Galesburg, IL, United States
Galesburg, IL, United States

Knox College is a postgraduate theological college of the University of Toronto in Toronto, Ontario, Canada. It was founded in 1844 as part of a schism movement in the Church of Scotland following the Disruption of 1843. Knox is affiliated with the Presbyterian Church in Canada and confers doctoral degrees as a member school of the Toronto School of Theology. Wikipedia.

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News Article | May 5, 2017
Site: www.prweb.com

LearnHowToBecome.org, a leading resource provider for higher education and career information, has released its list of the Best Colleges in Illinois for 2017. 50 four-year colleges were ranked, with Northwestern University, University of Chicago, Bradley University, Illinois Institute of Technology and Augustana College taking the top five spots on the list. 49 two-year schools were also selected; Carl Sandburg College, Illinois Central College, Richland Community College, Rend Lake College and Lincoln Land Community College were the top five. A complete list of schools is included below. “The schools on our list have shown that they offer outstanding educational programs that set students up for post-college success,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “Students exploring higher education options in Illinois can also look to these schools to provide top-quality resources that help maximize the overall educational experience.” To be included on the “Best Colleges in Illinois” list, all schools must be not-for-profit and regionally accredited. Each college is also evaluated metrics including annual alumni earnings, the opportunity for employment services and academic counseling, the selection of degree programs offered, financial aid availability and graduation rates. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Illinois” list, visit: The Best Four-Year Colleges in Illinois for 2017 include: Augustana College Aurora University Benedictine University Blackburn College Bradley University Chicago State University Concordia University-Chicago DePaul University Dominican University Eastern Illinois University Elmhurst College Eureka College Governors State University Greenville College Illinois College Illinois Institute of Technology Illinois State University Illinois Wesleyan University Judson University Knox College Lake Forest College Lewis University Loyola University Chicago MacMurray College McKendree University Millikin University Monmouth College National Louis University North Central College North Park University Northern Illinois University Northwestern University Olivet Nazarene University Principia College Quincy University Rockford University Roosevelt University Rush University Saint Xavier University Southern Illinois University-Carbondale Southern Illinois University-Edwardsville Trinity Christian College Trinity International University-Illinois University of Chicago University of Illinois at Chicago University of Illinois at Springfield University of Illinois at Urbana-Champaign University of St Francis Western Illinois University Wheaton College The Best Two-Year Colleges in Illinois for 2017 include: Black Hawk College Carl Sandburg College City Colleges of Chicago - Harry S Truman College City Colleges of Chicago - Malcolm X College City Colleges of Chicago - Wilbur Wright College City Colleges of Chicago-Harold Washington College City Colleges of Chicago-Kennedy-King College City Colleges of Chicago-Olive-Harvey College City Colleges of Chicago-Richard J Daley College College of DuPage College of Lake County Danville Area Community College Elgin Community College Frontier Community College Harper College Heartland Community College Highland Community College Illinois Central College Illinois Valley Community College John A Logan College John Wood Community College Joliet Junior College Kankakee Community College Kaskaskia College Kishwaukee College Lake Land College Lewis and Clark Community College Lincoln Land Community College Lincoln Trail College MacCormac College McHenry County College Moraine Valley Community College Morton College Oakton Community College Olney Central College Parkland College Prairie State College Rend Lake College Richland Community College Rock Valley College Sauk Valley Community College Shawnee Community College South Suburban College Southeastern Illinois College Southwestern Illinois College Spoon River College Triton College Wabash Valley College Waubonsee Community College ### About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.


Chasman L.M.,Knox College
Communications in Mathematical Physics | Year: 2011

We establish an isoperimetric inequality for the fundamental tone (first nonzero eigenvalue) of the free plate of a given area, proving the ball is maximal. Given τ & 0, the free plate eigenvalues ω and eigenfunctions u are determined by the equation ΔΔu - τΔu = ωu together with certain natural boundary conditions. The boundary conditions are complicated but arise naturally from the plate Rayleigh quotient, which contains a Hessian squared term {pipe}D2u{pipe}2. We adapt Weinberger's method from the corresponding free membrane problem, taking the fundamental modes of the unit ball as trial functions. These solutions are a linear combination of Bessel and modified Bessel functions. © 2010 Springer-Verlag.


McAndrew F.T.,Knox College
Aggression and Violent Behavior | Year: 2014

An interest in the affairs of same-sex others is especially strong among females, and women are more likely than men to use gossip in an aggressive, competitive manner. The goal of such gossip is to exclude competitors from a social group and damage the competitor's ability to maintain a reliable social network of her own. Timeworn assumptions about an affinity between females and negative gossip appear to be more than just a stereotype. Understanding the dynamics of competitive gossip may also give us insight into related social phenomena such as how people use social media such as Facebook. © 2014 Elsevier Ltd.


