Relevant bibliographies by topics / First year studies

Academic literature on the topic 'First year studies'

Author: Grafiati
Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "First year studies"

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Swanwick, Maureen. "Child Studies: The First Year." Nursing Standard 7, no. 18 (January 20, 1993): 48. http://dx.doi.org/10.7748/ns.7.18.48.s57.

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Crawford, Ian, and Zhiqi Wang. "Why are first-year accounting studies inclusive?" Accounting & Finance 54, no. 2 (November 12, 2012): 419–39. http://dx.doi.org/10.1111/acfi.12007.

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Filipowicz, Halina, and Oscar E. Swan. "First Year Polish." Slavic and East European Journal 29, no. 1 (1985): 122. http://dx.doi.org/10.2307/307948.

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Wilson, Jeffrey D. "The Christian Year FIRST SUNDAY AFTER EASTER." Expository Times 97, no. 6 (March 1986): 173–74. http://dx.doi.org/10.1177/001452468609700607.

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Gibson, George S. "The Christian Year FIRST SUNDAY AFTER CHRISTMAS." Expository Times 100, no. 3 (September 1988): 101–2. http://dx.doi.org/10.1177/001452468810000308.

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Munro, John P. L. "The Christian Year FIRST SUNDAY AFTER EASTER." Expository Times 100, no. 6 (March 1989): 222–23. http://dx.doi.org/10.1177/001452468910000611.

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Gibson, George S. "The Christian Year FIRST SUNDAY IN LENT." Expository Times 101, no. 5 (February 1990): 142–43. http://dx.doi.org/10.1177/001452469010100506.

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Bishop, John. "The Christian Year First Sunday After Epiphany Jesus, The First and Last." Expository Times 101, no. 3 (July 1989): 77–78. http://dx.doi.org/10.1177/001452468910100306.

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Valsiner, Jaan. "Editorial: after the First Year." Culture & Psychology 2, no. 1 (March 1996): 5–8. http://dx.doi.org/10.1177/1354067x9621001.

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Sherman, Ann. "Using case studies to visualize success with first year principals." Journal of Educational Administration 46, no. 6 (September 26, 2008): 752–61. http://dx.doi.org/10.1108/09578230810908334.

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Dissertations / Theses on the topic "First year studies"

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Baker, Emmett Andrew. "Predictors of Postsecondary Success: An Analysis of First Year College Remediation." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011868/.

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This study was a quantitative multiple regression investigation into the relationships between campus factors of high school students graduating in 2013 who immediately enrolled in first-year college freshman level remedial coursework at a large, Central Texas two-year postsecondary institution. The goal of this study was to determine which high school campus-level factors predicted enrollment into college remedial education coursework. The dependent variable was a continuous variable representing the percentage of students from Texas public high school campuses enrolled into at least one student credit hour of remedial education during their first semester as a first-year college student. Eight high school campus-level independent variables were included in the regression model at the campus-level: at risk percentage, economically disadvantaged percentage, limited English proficient percentage, advanced course/dual-enrollment percentage, college ready math percentage, college ready English percentage, ACT average, and SAT average. Pearson correlations and linear regression results were examined and interpreted to determine the level of relationship between the eight selected variables and first-year college student remedial coursework. The multiple regression model successfully explained 26.3% (F(8,286) = 12.74. p < 0.05, r2 = 0.263) of the variance between first-year college students enrolled into remedial coursework at a large, Central Texas two-year postsecondary institution and the campus-level variables from high schools from which they graduated and indicated campus-level economic disadvantaged percentage and campus-level SAT average to be statistically significant at the p < 0.05 level.
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Kurtyka, Faith. "Rhetorics and Literacies of Everyday Life of First-Year College Students." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/217110.

