre-service teacher beliefs, pre-service teacher conceptions, effective instruction, effective teaching. Les conceptions qu’ont les enseignants en formation de l’enseignement efficace et inefficace informent naturellement leurs points de vue personnels de ce qui constitue l’enseignement efficace et inefficace; pourtant, peu d’études qualitatives se sont penchées sur les conceptions de l’enseignement efficace ainsi que sur celles de l’enseignement inefficace. L’objectif de cette étude était de déterminer dans quelle mesure les enseignants en formation décrivent ce qui se passe dans les cours à l’université, notamment en fonction des caractéristiques des enseignants, des pratiques d’enseignement ou du contexte pédagogique. Deux questions ont guidé la recherche. D’abord, qu’est-ce que l’enseignement efficace et l’enseignement inefficace ont en commun et qu’est-ce qui les distingue? Deuxièmement, comment les résultats correspondent-ils à ceux d’études qualitatives similaires? Un codage ouvert de 34 dissertations écrites par des enseignants en formation a permis de recueillir, par induction, neuf thèmes distincts: (a) motivation, (b) autonomie des étudiants, (c) apprentissage significatif, (d) milieu d’apprentissage confortable, (e) gestion de la classe, (f) rapport étudiant-enseignant, (g) caractéristiques et manières personnelles de l’enseignant, (h) organisation des leçons, et (i) impact de l’enseignant/progression des étudiants. Les résultats de cette étude appuient ceux des études antérieures. Cette étude élargit le nombre restreint d’études qui ont porté sur les descriptions par des enseignants en formation de l’enseignement efficace et l’enseignement inefficace. Les résultats contribuent également à une nouvelle catégorie qui n’apparait pas dans les travaux antérieurs : impact de l’enseignant/progression des étudiants. Les descriptions par les enseignants en formation qui ont participé à cette étude confirment la conception théorique selon laquelle ce qui arrive dans la salle de classe doit tenir compte des caractéristiques personnelles de l’enseignant, de l’enseignement et du contexte pédagogique. Mots clés : théorie et pratique en éducation, psychologie de l’éducation; études supérieures, formation des enseignants; croyances des enseignants en formation, conceptions des enseignants en formation, enseignement efficac

Database Development and Management for Men on the Side of the Road Interactive Qualifying Project

Our goal was to collaborate with Men on the Side of the Road (MSR) to improve their data management system for member information. After consulting stakeholders using interviews and surveys, we designed and implemented a system that met MSRs needs, trained employees on system use, and established a maintenance plan consisting of a user manual and an IT support network. Emphasizing sustainability was key to ensuring our project supports MSR as it continues its mission of reducing unemployment in Namibia

Electroconvulsive Therapy Increases Plasma Levels of Interleukin-6 a

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/74956/1/j.1749-6632.1990.tb40529.x.pd

The effects of pentoxifylline on lipopolysaccharide (LPS) fever, plasma interleukin 6 (IL 6), and tumor necrosis factor (TNF) in the rat

The purpose of these studies was to test whether pentoxifylline, a drug that can inhibit the production and action of cytokines hypothesized to be endogenous pyrogens (for example, interleukin 1 and tumor necrosis factor [TNF]), is antipyretic. We also tested the effects of pentoxifylline on plasma activities of interleukin 6 (IL 6) and TNF in response to an injection of a fever-inducing dose of lipopolysaccharide (LPS). Our results showed that a high dose of pentoxifylline (200 mg/kg) caused hypothermia in control rats and blocked LPS fever, while a low dose (50 mg/kg) did not have these effects. Injection of the high dose of pentoxifylline in control rats caused a rise in plasma IL 6 but not in plasma TNF. However, the peak levels of plasma IL 6 and TNF activities following an injection of LPS were significantly reduced by pretreatment with pentoxifylline. Overall, the data are consistent with the hypothesis that pentoxifylline is an antipyretic drug, which may act at least in part by inhibiting the secretion of pyrogenic cytokines.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/28504/1/0000301.pd

The effects of psychological stress on plasma interleukin-6 activity in rats

The purpose of this study was to determine the effects of a particular psychological stress, exposure to an open-field, on plasma IL-6 activity in rats. Plasma IL-6 activity was 40.6+/-7.2 units/ml in control rats, 105+/-6.8 units/ml after 30 minutes exposure to an open-field, and 221+/-17 units/ml after 60 minutes of exposure (p=0.0003). There was a positive correlation (r=.71, p=0.043) between the change in plasma IL-6 activity and body temperature. However, we conclude, based on earlier data relating plasma IL-6 activity to body temperature changes following injection of lipopolysaccharide, that the plasma levels of IL-6 following exposure to an open-field are not high enough to account for the rise in body temperature observed in rats during this stress. In conclusion, these experiments indicate that exposure to psychological stress can elevate the plasma concentration of IL-6, a known mediator of the acute phase response.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/28610/1/0000422.pd

In vivo evidence that the rise in plasma IL 6 following injection of a fever-inducing dose of LPS is mediated by IL 1[beta]

Although it has often been speculated that Interleukin (IL) 1[alpha] and IL 1[beta] are circulating endogenous pyrogens (EP), there are few data demonstrating an elevation of these cytokines in the plasma of febrile animals. We hypothesized that IL 1 is released locally and may act to stimulate the release of another pyrogen, IL 6, which circulates to the brain to cause fever. The major purpose of the present study was to determine whether pretreatment of rats with antiserum to IL 1[beta], which attenuates lipopolysaccharide (LPS) induced fever, also results in an attenuation of the rise in plasma and cerebrospinal fluid (CSF) concentrations of IL 6. Our results show that injection of IL 1[beta] produced dose-dependent rises in temperature and increases in plasma and CSF IL 6 activity, and that pretreatment of rats i.v. with antiserum to IL 1[beta] produced a 55% decrease in the fever caused by LPS injection, a 68% decrease in plasma IL 6, and a 67% decrease in CSF IL 6. These data confirm the findings of previous studies that IL 1[beta] is required for a portion of LPS-induced fever and also provide the first in vivo demonstration that the rise of IL 6 in rats injected with a fever-inducing dose of LPS can be significantly blocked by antiserum to IL 1[beta]. Overall, the data in our study can be interpreted as being consistent with the hypothesis that the pyrogenic effect of IL 1[beta] is mediated mainly through the release of IL 6, but conclusive confirmation of this hypothesis must await studies with antibodies to IL 6.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/28596/1/0000404.pd