Entity

Time filter

Source Type

Abilene, TX, United States

Abilene Christian University is a private university located in Abilene, in the U.S. state of Texas, affiliated with Churches of Christ. ACU was founded in 1906, as Childers Classical Institute. Abilene Christian University's fall 2014 enrollment is 4,427 students of which 777 are graduate students. The number of students enrolled breaks down to 1,112 freshmen, 806 sophomores, 762 juniors, 892 seniors, 78 “non-traditional” and 777 graduate students.The retention rate, the percentage of last year’s freshmen returning to campus, went down to 75.1 percent from 79.4 percent, a 4.3 percent decrease. Six years ago, the university set a retention rate goal of 80 percent, but the average since has been 75.2 percent.- See more at: http://www.acuoptimist.com/2014/09/ethnicity-up-with-slight-enrollment-decrease/#sthash.uX0EnysS.dpuf Wikipedia.


Huddleston J.R.,Abilene Christian University
Infection and Drug Resistance | Year: 2014

Bacterial infections are becoming increasingly difficult to treat due to widespread antibiotic resistance among pathogens. This review aims to give an overview of the major horizontal transfer mechanisms and their evolution and then demonstrate the human lower gastrointestinal tract as an environment in which horizontal gene transfer of resistance determinants occurs. Finally, implications for antibiotic usage and the development of resistant infections and persistence of antibiotic resistance genes in populations as a result of horizontal gene transfer in the large intestine will be discussed. © 2014 Huddleston. Source


Karabegov A.,Abilene Christian University
Communications in Mathematical Physics | Year: 2013

We show that Gammelgaard's formula expressing a star product with separation of variables on a pseudo-Kähler manifold in terms of directed graphs without cycles is equivalent to an inversion formula for an operator on a formal Fock space. We prove this inversion formula directly and thus offer an alternative approach to Gammelgaard's formula which gives more insight into the question why the directed graphs in his formula have no cycles. © 2013 Springer-Verlag Berlin Heidelberg. Source


Powell C.B.,Abilene Christian University | Mason D.S.,University of North Texas
Journal of Science Education and Technology | Year: 2013

Chemistry instructors in teaching laboratories provide expert modeling of techniques and cognitive processes and provide assistance to enrolled students that may be described as scaffolding interaction. Such student support is particularly essential in laboratories taught with an inquiry-based curriculum. In a teaching laboratory with a high instructor-to-student ratio, mobile devices can provide a platform for expert modeling and scaffolding during the laboratory sessions. This research study provides data collected on the effectiveness of podcasts delivered as needed in a first-semester general chemistry laboratory setting. Podcasts with audio and visual tracks covering essential laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones® or iPod touches®. Research focused in three areas: the extent of podcast usage, the numbers and types of interactions between instructors and student laboratory teams, and student performance on graded assignments. Data analysis indicates that on average the podcast treatment laboratory teams accessed a podcast 2. 86 times during the laboratory period during each week that podcasts were available. Comparison of interaction data for the lecture treatment laboratory teams and podcast treatment laboratory teams reveals that scaffolding interactions with instructors were statistically significantly fewer for teams that had podcast access rather than a pre-laboratory lecture. The implication of the results is that student laboratory teams were able to gather laboratory information more effectively when it was presented in an on-demand podcast format than in a pre-laboratory lecture format. Finally, statistical analysis of data on student performance on graded assignments indicates no significant differences between outcome measures for the treatment groups when compared as cohorts. The only statistically significant difference is between students who demonstrated a high level of class participation in the concurrent general chemistry lecture course; for this sub-group the students in the podcast treatment group earned a course average that was statistically significantly higher than those in the lecture treatment group. © 2012 Springer Science+Business Media, LLC. Source


Jessup R.K.,Trinity College Dublin | Jessup R.K.,California Institute of Technology | Jessup R.K.,Abilene Christian University | O'Doherty J.P.,Trinity College Dublin | O'Doherty J.P.,California Institute of Technology
European Journal of Neuroscience | Year: 2014

There is accumulating evidence implicating a set of key brain regions in encoding rewarding and punishing outcomes, including the orbitofrontal cortex, medial prefrontal cortex, ventral striatum, anterior insula, and anterior cingulate. However, it has proved challenging to reach consensus concerning the extent to which different brain areas are involved in differentially encoding rewarding and punishing outcomes. Here, we show that many of the brain areas involved in outcome processing represent multiple outcome components: encoding the value of outcomes (whether rewarding or punishing) and informational coding, i.e. signaling whether a given outcome is rewarding or punishing, ignoring magnitude or experienced utility. In particular, we report informational signals in the lateral orbitofrontal cortex and anterior insular cortex that respond to both rewarding and punishing feedback, even though value-related signals in these areas appear to be selectively driven by punishing feedback. These findings highlight the importance of taking into account features of outcomes other than value when characterising the contributions of different brain regions in outcome processing. © 2014 Federation of European Neuroscience Societies and John Wiley & Sons Ltd. Source


Paris W.,Abilene Christian University
Progress in transplantation (Aliso Viejo, Calif.) | Year: 2010

Concern has increasingly been expressed about the growing number of reports of medical personnel participating in the transplantation of human organs or tissues taken from the bodies of executed prisoners, handicapped patients, or poor persons who have agreed to part with their organs for commercial purposes. Such behavior has been universally considered as ethically and morally reprehensible, yet in some parts of the world the practice continues to flourish. The concept of justice demands that every person have an equal right to life, and to protect this right, society has an obligation to ensure that every person has equal access to medical care. Regrettably, the Egyptian system does not legally recognize brain death and continues to allow the buying and selling of organs. For more than 30 years in Egypt, the ability to pay has determined who receives an organ and economic need has determined who will be the donor. As transplant professionals, it is important that we advocate on behalf of all patients, potential recipients, and donors and for those who are left out and not likely to receive a donor organ in an economically based system. Current issues associated with this debate are reviewed and recommendations about how to address them in Egypt are discussed. Source

Discover hidden collaborations