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This project presents results from a year-long teacher-research study of 50 students in two sections of first-year composition. The goal of this project is to create writing pedagogy in touch with first-year students' everyday worlds and to represent students as people who enter the classroom with literacies, knowledge, and resources. Using funds of knowledge methodology, this project shows how to use students' existing literacy practices and rhetorical skills to move them to deeper levels of critical literacy. Employing frame analysis, this research shows how contemporary consumerist ideologies inform students' orientations towards their education and demonstrates how to use these ideologies as a bridge to getting students to both question the meaning of a college degree and take an active role in their education. To show some of the tensions that emerge for students moving between the spaces of student life, this project uses activity theory to compare the everyday practices of lecture-hall classes and composition classes. "Third Space" theory is suggested as a way for students and teachers to leave familiar practices and scripts to question larger assumptions about the creation of knowledge. Activity theory is also used to examine students' experiences in campus communities, where it is argued that students feel they are engaging in more authentic learning experiences, though they retain some of the attitudes they have towards their academic work in these communities. Combining activity theory, pedagogical action research, and principles of student-centered teaching, conclusions argue for a paradigm for "student engagement research," a methodology for teacher-researchers to both study students' everyday lives and incorporate student culture into the teaching of writing.
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Robinson, Michael Anthony. "Strictly classroom: Ethnographic case studies of student expectations in first year composition." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284274.

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Employing ethnographic and case study research methods, this study attempts to examine student attitudes toward, and senses of purpose about, a first-year college writing course and their roles as students and writers within it. The study argues that students possess clear and highly articulated conceptions of writing classes, of writing's place both within and outside academia, and of themselves as students and writers. These conceptions, like all theories, exhibit both strengths and weaknesses. However, students rarely have the opportunity to engage in dialogue about their views on writing. Because of this, the students in this study generally accommodate themselves to, but compartmentalize, the writing course and the strategies they are exposed to in it. The study suggests, therefore, that writing teachers approach their students not as novices to be corrected concerning the "true" ways of writing, or rejected for their unwillingness to accept these truths. Rather, we should consider writing students an audience to be persuaded to a concept of writing both different from, and similar to, the concepts they already hold. This means that writing teachers must elicit, listen to, and engage with the writing conceptions of their students. Means for fostering this dialogue include having students create narratives of their writing development, asking students to develop mini-ethnographic language projects, and historicizing with and for them standard academic English style.
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Rice'-Daniels, Patricia. "MULTICOMPETENCE, MULTIPLE INTELLIGENCES AND FIRST-YEAR COMPOSITION STUDENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/786.

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The purpose of this study is to examine, gain, and ultimately share an understanding of certain cognitive differences, similarities, intelligence patterns, and preferences between competent monolingual (English) and multicompetent bilingual/multilingual first-year composition (FYC) college students. Within this project is an attempt to address the following questions: Do monolingual and bilingual/multilingual FYC students show different strengths and weaknesses in their cognitive abilities? Are there learning preferences and literacy differences or similarities between monolingual and bilingual/multilingual FYC students? Primarily, two cognitive concepts were used in this examination to provide perspectives and quantitative data in response to the above questions. First, is Vivian Cook’s (1992, 1999) multicompetence theory, which involves cognitive differences between monolingual (L1) and bilingual/multilingual (L2/L3) speakers/users; and second, Howard Gardner’s (1999, 2004, 2006) multiple intelligences (MI) theory, whereby two types of MI assessments were used to study any such differences and similarities among FYC students. To fulfill the requirements for this particular thesis, included is a conference proposal (abstract), a conference paper, and a publishable scholarly article. The necessary charts, graphs, tables, and appendices are provided, accordingly.
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Pauling, Lezshell A. "First-Year Experiences of Male Student-Athletes at a Military College| A Generic Qualitative Study." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285635.

