2,054 research outputs found
Mu Spanish Prof. Harold T. Murphy, instructing in the Languarge Listening Lab
No full textMu Spanish Prof. Harold T. Murphy, instructing in the Languarge Listening Lab, ca. 1962, b&w. Back reads: l to r: Barbara Mitchell, MikeShefer, Harold T. Murphy, Ass. Prof. of Spanish. Murphy was at Marshall from 1960 to 1997, and passed away in 2005. The Language Listening Lab was in the Old Main Annex (Barracks Bldg.).https://mds.marshall.edu/parthenon_photo_morgue/1792/thumbnail.jp
Oral History Interview with John Murphy, April 6 and 13, 2021
No full textVideo recording of interview with John Murphy, UNT professor of jazz studies. Murphy discusses his youth in Baltimore, Maryland, during the 1960s and 1970s including his music education at Baltimore County Public Schools, and the musical influence of the Left Bank Jazz Society; His experience as a UNT student in the jazz studies and music theory programs (1981-1986); playing saxophone in the One O’clock Lab Band and at venues around Denton; His research as an ethnomusicologist studying Cuban and Brazilian music and work as a professor at Western Illinois University (1992-2001) then the University of North Texas (2001-2020) where he served in faculty and administrative roles to further develop the jazz studies program and help preserve the program’s history
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Oral History Interview with John Murphy, April 6 and 13, 2021
No full textVideo recording of interview with John Murphy, UNT professor of jazz studies. Murphy discusses his youth in Baltimore, Maryland, during the 1960s and 1970s including his music education at Baltimore County Public Schools, and the musical influence of the Left Bank Jazz Society; His experience as a UNT student in the jazz studies and music theory programs (1981-1986); playing saxophone in the One O’clock Lab Band and at venues around Denton; His research as an ethnomusicologist studying Cuban and Brazilian music and work as a professor at Western Illinois University (1992-2001) then the University of North Texas (2001-2020) where he served in faculty and administrative roles to further develop the jazz studies program and help preserve the program’s history
Greenhouse-Lab/MicroSPAT: v2.0.2
No full text<ul>
<li>Improved speed interacting with genotyping projects</li>
<li>Addressed bug causing segfaults in sqlalchemy</li>
</ul>
Greenhouse-Lab/MicroSPAT: v2.0.01
No full text<ul>
<li>Cleanup of codebase</li>
<li>Speed up app</li>
<li>Various bug fixes</li>
</ul>
Feasibility of an Electro-Optic Link for Bondpad-less CMOS Lab-on-Chips
No full textThis paper explores the feasibility of developing CMOS-based lab-on-chips to analyse the properties of a fluid, without the need for bond wires. Both inductive and electro-optical schemes are suggested as possible solutions. Specifically, this paper details a novel approach in achieving electro-optical modulation in unmodified, commercially-available CMOS technology. By exploiting the plasma dispersion effect, it is shown how mid-infrared light can be modulated using parasitic structures designed in a CMOS integrated circuit. Both the fundamental theory and practical realisation are supported with measured data from an experimental setup.Accepted versio
E-learning on the lab with lab education software:Deeper learning & more efficiency?
No full textIn preparing and executing labwork, students experience cognitive overload in understanding their lab work and keeping an overview of the lab experiment. In addition, giving just-in-time feedback to students causes peak loads in working hours for lab-teachers. We investigated the additional value of an inquiry based lab education software tool LabBuddy® on the learning and preparation of students and the peak loads of the lab-teachers. In LabBuddy®, students co-operated in groups of 4 to prepare a (visual) block diagram representing their protocol and plan of approach for Creating Biological Tissue. Students were in their 2nd yr bachelor within the Biomedical Engineering programme. Students were further prepared by videos and pictures in LabBuddy®. The lab-teacher gave in-line feedback on students' documents. on the lab, tablets and computer screens were available so that students could access their protocol, answer questions and make notes in the digital labjournal. Data was collected by observations on the lab, focusgroup sessions (with teaching assistants), a questionnaire (41 items) and by comparing students' final test results (70 students). Compared to last year (all preparations and notes on paper), students now feel better prepared for the lab work, have a good overview of the whole experiment while working on the lab and make more notes on their observations. The final reports are improved as students now follow more closely the research cycle. The peak load in working hours for students and labteachers is decreased. Students find LabBuddy® an intuitive system and would like to use the system for other labwork too.</p
SAREC-Lab/sUAS-UseCases:
No full textUse Cases for Emergency Response Missions with Small Unmanned Aerial System
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UAS-SfM Lab Exercise
No full textThe objective of this lab is to gain experience collecting imagery with an unmanned aircraft system (UAS) and processing it in structure from motion (SfM) photogrammetry software to obtain georeferenced data products, including an orthomosaic in GeoTiff format and a point cloud in ASPRS’s LAS format
High Momentum Spectrometer Saturation Corrections at Jefferson Lab
No full textI performed calibrations to the High Momentum Spectrometer, a particle detector at Jefferson Lab, for use at high beam energies
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