180,107 research outputs found
Interview with James Leary, October 18, 2008
Get PDFJames Leary was interviewed on October 18, 2008, by Sierra Green about his experiences during World War II.
Course Information: Course Title: HIST 300: Historical Method Academic Term: Fall 2008 Course Instructor: Dr. Michael J. Birkner \u2772
Collection Note: This oral history was selected from the Oral History Collection maintained by Special Collections & College Archives. Transcripts are available for browsing in the Special Collections Reading Room, 4th floor, Musselman Library. GettDigital contains the complete listing of oral histories done from 1978 to the present. To view this list and to access selected digital versions please visit -- https://gettysburg.contentdm.oclc.org/digital/collection/p16274coll2/searc
Jack Fraser, Cassie Leary and Dan Leary at summit of Mt. Revelstoke
No full textL- R: Jack Fraser, Cassie (Fraser) Leary, Dan Leary
Mechanisms of long-interval selectivity in midbrain auditory neurons: roles of excitation, inhibition, and plasticity
No full textEdwards CJ, Leary CJ, Rose GJ. Mechanisms of long-interval selectivity in midbrain auditory neurons: roles of excitation, inhibition, and plasticity. J Neurophysiol 100: 3407-3416, 2008. First published October 22, 2008; doi: 10.1152/jn.90921.2008. Stereotyped intervals between successive sound pulses characterize the acoustic signals of anurans and other organisms and provide critical information to receivers. One class of midbrain neuron responds selectively when pulses are repeated at slow rates ( long intervals). To examine the mechanisms that underlie long- interval selectivity, we made whole cell recordings, in vivo, from neurons in the anuran inferior colliculus ( anuran IC). In most cases, long- pass interval selectivity appeared to arise from interplay between excitation and inhibition; in similar to 25% of these cases, the delayed inhibition to a pulse overlapped with the excitation to the following pulse at fast pulse repetition rates (PRRs), resulting in a phasic "onset" response. In the remaining cases, inhibition appeared to precede excitation. These neurons did not respond to fast PRRs apparently because delayed excitation to a pulse overlapped with the inhibition to the following pulse. These results suggest that the relative timing of inhibition and excitation govern differences in the response properties of these two cell types. Loading cells with cesium increased their responses to fast AM rates, supporting a role for inhibition in long- interval selectivity. Three cells showed little or no evidence of inhibition and exhibited strong depression of excitation. These findings are discussed in the context of current models for long- pass interval selectivit
Some groups of finite homological type
No full textFor each n greater than or equal to zero we construct a torsion-free group that satisfies K. S. Brown's FHT condition and is type F(n), but is not of type FP(n+1). <br/
Realising fusion systems
No full textWe show that every fusion system (saturated or not) on a p-group S is equal to the fusion system associated to a discrete group G containing S as a subgroup and such that every finite subgroup of G is conjugate to a subgroup of S
On groups acting on contractible spaces with stabilizers of prime power order
Get PDFLet F denote the class of finite groups, and let P denote the subclass consisting of groups of prime power order. We study group actions on topological spaces in which either (1) all stabilizers lie in P or (2) all stabilizers lie in F. We compare the classifying spaces for actions with stabilizers in F and P, the Kropholler hierarchies built on F and P, and group cohomology relative to F and to P. In terms of standard notations, we show that F C H1P C H1F, with all inclusions proper; that HF = HP; that FH*(G;?) = PH*(G;?); and that EpG is finite-dimensional if and only if EfG is finite-dimensional and every finite subgroup of G is in
Communities of practice and virtual learning communities : benefits, barriers and success factors
Get PDFA virtual Community of Practice (CoP) is a network of individuals who share a domain of interest about which they communicate online. The practitioners share resources (for example experiences, problems and solutions, tools, methodologies). Such communication results in the improvement of the knowledge of each participant in the community and contributes to the development of the knowledge within the domain. A virtual learning community may involve the conduct of original research but it is more likely that its main purpose is to increase the knowledge of participants, via formal education or professional development. Virtual learning communities could have learning as their main goal or the elearning could be generated as a side effect. Virtual communities of practice (CoPs) and virtual learning communities are becoming widespread within higher education institutions (HEIs) thanks to technological developments which enable increased communication, interactivity among participants and incorporation of collaborative pedagogical models, specifically through information communications technologies (ICTs) They afford the potential for the combination of synchronous and asynchronous communication, access to -and from- geographically isolated communities and international information sharing. Clearly there are benefits to be derived from sharing and learning within and outwith HEIs. There is a sense of connectedness, of shared passion and a deepening of knowledge to be derived from ongoing interaction. Knowledge development can be continuous, cyclical and fluid. However, barriers exist in virtual CoPs and these are defined by the authors and illustrated with quotes from academic staff who have been involved in CoPs. Critical success factors (CSFs) for a virtual CoP are discussed. These include usability of technology; trust in, and acceptance of, ICTs in communication; a sense of belonging among members; paying attention to cross-national and cross-cultural dimensions of the CoP; shared understandings; a common sense of purpose; use of netiquette and user-friendly language and longevity. The authors recognise the enormous potential for the development of CoPs through e-mail discussion lists and discussion boards but have themselves experienced the difficulties inherent in initiating such a community. These are corroborated and illustrated with text from interviews with academic staff. Much of the literature on CoPs emanates from outside Europe, despite the fact that e-learning articles have a large diffusion around Europe. The authors suggest further exploration of this topic by identifying and studying CoPs and virtual learning communities across EU countries
An Eilenberg-Ganea phenomenon for actions with virtually cyclic stabilizers
No full textIn dimension 3 and above, Bredon cohomology gives an acurate purely algebraic description of the minimal dimension of the classifying space for actions of a group with stabilisers in any given family of subgroups. For some Coxeter groups and the family of virtually cyclic subgroups we show that the Bredon cohomological dimension is 2 while the Bredon geometric dimension is 3
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