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This generic qualitative study investigated the experiences of male football and basketball student-athletes entering a military college. The intent of this study was to address the gap in literature present in student-athlete experiences at a unique college environment, like a military college. Criterion sampling was used to gain rich data from male football and basketball student-athletes of various ages that could accurately reflect on their experiences attending a military college. Fully structured interviews were completed with each participant. Findings revealed 3 key themes that attributed to the experiences attending their first year at a military college: Theme 1: Academic Self-Efficacy; Theme 2: Social Acceptance; and Theme 3: Emotional Responses. There were also 11 associated patterns to support each key theme. Identifying these themes could be helpful in orienting future student-athletes to having a successful transition.

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Vidumsky, John E. "From Inzhener to ITR: Russian Engineers and the First Five-Year Plan." Master's thesis, Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/117912.

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History
M.A.
The Russian engineering corps was almost completely transformed during the first five-year plan, which ran from 1928-1932. The purpose of this thesis is to examine the nature of that change, and the forces that drove it. In this paper, I will argue that the corps was transformed in four fundamental ways: class composition, skill level, role in production, and political orientation. This paper begins by examining the old engineering corps on the eve of the first five year plan. Specifically, it examines Russian engineers as a subgroup of the intelligentsia, and how that problematized their relationship with power. I next examine how the Soviet government forcibly reshaped the engineering corps by pressure from above, specifically by a combination of state terror and worker-promotion campaigns. These two phenomena were closely intertwined. Along with collectivization and crash industrialization, they were part of the "Cultural Revolution" that reshaped Russian society in this period. I next examine how the campaign of terror against engineers was used by Stalin and his camp for political gain on a variety of fronts. Lastly, I will examine how engineers became part of the Soviet elite after 1931. For sources, I rely especially on the correspondence between Stalin, Kaganovich, and Molotov, which was published in the Yale University Annals of Communism series. I also draw heavily on The Harvard Refugee Interview Project, memoirs, and the collected works of Joseph Stalin.
Temple University--Theses
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Harris, Christopher Sean. "FIRST-YEAR COMPOSITION HANDBOOKS: BUFFERING THE WINDS OF CHANGE." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1149087219.

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Aguirre, Marco Antonio. "First-Generation Latinos at Pacific Northwest University: Their Adjustment and Experience during Freshman Year." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1025.

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This thesis details the lived experiences of ten first-generation Latino students at a large public university in the Pacific Northwest. Their experience and adjustment reveal that they relied on their friends and family, especially their parents for the male participants, for support and encouragement. The help these students received in the form of caring and social capital from faculty and staff during their freshman year ensured that they made a successful adjustment to college. Participants cite influential people and programs that motivated them to succeed and become comfortable in the college student role.
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Rask, Linnea. "Prosodic Features in Child-directed Speech during the Child's First Year." Thesis, Stockholms universitet, Avdelningen för fonetik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118382.

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This study investigates prosodic features of child-directed speech during the child’s first year, using the automated prosodic annotation software Prosogram. From previous studies on first language acquisition and child-directed speech we know that speech directed to infants and small children is characterised by exaggerated use of several prosodic features, including a higher pitch, livelier pitch movement and slower speech rate. Annotation of these phenomena has previously been done manually, which is time consuming and includes a risk of circularity. If we can use semi-automated systems to carry out this task, it would be a huge methodological gain. This study analysed recordings of 10 parent-child pairs at four occasions (3, 6, 9 and 12 months of age) for a total of 40 recordings. The audio files were analysed in Prosogram in order to detect possible differences depending on the child’s age. The results showed a noticeable change in child-directed speech over the first year of the child’s life. A change in several characteristic prosodic features was noted to occur between the ages of 6 and 9 months. Pitch levels decreased, and articulation rate increased. Additionally, parents seemed to use pitch values much higher than their mean pitch speaking to children aged 3 and 6 months than to children aged 9 and 12 months. Despite using a relatively small sample, the results show several interesting trends in the usage of child-directed speech. Furthermore, this study shows that Prosogram is a useful tool for automatic analysis of child-directed speech.
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Smith, Michael D. "Striving and Surviving: The Phenomenology of the First-Year Teaching Experience." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003216.

