This document appears to be a dissertation from 1998 that discusses the role of adenines in stabilizing cations and cation exchange kinetics. However, the document contains no actual content, as each page is marked as being reproduced from the copyright owner and further reproduction is prohibited without permission. Therefore, no meaningful summary can be provided as the document does not contain any information to summarize.
Attachment columbia dissertation -relaxing improves iq and creativity test p...Dr. Ron Rubenzer
I am seeking to update research on The School PERFORMANCE benefits of Mindfulness Based Stress Reduction. I am establishing "bedrock" best practices, evidence based research that proves Social Emotional Learning (SEL) improves test performance. It's been my experience that, citing better Quality Of (student) Life, as an outcome of MBSR does not convince "test-obsessed" decision makers to even try MBSR. But if you mention a 10% increase in test scores for system that practice MBSR it is "attention getting." Anyone out there who has empirical proof that SEL can lead to better grades etc. I thank you in advance.
Attachment columbia dissertation -relaxing improves iq and creativity test p...Dr. Ron Rubenzer
I am seeking to update research on The School PERFORMANCE benefits of Mindfulness Based Stress Reduction. I am establishing "bedrock" best practices, evidence based research that proves Social Emotional Learning (SEL) improves test performance. It's been my experience that, citing better Quality Of (student) Life, as an outcome of MBSR does not convince "test-obsessed" decision makers to even try MBSR. But if you mention a 10% increase in test scores for system that practice MBSR it is "attention getting." Anyone out there who has empirical proof that SEL can lead to better grades etc. I thank you in advance.
Teaching English with technology: Exploring teacher learning and practice (Hu...Joan E. Hughes, Ph.D.
In 1998-2000, I developed the RAT (p. 30+) and TPCK / TPACK (see page 137+; p. 178 for figure) in this dissertation at Michigan State University as a doctoral student.
Abstract: The purpose of this study, conducted during the 1998-1999 school year, was to examine the nature of teachers’ technology-supported English practice and understand teachers’ learning to teach with technology. Four middle-school English teachers, who used technology in support of teaching English content, agreed to participate in this study. The data included a combination of classroom observations and life-history teacher interviews. Observations focused on the teachers’ use of technology in relation to instruction and student learning experiences. The series of interviews explored the teachers’ life histories, including history of educational preparation, career(s), teaching positions, technology experiences, technology learning, and technology use.
The dissertation study was written in the format of three journal articles. In the first article, a technology use taxonomy was developed to analyze teachers’ technology use in content areas: technology as replacement, technology as amplification, and technology as transformation. Across time, participants used technology across all three categories, not in a sequential order. This finding challenges the notion that sophistication of technology use is linked to technology experience. This finding may be explained by the expansion of practical uses for technology, the teachers’ reform-oriented beliefs, and the possibility that these teachers learned from others’ “expert knowledge.” Varieties of technology transformation that may have been obscured in the data analysis are discussed.
Analysis in the second article explored how teachers learned to use the technology they reported knowing. Using technology to support subject matter instruction occurred more often when a teacher’s initial learning experience involved either (a) learning technology in the context of learning more English language arts content or (b) learning technology with an awareness of a connection between the technology and the English language arts. From analysis of trends in four teachers’ technology-learning, I developed a general model that illustrated the technology-learning process and described how teachers take multiple pathways through this learning model.
In the third article I analyzed and compared why and how teachers learned and used technology. The teachers’ reasons for learning technology were closely associated with the reasons they used technology in their teaching practice. Further, the manner in which the teachers learned impacted the design of learning opportunities for their students. I conjecture about the kinds of knowledge (TPCK, TPACK) that teachers develop through the process of learning to teach with technology.
Teaching English with technology: Exploring teacher learning and practice (Hu...Joan E. Hughes, Ph.D.
In 1998-2000, I developed the RAT (p. 30+) and TPCK / TPACK (see page 137+; p. 178 for figure) in this dissertation at Michigan State University as a doctoral student.
Abstract: The purpose of this study, conducted during the 1998-1999 school year, was to examine the nature of teachers’ technology-supported English practice and understand teachers’ learning to teach with technology. Four middle-school English teachers, who used technology in support of teaching English content, agreed to participate in this study. The data included a combination of classroom observations and life-history teacher interviews. Observations focused on the teachers’ use of technology in relation to instruction and student learning experiences. The series of interviews explored the teachers’ life histories, including history of educational preparation, career(s), teaching positions, technology experiences, technology learning, and technology use.
The dissertation study was written in the format of three journal articles. In the first article, a technology use taxonomy was developed to analyze teachers’ technology use in content areas: technology as replacement, technology as amplification, and technology as transformation. Across time, participants used technology across all three categories, not in a sequential order. This finding challenges the notion that sophistication of technology use is linked to technology experience. This finding may be explained by the expansion of practical uses for technology, the teachers’ reform-oriented beliefs, and the possibility that these teachers learned from others’ “expert knowledge.” Varieties of technology transformation that may have been obscured in the data analysis are discussed.
Analysis in the second article explored how teachers learned to use the technology they reported knowing. Using technology to support subject matter instruction occurred more often when a teacher’s initial learning experience involved either (a) learning technology in the context of learning more English language arts content or (b) learning technology with an awareness of a connection between the technology and the English language arts. From analysis of trends in four teachers’ technology-learning, I developed a general model that illustrated the technology-learning process and described how teachers take multiple pathways through this learning model.
In the third article I analyzed and compared why and how teachers learned and used technology. The teachers’ reasons for learning technology were closely associated with the reasons they used technology in their teaching practice. Further, the manner in which the teachers learned impacted the design of learning opportunities for their students. I conjecture about the kinds of knowledge (TPCK, TPACK) that teachers develop through the process of learning to teach with technology.
