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The Community Connections of St. John\u27s Episcopal Church
Get PDFSt. John\u27s has been an institution that stands for service and community in Logan, Utah for the past 150 years. During this time, many things have changed, but some have stayed the same. The goals of this exhibit are to show both the changes and consistent features of St. John\u27s in its history and to share the story of a church that has done so much for the community. The attached paper is meant to engage with the academic community and the linked exhibit and digital archive collection is meant to provide a resource to the public where they can learn about a historical institution in their local community
Cyclical Patterns of Self-Regulated Learning in College Students
Get PDFZimmerman’s self-regulated learning (SRL) model is a cyclical approach to learning where learners use several processes to facilitate learning or to perform a skill within many domains. Zimmerman’s model describes three phases including forethought, performance, and self-reflection, which occur respectively before, during, and after a task. Theoretically, these phases interact in a cyclical feedback loop in which a person cognitively interacts with a task before, during, and after the activity and continuously do so independently. This model has been the basis for several school-based intervention programs. Those programs have been studied regarding academic outcomes and efficacy; however, less research has empirically tested the theoretical cyclical connections among subprocesses within the three phases of Zimmerman’s model. This dissertation’s objective was to examine college students’ SRL processes (i.e., goal-setting, strategic planning, self-efficacy, interest, task-value, satisfaction, and attributions) in relation to a quiz through an online SRL microanalysis survey. A secondary objective was to examine the relationships within the self-reflection phase and the forethought phases independently as opposed to across phases. This information may help future researchers and clinicians to better understand connections and disconnections of learning processes within SRL for college students. Consequently, such information could lead to adaptations of SRL interventions that can help the learner achieve mastery towards their task of interest
From Inbreeding to Admixture: How the Diverse Consequences of Gene Flow Shape Evolutionary Dynamics and Population Viability
Get PDFWhen Homo sapiens traveled out of Africa and interbred with the Neanderthals of Europe, human genes spread into the Neanderthal population. Likewise, genes from Neanderthals spread into the human genome—genes humans still carry to this day. The process whereby genetic material from one population is spread to another is known as gene flow. Gene flow—or the absence thereof—can have critical consequences for a population’s health and survival. On one hand, if no gene flow occurs, mating among close relatives can lead to high levels of inbreeding. Inbreeding can have devastating consequences for the health of populations, in some cases even leading to extinction. On the other extreme, gene flow between distantly-related populations or species can result in hybridization, also known as admixture. The evolutionary consequences of admixture vary widely. While some admixture events have negative consequences and result in an evolutionary dead end (i.e. crossing a horse and a donkey to produce a sterile mule), other admixture events improve population health and survival (i.e. when mixed-breed dogs show greater genetic health than their purebred parents, an outcome colloquially known as “hybrid vigor”). Understanding the varied effects of gene flow is critical to understanding evolution: patterns of gene flow can affect a population’s extinction risk, determine whether or not a population will successfully adapt to a changing environment, and can even alter how well we can predict evolutionary change. In this dissertation, I explored how inbreeding, environmental stress, barriers to gene flow, and admixture affect evolutionary outcomes and conservation risk in insects. Specifically, I showed that (1) the combination of heat stress and a poor food source interact non-additively to increase the severity of inbreeding depression in seed beetles (Callosobruchus maculatus), (2) barriers to gene flow (i.e. rivers, mountains) have shaped patterns of genetic structure and genetic health in the endemic Hayden’s ringlet butterfly (Coenonympha haydenii), and (3) admixture among populations of seed beetles alters both their ability to survive and adapt to a novel, poor food source and our ability to predict evolutionary change at a genomic level
Initial Application of Intra-Fleet Simultaneous Crossovers for Rapid Commissioning of New Satellites
Get PDFPlanet owns and operates a large fleet of medium resolution CubeSats. These satellites, named Doves and SuperDoves, provide monitoring of the world’s full land surface on a near-daily basis. For accurate production of radiance based imagery, SuperDoves are calibrated on orbit using Sentinel-2 as reference due to the close similarity between the spectral responses of their corresponding spectral bands. As older satellites age out of production use due to orbital decay or technical issues, new satellites are launched to maintain coverage. When launching these new satellites, it is important to execute commissioning activities quickly so that coverage continuity is maintained without interruption.