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Books on the topic "First year studies"

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Anderson, R. G. Computer studies: A first-year course. Henley-on-Thames: Alfred Waller, 1994.

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Anderson, Ronald Gordon. Computer studies: A first-year course. Oxford: Blackwell Scientific Publications, 1990.

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Schnidrig, Bernhard. Berufssorgen von Junglehrkräften: Eine empirische Untersuchung über berufliche Probleme, Problemursachenerklärungen und Problemlösemassnahmen von deutschwalliser Primarschullehrpersonen im ersten bis dritten Dienstjahr. Bern: P. Lang, 1993.

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Classroom encounters: Problems, case studies, solutions. Washington, D.C: NEA Professional Library, National Education Association, 1989.

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Kowalski, Theodore J. Case studies of beginning teachers. White Plains, N.Y: Longman, 1994.

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V, Bullough Robert. Counter narratives: Studies of teacher education and becoming and being a teacher. Albany, N.Y: State University of New York Press, 2008.

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Koenig, Dolores. The Manantali resettlement project: The first year move. Binghamton, N.Y: Institute for Development Anthropology, 1986.

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Brooks-Gunn, Jeanne. First-year maternal employment and child development in the first 7 years. Boston, Mass: Wiley-Blackwell, 2010.

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V, Bullough Robert. First-year teacher: A case study. New York: Teachers College Press, 1989.

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1947-, Knowles J. Gary, and Crow Nedra A. 1951-, eds. Emerging as a teacher. London: Routledge, 1992.

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Book chapters on the topic "First year studies"

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Aull, Laura. "Linguistic and Rhetorical Studies in English: A History and a (Genre-Based) Way Forward." In First-Year University Writing, 18–41. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137350466_2.

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Katzel, Stephen. "Case Studies on Handling Difficult Situations." In Win Your First Year in Teacher Leadership, 87–93. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003230274-8.

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Egbert, Maria M. "Miscommunication in Language Proficiency Interviews of First-Year German Students." In Studies in Bilingualism, 147. Amsterdam: John Benjamins Publishing Company, 1998. http://dx.doi.org/10.1075/sibil.14.10egb.

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Kruse, Otto. "Getting Started: Academic Writing in the First Year of a University Education." In Studies in Writing, 19–28. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/0-306-48195-2_2.

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Doolan, Stephen M. "The influence of sources on First-Year Composition L1 student writing." In Studies in Corpus Linguistics, 90–114. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/scl.95.04doo.

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Biers, Kelly. "Decolonial and Feminist Course Design and Assessment in the First-Year French Curriculum." In Diversity and Decolonization in French Studies, 245–57. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95357-7_16.

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Rodman, H. R., C. G. Gross, and S. P. Scalaidhe. "Development of Brain Substrates for Pattern Recognition in Primates: Physiological and Connectional Studies of Inferior Temporal Cortex in Infant Monkeys." In Developmental Neurocognition: Speech and Face Processing in the First Year of Life, 63–75. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-015-8234-6_6.

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Chacón, Adriana, and Sandro Zolezzi. "Economic Resilience During COVID-19’s First Year: Case Studies of Costa Rica, Dominican Republic and Panama." In Community Empowerment, Sustainable Cities, and Transformative Economies, 49–71. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5260-8_5.

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Kaarninen, Mervi. "The Trials of Sarah Wheeler (1807–1867): Experiencing Submission." In Palgrave Studies in the History of Experience, 195–217. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92140-8_8.

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AbstractThe protagonist of the chapter Sarah Wheeler, daughter of British Quaker family lived in Russia near St. Petersburg at the beginning of the 19th century until the year 1838. Using as a source material Sarah Wheeler’s correspondence the chapter analyses her spiritual life, her faith on the God and how she lived through her bereavements and how her emotions like sorrow and fear gradually evolved into an experience which gave a direction and security in his life. This is the first study in which the correspondence between Sarah Wheeler and Margaret Finlayson has been utilized.
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Standl, Bernhard, Elisabeth Wetzinger, and Gerald Futschek. "Student Retention: Towards Defining Measures for Improved Quality of Teaching and Learning in the First Year of Computer Science Studies." In IFIP Advances in Information and Communication Technology, 640–47. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-74310-3_64.