Simulation of curing process of carbon/epoxy composite during autoclave degas...Darkdragon766
Simulation of curing process of carbon/epoxy composite during
autoclave degassing molding by considering phase changes of epoxy
resin
Seong-Hwan Yoo a, b
, Min-Gu Han a
, Jin-Ho Hong a
, Seung-Hwan Chang a, *
a School of Mechanical Engineering, Chung-Ang University (CAU), 221, Huksuk-Dong, Dongjak-Gu, Seoul 156-756, Republic of Korea
b Korea Photonics Technology Institute Lighting Solution R&BD Center, Gwangju, Republic of Korea
This is an application specialist certification covering optical LAN (OLAN) networks, cabling design and installation, which includes P2P and PON networks used in place of traditional LAN cabling based on traditional structured cabling standards for copper/fiber networks.
Reproduced with permission of the copyright owner. Further re.docxWilheminaRossi174
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A Group Rule-Utilitarian Approach to Voter Turnout: Theory and Evidence
Coate, Stephen;Conlin, Michael
The American Economic Review; Dec 2004; 94, 5; ProQuest
pg. 1476
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World IP Forum presentation on building an innovation system through intellec...Dipanjan "DJ" Nag
Building an innovation ecosystem in India through IP. Startups are at the heart of building value to through technology transfer. The challenge that India has is valuation.
Speaking at the World Intellectual Property Forum was a unique experience. After many years to come back to India and learn about the advancements was truly a pleasure. India is now the 5th largest economy in the world with $3.7T and by 2030 it is predicted to be the 3rd largest economy.
My talk focused on the need for increased number of startups which are more intensive on hashtag#intellectualproperty. Currently India ranks #2 in the world after the hashtag#unitedstates in the number of startups created. But the valuation is still lagging. We had a wonderful discussion around that topic and I will post the slides in a later posting soon.
IP Negotiations for Tech Transfer Tactics FINAL.pdfDipanjan "DJ" Nag
Intellectual property rights are at the heart of virtually every research collaboration between academia and industry, and the negotiation around IP is often contentious, frustrating – and too often a deal-breaker. Every negotiation is unique and loaded with complexity. By gaining practical knowledge of the various situations that arise in these negotiations – and the creative solutions used to resolve them — you can dramatically increase the chances of resolving IP issues and establishing long-term relationships that bring critical benefits to both partners.
This practical session will focus on arriving at a win-win strategy for resolving IP-related issues and structuring a deal that benefits both parties. The session will draw from the direct experiences of the speakers in handling sensitive situations, including a role-playing exercise in a mock negotiation to illustrate specific sticking points and showcase proven strategies for resolving them.
Here is a brief look at the areas covered:
Who owns the foreground IP?
Rights to background IP?
Publication
Patent prosecution
Patent enforcement
Research, Development & Commercialization
Improvements
Other issues in IP negotiations
Mock negotiations to illustrate win-win resolutions
We’ve teamed with a pair of experts with extensive experience on both sides of the table. Join Dr. DJ Nag, PhD, MBA, CLP, RTTP, President of Innovaito, LLC, and Tatiana Litvin-Vechnyak, PhD, Vice President of Technology Commercialization for Georgetown University, for this important program
Negotiating intellectual property rights between industry and university can be very complex and sometimes contentious. This presentation covers the key areas of negotiating strategy that tries to find common ground.
What to know if it is your first rodeo in patent monetization?Dipanjan "DJ" Nag
What to know if it is your first rodeo in patent monetization
The top two monetization deals from universities have received more revenues than the combined revenues of technology transfer for all universities reporting to AUTM. Yet, patent monetization is often seen in a negative light. Corporate licensing relies heavily on patent monetization and a company like IBM produces close to two billion dollars in annual revenues year after year. There are certain nuances of patent monetization that a university should adopt, which can be regarded as ethical licensing. The cornerstone of ethical licensing is to ensure patents utilized in a monetization campaign are of the highest quality and that the university takes every precaution to preserve its reputation. If it is the first time that a university is considering patent monetization, certain best practices from the corporate side before launching a campaign. This panel of highly experienced patent monetization experts will discuss the financials, due diligence, public perceptions, and legal implications of carrying out a highly successful patent monetization program.
What to know if it is your first rodeo in patent monetization V2_19DN.pptxDipanjan "DJ" Nag
The top two monetization deals from universities have received more revenues than the combined revenues of technology transfer for all universities reporting to AUTM. Yet, patent monetization is often seen in a negative light. Corporate licensing relies heavily on patent monetization and a company like IBM produces close to two billion dollars in annual revenues year after year. There are certain nuances of patent monetization that a university should adopt, which can be regarded as ethical licensing. The cornerstone of ethical licensing is to ensure patents utilized in a monetization campaign are of the highest quality and that the university takes every precaution to preserve its reputation. If it is the first time that a university is considering patent monetization, certain best practices from the corporate side before launching a campaign. This panel of highly experienced patent monetization experts will discuss the financials, due diligence, public perceptions, and legal implications of carrying out a highly successful patent monetization program.
Can you monetize innovation? Universities and corporation are interested in licensing patents without selling products. More companies are now focused on monetizing their ideas than ever before. IBM, Microsoft, Qualcomm, Nokia and a long list of other companies add more to their bottom line than you would imagine.
Role of Adenines in stabilization of DNA G-quadruplexes
1. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Role of adenines in stabilization and exchange kinetics of cations in ...
Nag, Dipanjan
ProQuest Dissertations and Theses; 1998; ProQuest
pg. n/a