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example, he cites his work with BluetoothTM standards. That work involves more than 15,000 firms that are members of the Bluetooth Special Interest Group, and about 600 unique individuals who actively contributed knowledge to Bluetooth technology development. Members of these firms actively collaborate to advance Bluetooth technology and then return back to their companies to compete for profits. Brown, in essence, wants to understand these competitive and collaborative dynamics while competitors work
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they’re not like, ‘what are we going to do, I don’t know, I’m just logging on and something will happen.’ Instead, they have this sense of predictability.”She also grouped them together in separate, three-person “pods” to simulate in-person dynamics. “The pods would be the same throughout the semester so that you would get a chance to know people, because usually in class, what I had was ‘work with the people around you.’ I wanted to replicate that somehow because those are the relationships that help
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is both natural for brass instruments and challenging in terms of endurance, range and dynamics. Audience members will hear loud sounds, soft melodies, traditional tonal harmony, disjunct modern harmony, and everything in between. At 25 minutes long, it is more than twice the length of an average brass piece. PLU Music Professor and Lyric Brass Quintet member Zach Lyman explains that lengthy pieces challenge a musician’s endurance and stamina. “The music changes style and tonality very frequently
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courses carefully selected from a variety of Humanities, Social Sciences and Interdisciplinary programs, and works in collaboration with local Indigenous communities and institutions to create a space for Indigenous academic knowledge and inquiry. Students work with each other and with members of Indigenous communities to develop understandings and relationships that can complement a variety of majors. NAIS strives for learning that transcends the boundaries and dynamics of the classroom. Here
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. Assorting through various formulae in Python assisted in determining model parameters, their uncertainty, and their reduced χ2 for several variable stars. The reduced χ2 values were quantitative determinants of which models proved significantly the best-fits for the light curves. 2:30pm Jessica Ordaz – “Stars Across the Ages: Investigating Stellar Evolution, Population Dynamics, and Metal Content.” How exactly do astronomers determine the ages and composition of stars? Because of the nature of space
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experience confirmed that desire. I learned a little bit more about how space is produced and utilized, which is a central concern of geographers. Thinking about the spatial dynamics of an urban social movement gave me the chance to read about how people appropriate space as a way to make societal transformation possible. This is captured in Henri Lefebvre’s idea of the Right to the City, a concept that has been invoked more recently by Don Mitchell and David Harvey, among others. It was invigorating to
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152 and four hours from STAT 231, 232, 233, or MATH/STAT 242. MATH 253 (or concurrent enrollment) is strongly recommended. (4) MATH 348 : Statistical Computing and Consulting Topics include qualitative data analysis, as well as the use of R statistical software to create data visualizations and to conduct, present, and interpret statistical analyses such as multiple regression and nonlinear (e.g. logistic) regression. Students will learn about issues that arise when working with real data such as
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of physics Katrina Hay. “It requires long exposures or stacked images, focusing in cold dark conditions, climbing a ladder to access the telescope, tracking objects as they move across the sky, and merging several color-filtered images to make a full-color image. Then the physics begins! Our students optimize these skills to capture the best images for use in their investigations- observing dynamics, temperatures, and luminosity of celestial objects,” Hay concluded. Seeing Stars:Dr. O'Neill is
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opportunities for leadership development and professional development appropriate to the student's interests and abilities. This is a Pass/Fail class only. A general outline of the student's final project is also expected to be developed as a function of the mentoring process. Can be repeated once for credit up to four semester hours. (2) KINS 515 : Applied Sport Psychology I Examination and analysis of theory and research relating to social psychological factors and group dynamics affecting sport and
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diverse groups. Journal of Adolescent Research, 7, 156–176. Differing perceptions Rankin, S. R., & Reason, R. D. (2005). Differing perceptions: How students of color and White students perceive campus climate for underrepresented groups. Journal of College Student Development, 46, 43–61. Race matters Reid, L. D., & Radhakrishnan, P. (2003). Race matters: The relation between race and general campus climate. Cultural Diversity & Ethnic Minority Psychology, 9, 263–275. Ethnic enclaves and the dynamics
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