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Conference papers on the topic "First year studies"

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Kori, Kulli, Margus Pedaste, Eno Tonisson, Tauno Palts, Heilo Altin, Ramon Rantsus, Raivo Sell, Kristina Murtazin, and Tiia Ruutmann. "First-year dropout in ICT studies." In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7096008.

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Rodgers, Kelsey, Heidi A. Diefes-Dux, and Krishna Madhavan. "Case studies: First-Year engineering nanotechnology-based design projects." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684841.

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Chen, Tzu-Yi. "Session details: The first year: studies of student performance." In SIGCSE05: Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2005. http://dx.doi.org/10.1145/3259467.

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Kakkonen, Marja-Liisa. "First-year business students’ entrepreneurial attitudes." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7973.

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Entrepreneurial competences consist of attitudes, knowledge and skills. Several higher education institutions support and promote students' learning of entrepreneurial competences during their studies. In order to verify the development of these competences they should be first examined at the early phase of the studies. Therefore, in the autumn 2017 when a new curriculum was launched in the business department of a Finnish university of applied sciences, a follow-up study with three sub-studies was planned to annually survey students' attitudes towards entrepreneurship, generic competences and subject-specific competences of entrepreneurship.This paper presents the results of the first sub-study which examined the students' attitudes in the beginning of their studies. According to the findings, their attitudes towards entrepreneurship are quite positive. Although the aim is not to generalize the results of the study beyond this student group, the findings provide a solid starting point for the implementation of the curriculum in this higher education institution and thus, for the development of students' even more positive attitudes towards entrepreneurship during their studies.
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Stein, Keith R., Connor D. Fredrick, and Richard W. Peterson. "Undergraduate Advanced Laboratory Studies on Supersonic Nozzle Flow." In 2015 Conference on Laboratory Instruction Beyond the First Year. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/bfy.2015.pr.024.

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Ribas-Xirgo, Lluís, A. Josep Velasco-Gonzalez, and Mercè Rullan-Ayza. "Introduction of Learning Activities' Agendas in First-Year Degree Studies." In 2009 Ninth IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2009. http://dx.doi.org/10.1109/icalt.2009.201.

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Bhardwaj, Jyoti. "Exploring CS Entrants’ Expectations of Friendship in their First Year Studies." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962470.

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"The Effect of Social Networks on Education Faculty Learners: A Comparative Study of First-Year Students from 2016 and 2022 Academic Year." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a20.

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Wong, Michael, Greg McKenzie, Michael Ol, Kristian Petterson, and Steve Zhang. "Joint TTCP CFD Studies into the 1303 UCAV Performance: First Year Results." In 24th AIAA Applied Aerodynamics Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.2006-2984.

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Winkler, C., K. Bennett, L. Hanlon, O. R. Williams, W. Collmar, R. Diehl, V. Schönfelder, et al. "Gamma-ray burst studies by COMPTEL during its first year of operation." In COMPTON GAMMA-RAY OBSERVATORY. AIP, 1993. http://dx.doi.org/10.1063/1.44232.

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Reports on the topic "First year studies"

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Shukla, Arun, and Martin H. Sadd. Studies of the Effect of Microstructure on the Dynamic Behavior of Granular and Particulate Media (First Year Report). Fort Belvoir, VA: Defense Technical Information Center, March 1994. http://dx.doi.org/10.21236/ada279012.

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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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Berggren, Erik, ed. Master in Ethnic & Migration Studies: Migration from Ukraine. Linköping University Electronic Press, September 2022. http://dx.doi.org/10.3384/9789179295103.