Current launch commissioning includes a calibration update that uses simultaneous crossovers with Sentinel-2 to determine corrections to apply, the same approach used for the normal biannual updates to SuperDove calibrations. Therefore, the radiometric commissioning time is dependent on acquiring a sufficient number of good quality, near simultaneous crossovers for each satellite to provide a high confidence in the derived calibration corrections. In practice, deriving initial calibrations for SuperDove satellites using Sentinel-2 as a reference requires a minimum of three to four weeks to provide calibrations with a marginal degree of confidence. In contrast, high confidence calibrations can be obtained using Dove-Dove crossovers in less than week, followed by independent validation in a similar timeframe, with the same number of high quality crossovers normally used for standard on-orbit calibration updates
Inter-Calibrating CERES Instrument SW Radiances using Deep Convective Clouds (DCC) within the Same Sun-Synchronous OrbitSun-Synchronous Orbit
Get PDFThe NASA CERES EBAF product provides the scientific community observed TOA fluxes to monitor the Earth’s energy imbalance and validate climate models. To provide a continuous EBAF record, inter-calibration of the Terra, Aqua, and NOAA20 CERES instrument observations is necessary. Currently, the CERES project uses Aqua SNOs to inter-calibrate the NOAA20 and SNPP CERES instruments. The Aqua spacecraft has drifted outside of the 1:30 PM sun-synchronous orbit, limiting the time matched observations with either NOAA20 or SNPP sensors. Deep convective clouds (DCC) are the most Lambertian, brightest, tropical Earth invariant targets located at the tropopause. Since DCC are not susceptible to water vapor absorption for visible wavelengths, this allows the CERES broadband instrument radiances to be easily estimated using VIIRS imager channel radiances. By applying the SNPP VIIRS narrowband to broadband coefficients to the NOAA20 VIIRS radiances and then comparing the resulting broadband radiance with the NOAA20 CERES radiance yields the SNPP and NOAA20 CERES instrument radiometric scaling factors. The SNPP and NOAA20 VIIRS analogous visible channel reflectances are inter-calibrated using the Himawari geostationary imager as a calibration transfer radiometer. Performing the VIIRS and Himawari imager intercalibration using DCC targets during the same month provides consistent VIIRS BT thresholds to identify the DCC targets as well as to mitigate the need to ensure the Himawari visible stability. The CERES instrument radiometric scaling factors will be compared with the factors derived using Aqua CERES
Comparison of Detector-Based and Source-Based Absolute Radiance Standards
Get PDFA detailed comparison of two separate radiometric calibration standards was conducted with analysis of error sources for each. One is a detector based standard, with radiance traceable to fundamental units using the electrical substitution method. The other is based on a calibrated field emission lamp (FEL) generating blackbody radiation. This study was motivated by the discontinuance of the FEL lamps by the manufacturer and a desire to calibrate sensors using non-blackbody spectral profiles. Three spectrometers were calibrated simultaneously by both methods to separate spectrometer artifacts from differences in the radiometric standards and error in the irradiance to radiance conversion procedure needed for the FEL. Conducting this study now is important to provide continuity between the extensive prior FEL based calibration database with a replacement method while calibrated FEL lamps are still available.
This also begins a longer-term repeatability study of the spectrometers used in this work for evaluation as calibrated transfer standards, usable with both monochromatic and broad spectrum radiance sources. Eliminating the tie to the FEL blackbody spectrum with a detector-based standard allows for flexibility in the illumination source. In particular, for Earth science sensors intended for use with sunlit scenes, augmenting traditional tungsten halogen lighting with blue and ultraviolet light emitting diodes allows for a better match to the solar spectrum during laboratory testing
ANTH 1099 (Library Module)
No full textThis library module contains a few pages to help you get to know what library resources you have access to for Anthropology research: Anthropology research resources Finding articles with Anthropological Literature Tips for accessing articles Finding books and ebooks with the library catalog Citing your sources
Preview: https://lor.instructure.com/resources/f8104e7cf9ae4ffda4538f5ab57da017?sharedhttps://digitalcommons.usu.edu/elearning_all/1064/thumbnail.jp
SW: Library Resources for Practicum Students
No full textYour practicum will include activities that help you develop CSWE Competency 4: Engage in practice-informed research and research-informed practice. You may need to research populations, treatments, models, interventions, evidence-based practices, and more. This module brings together tips and resources for doing so in one place.
Preview: https://lor.instructure.com/resources/d2b2201dec2a4bdb8b9339d409194912?sharedhttps://digitalcommons.usu.edu/elearning_all/1061/thumbnail.jp
Evaluating Sources (2024)
No full textIn this module you\u27ll complete these objectives: Understand the importance of source evaluation Learn strategies for addressing bias when evaluating sources Learn evaluation criteria Effectively employ evaluation criteria for academic and personal purposes
Preview: https://lor.instructure.com/resources/130fbbb01b8b4c7b87f4c4d154b06761?sharedhttps://digitalcommons.usu.edu/elearning_all/1067/thumbnail.jp
A Scoping Review on the Experiences of Queer and Trans Students in STEM
Get PDFEfforts to increase diversity in STEM (science, technology, engineering, and mathematics) are ongoing, but within these efforts queer and trans individuals are often left out. While initial data does suggest that queer and trans individuals are significantly absent from the STEM workforce, research into the causes of such underrepresentation is scattered. Given the importance of educational experiences in the pursuit of a STEM career, it is likely that these early experiences may play a role. Therefore, the purpose of this paper is to investigate the current research on the experiences of queer and trans students in STEM educational spaces, what methods are best for supporting them, and where more research is needed. To that end this study employs the use of scoping review methodology in order to draw conclusions from a wide variety of studies. Data was organized into broad categories so as to draw qualitative descriptions of the current literature. This analysis revealed that overall, the experiences of queer and trans students in STEM are primarily negative, dominated by invisibility and isolation created by cultures of that prioritize and normalize cisgender and heterosexual perspectives and experiences and are therefore unwelcoming of queer and trans identities. More research is needed in order to determine how to improve the experiences of queer and trans students in STEM, but acknowledgements of queer and trans identities within STEM spaces as well as queer affinity groups do seem to have some positive impact for students. Other gaps in the literature identified include a significant lack of research on K-12 queer and trans students in STEM as well as the need for studies specific to trans students, those of specific queer identities, and those engaged in specific STEM fields as well as intersectional studies. Recommendations for research and practice are included