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This report is made by students at the International Master’s Programme in Ethnic and Migration Studies (EMS), Campus Norrköping, Linköping University (LiU). Every Spring we give the first-year students the task to apply their knowledge in migration and ethnic relations on a chosen topic. The report is produced during few weeks by the students themselves. This is the sixth issue of REMS – Reports from the Master of Arts program in Ethnic and Migration Studies. This year we focus on the ongoing war in Ukraine and specifically its consequences for Ukrainian refugees fleeing the war, as well as on the Swedish and European reception of refugees. We cover far from all, but some important, aspects of the ongoing catastrophe this war entails for everybody involved. Despite a feeling of powerlessness and despair when war takes over and seem to block our capacity to think and act, it is even more important that intellectuals, researchers, and students, stick to the pens and insist on trying to understand, continue to analyse and investigate what is going on.
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Meir, Shimon, Michael Reid, Cai-Zhong Jiang, Amnon Lers, and Sonia Philosoph-Hadas. Molecular Studies of Postharvest Leaf and Flower Abscission. United States Department of Agriculture, 2005. http://dx.doi.org/10.32747/2005.7696523.bard.

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Original objectives: Understanding the regulation of abscission competence by exploring the nature and function of auxin-related gene expression changes in the leaf and pedicelAZs of tomato (as a model system), was the main goal of the previously submitted proposal. We proposed to achieve this goal by using microarray GeneChip analysis, to identify potential target genes for functional analysis by virus-induced gene silencing (VIGS). To increase the potential of accomplishing the objectives of the previously submitted proposal, we were asked by BARD to show feasibility for the use of these two modern techniques in our abscission system. Thus, the following new objectives were outlined for the one-year feasibility study: 1.to demonstrate the feasibility of the VIGS system in tomato to perform functional analysis of known abscission-related genes; 2. to demonstrate that by using microarray analysis we can identify target genes for further VIGS functional analysis. Background to the topic: It is a generally accepted model that auxin flux through the abscission zone (AZ) prevents organ abscission by rendering the AZ insensitive to ethylene. However, the molecular mechanisms responsible for acquisition of abscission competence and the way in which the auxin gradient modulates it are still unknown. Understanding this basic stage of the abscission process may provide us with future tools to control abscission for agricultural applications. Based on our previous study, performed to investigate the molecular changes occurring in leaf and stem AZs of MirabillisJalapaL., we have expanded our research to tomato, using genomic approaches that include modern techniques for gene discovery and functional gene characterization. In our one-year feasibility study, the US team has established a useful system for VIGS in tomato, using vectors based on the tobacco rattle virus (TRV), a Lcreporter gene for silencing (involved in regulation of anthocyanin biosynthesis), and the gene of interest. In parallel, the Israeli team has used the newly released Affymetrix Tomato GeneChip to measure gene expression in AZ and non-AZ tissues at various time points after flower removal, when increased sensitivity to ethylene is acquired prior to abscission (at 0-8 h), and during pedicelabscission (at 14 h). In addition, gene expression was measured in the pedicel AZ pretreated with the ethylene action inhibitor, 1-methylcyclopropene (1-MCP) before flower removal, to block any direct effects of ethylene. Major conclusions, solutions and achievements: 1) The feasibility study unequivocally established that VIGS is an ideal tool for testing the function of genes with putative roles in abscission; 2) The newly released Affymetrix Tomato GeneChip was found to be an excellent tool to identify AZ genes possibly involved in regulation and execution of abscission. The VIGS-based study allowed us to show that TAPG, a polygalacturonase specifically associated with the tomato AZ, is a key enzyme in the abscission process. Using the newly released Affymetrix Tomato GeneChip we have identified potential abscission regulatory genes as well as new AZ-specific genes, the expression of which was modified after flower removal. These include: members of the Aux/IAAgene family, ethylene signal transduction-related genes, early and late expressed transcription factors, genes which encode post-translational regulators whose expression was modified specifically in the AZ, and many additional novel AZ-specific genes which were previously not associated with abscission. This microarray analysis allowed us to select an initial set of target genes for further functional analysis by VIGS. Implications: Our success in achieving the two objectives of this feasibility study provides us with a solid basis for further research outlined in the original proposal. This will significantly increase the probability of success of a full 3-year project. Additionally, our feasibility study yielded highly innovative results, as they represent the first direct demonstration of the functional involvement of a TAPG in abscission, and the first microarray analysis of the abscission process. Using these approaches we could identify a large number of genes involved in abscission regulation, initiation and execution, and in auxin-ethylene cross-talk, which are of great importance, and could enable their potential functional analysis by VIGS.
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5

Burgess, Caitlin, and John R. Skalski. The Design and Analysis of Salmonid Tagging Studies in the Columbia Basin : Volume XVII : Effects of Ocean Covariates and Release Timing on First Ocean-Year Survival of Fall Chinook Salmon from Oregon and Washington Coastal Hatcheries. Office of Scientific and Technical Information (OSTI), May 2001. http://dx.doi.org/10.2172/961874.

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6

Caskey, Kristin. Community Engagement 101 for Fashion, Graphic, and Interior Designers MoB Studio’s First Year. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-784.

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7

Araujo,, María Caridad, and Karen Macours. Education, Income and Mobility: Experimental Impacts of Childhood Exposure to Progresa after 20 Years. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003808.

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In 1997, the Mexican government designed the conditional cash transfer program Progresa, which became the worldwide model of a new approach to social programs, simultaneously targeting human capital accumulation and poverty reduction. A large literature has documented the short and medium-term impacts of the Mexican program and its successors in other countries. Using Progresas experimental evaluation design originally rolled out in 1997-2000, and a tracking survey conducted 20 years later, this paper studies the differential long-term impacts of exposure to Progresa. We focus on two cohorts of children: i) those that during the period of differential exposure were in-utero or in the first years of life, and ii) those who during the period of differential exposure were transitioning from primary to secondary school. Results for the early childhood cohort, 18-20-year-old at endline, shows that differential exposure to Progresa during the early years led to positive impacts on educational attainment and labor income expectations. This constitutes unique long-term evidence on the returns of an at-scale intervention on investments in human capital during the first 1000 days of life. Results for the school cohort - in their early 30s at endline - show that the short-term impacts of differential exposure to Progresa on schooling were sustained in the long-run and manifested themselves in larger labor incomes, more geographical mobility including through international migration, and later family formation.
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8

Kuiken, Todd, and Jennifer Kuzma. Genome Editing in Latin America: Regional Regulatory Overview. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003410.

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The power and promise of genome editing, CRISPR specifically, was first realized with the discovery of CRISPR loci in the 1980s.3 Since that time, CRISPR-Cas systems have been further developed enabling genome editing in virtually all organisms across the tree of life.3 In the last few years, we have seen the development of a diverse set of CRISPR-based technologies that has revolutionized genome manipulation.4 Enabling a more diverse set of actors than has been seen with other emerging technologies to redefine research and development for biotechnology products encompassing food, agriculture, and medicine.4 Currently, the CRISPR community encompasses over 40,000 authors at 20,000 institutions that have documented their research in over 20,000 published and peer-reviewed studies.5 These CRISPR-based genome editing tools have promised tremendous opportunities in agriculture for the breeding of crops and livestock across the food supply chain. Potentially addressing issues associated with a growing global population, sustainability concerns, and possibly help address the effects of climate change.4 These promises however, come along-side concerns of environmental and socio-economic risks associated with CRISPR-based genome editing, and concerns that governance systems are not keeping pace with the technological development and are ill-equipped, or not well suited, to evaluate these risks. The Inter-American Development Bank (IDB) launched an initiative in 2020 to understand the complexities of these new tools, their potential impacts on the LAC region, and how IDB may best invest in its potential adoption and governance strategies. This first series of discussion documents: “Genome Editing in Latin America: Regulatory Overview,” and “CRISPR Patent and Licensing Policy” are part of this larger initiative to examine the regulatory and institutional frameworks surrounding gene editing via CRISPR-based technologies in the Latin America and Caribbean (LAC) regions. Focusing on Argentina, Bolivia, Brazil, Colombia, Honduras, Mexico, Paraguay, Peru, and Uruguay, they set the stage for a deeper analysis of the issues they present which will be studied over the course of the next year through expert solicitations in the region, the development of a series of crop-specific case studies, and a final comprehensive regional analysis of the issues discovered.
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Bagley, Margo. Genome Editing in Latin America: CRISPR Patent and Licensing Policy. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003409.

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The power and promise of genome editing, CRISPR specifically, was first realized with the discovery of CRISPR loci in the 1980s.i Since that time, CRISPR-Cas systems have been further developed enabling genome editing in virtually all organisms across the tree of life.i In the last few years, we have seen the development of a diverse set of CRISPR-based technologies that has revolutionized genome manipulation.ii Enabling a more diverse set of actors than has been seen with other emerging technologies to redefine research and development for biotechnology products encompassing food, agriculture, and medicine.ii Currently, the CRISPR community encompasses over 40,000 authors at 20,000 institutions that have documented their research in over 20,000 published and peer-reviewed studies.iii These CRISPR-based genome editing tools have promised tremendous opportunities in agriculture for the breeding of crops and livestock across the food supply chain. Potentially addressing issues associated with a growing global population, sustainability concerns, and possibly help address the effects of climate change.i These promises however, come along-side concerns of environmental and socio-economic risks associated with CRISPR-based genome editing, and concerns that governance systems are not keeping pace with the technological development and are ill-equipped, or not well suited, to evaluate these risks. The Inter-American Development Bank (IDB) launched an initiative in 2020 to understand the complexities of these new tools, their potential impacts on the LAC region, and how IDB may best invest in its potential adoption and governance strategies. This first series of discussion documents: “Genome Editing in Latin America: Regulatory Overview,” and “CRISPR Patent and Licensing Policy” are part of this larger initiative to examine the regulatory and institutional frameworks surrounding gene editing via CRISPR-based technologies in the Latin America and Caribbean (LAC) regions. Focusing on Argentina, Bolivia, Brazil, Colombia, Honduras, Mexico, Paraguay, Peru, and Uruguay, they set the stage for a deeper analysis of the issues they present which will be studied over the course of the next year through expert solicitations in the region, the development of a series of crop-specific case studies, and a final comprehensive regional analysis of the issues discovered.
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10

Page, Martin, Bruce MacAllister, Marissa Campobasso, Angela Urban, Catherine Thomas, Clinton Cender, Clint Arnett, et al. Optimizing the Harmful Algal Bloom Interception, Treatment, and Transformation System (HABITATS). Engineer Research and Development Center (U.S.), October 2021. http://dx.doi.org/10.21079/11681/42223.

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Harmful algal blooms (HABs) continue to affect lakes and waterways across the nation, often resulting in environmental and economic damage at regional scales. The US Army Engineer Research and Development Center (ERDC) and collaborators have continued research on the Harmful Algal Bloom Interception, Treatment, and Transformation System (HABITATS) project to develop a rapidly deployable and scalable system for mitigating large HABs. The second year of the project focused on optimization research, including (1) development of a new organic flocculant formulation for neutralization and flotation of algal cells; (2) testing and initial optimization of a new, high-throughput biomass dewatering system with low power requirements; (3) development, design, assembly, and initial testing of the first shipboard HABITATS prototype; (4) execution of two field pilot studies of interception and treatment systems in coordination with the Florida Department of Environmental Protection and New York State Department of Environmental Conservation; (5) conversion of algal biomass into biocrude fuel at pilot scale with a 33% increase in yield compared to the previous bench scale continuous-flow reactor studies; and (6) refinement of a scalability analysis and optimization model to guide the future development of full-scale prototypes.
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