Jones-Rhoades M.W.,Knox College
Plant Molecular Biology | Year: 2012

MicroRNAs (miRNAs) are a class of small, non-coding RNAs that regulate gene expression in eukaryotic cells. The past decade has seen an explosion in our understanding of the sets of miRNA genes encoded in the genomes in different species of plants and the mechanisms by which miRNAs interact with target RNAs. A subset of miRNA families (and their binding sites in target RNAs) are conserved between angiosperms and basal plants, suggesting they predate the divergence of existing lineages of plants. However, the majority of miRNA families expressed by any given plant species have a narrow phylogenetic distribution. As a group, these "young" miRNAs genes appear to be evolutionarily fluid and lack clearly understood biological function. The goal of this review is to summarize our understanding of the sets of miRNA genes and miRNA targets that exist in various plant species and to discuss hypotheses that explain the patterns of conservation and divergence observed among microRNAs in plants. © 2011 Springer Science+Business Media B.V.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 613.85K | Year: 2013

The Knox College S-STEM COAST program (Creating Opportunities and Access in Science and Technology) increases the number of academically talented students with financial need who complete STEM degrees and matriculate into STEM graduate degree programs and careers. This project targets first-year, full-time students with financial need who have demonstrated motivation and aptitude to pursue STEM degrees, including first-generation students and students from groups underrepresented in STEM fields. This project targets candidates and recruits them into introductory STEM coursework, providing complementary support services designed to mitigate the frustrations that can deter otherwise qualified students from persisting in STEM majors. The project also leverages a natural affinity between all Biology, Chemistry, and Biochemistry students who share common degree requirements.

The Intellectual Merit derives from a strong network of support services and resources for students that will be repurposed, tailored, and marketed to target academically talented students with financial need who have strong STEM potential. This S-STEM project builds on benchmark studies about student persistence and best practices in STEM service provision and establishes programmatic guidelines and structures based on extensive institutional data and assessment. The construction of a learning community ensures that COAST Candidate outcomes improve as measured by successful completion of STEM coursework, declared STEM majors, and persistence to graduation.

The Broader Impacts derive from the evaluation plan that statistically assesses program outcomes and builds upon what is known about STEM student success by testing the conclusions of key studies within the context of this project. Dissemination efforts utilize electronic and web-based media, presentations and publications to ensure that STEM educators have direct access to marketing materials, assessment rubrics and tools, raw and analyzed data, and evaluation results. In this way, this project contributes to the understanding among the STEM education community of how to support and increase the number of students, particularly those from underserved populations, earning STEM degrees and matriculating into graduate degree programs and careers in STEM fields.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 41.90K | Year: 2014

An award is made to Knox College to acquire a Bio-Rad V3 WW ChemiDoc MP imager package. The imager will contribute to research activities and undergraduate education in Biochemistry, Biology, and Neuroscience, permitting accelerated gel electrophoresis and transfer and fluorescence detection for Western blotting, as well as supporting multiple methods for visualization of protein and nucleic acid gels. The ChemiDoc MP will contribute significantly to undergraduate research and curricular applications, thus enhancing student research training at Knox. Incorporation of the instrument into coursework and laboratory activities in Biochemistry, Biology, and Neuroscience will benefit approximately 140 students per year. The instrument will allow for adoption of more environmentally-friendly techniques and will improve data acquisition and analysis.

Because of the broad application of the techniques supported by this instrument, the ChemiDoc MP imager will contribute to research in a number of laboratories. Research into the mechanisms by which ethanol decreases the immune defense will use the imager to study changes in signal transduction events occurring early in the inflammatory response to better understand how acute ethanol exposure impairs defense against illness-producing pathogens. The instrument will also be used for research addressing the role of intersectin in cellular transport of macromolecules during the development of the nervous system, with implications for better understanding crucial events in early development. Another research program uses molecular biology techniques facilitated by the imager to create a more robust protein-based hydrogel biopolymer, which has important uses in tissue engineering and drug delivery design. One laboratory will visualize nucleic acid gels as part of its exploration of the diversity of small RNAs expressed in dictyostelid social amoebas as a way of achieving better understanding of the evolutionary history of these important regulators of gene expression. The imager will also be used in research that addresses gender differences in the development of drug addiction by studying the role of the female hormone estrogen in the development of drug dependence. These programs combined will involve five investigators and approximately 20 undergraduate students annually in independent research initiatives.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: MAJOR RESEARCH INSTRUMENTATION | Award Amount: 292.10K | Year: 2014

With this award from the Major Research Instrumentation Program (MRI) and support from the Chemistry Research Instrumentation Program (CRIF), Professor Diana Cermak from Knox College and colleagues Katherine Adelsberger, Helen Hoyt and Mark Shroyer will acquire a 400 MHz NMR spectrometer. This spectrometer will allow research in a variety of fields such as those that accelerate chemical reactions of significant economic importance, as well as allow study of biologically relevant species. In general, Nuclear Magnetic Resonance (NMR) spectroscopy is one of the most powerful tools available to chemists for the elucidation of the structure of molecules. It is used to identify unknown substances, to characterize specific arrangements of atoms within molecules, and to study the dynamics of interactions between molecules in solution. Access to state-of-the-art NMR spectrometers is essential to chemists who are carrying out frontier research. The results from these NMR studies will have an impact in synthetic organic/inorganic chemistry, materials chemistry and biochemistry. This instrument will be an integral part of teaching as well as research performed by undergraduate students at Knox College, Monmouth and Illinois Central College.

The award is aimed at enhancing research and education at all levels, especially in areas such as (a) synthesis and characterization of camphor-sulfonyl derivatives and new phosphonates; (b) studying redox-activity of supporting ligands; (c) characterizing inorganic iron complexes, organic reaction products and organic ligands; (d) identifying phosphorus species and quantifying plant-available phosphorus within soils at Knoxs biological field station; (e) studying solution phase magnetism and singlet-triplet splitting for Cu(II) carboxylate dinuclear species; and (f) studying lignans and peptides.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 258.63K | Year: 2014

This project aims to improve the performance of large scientific simulations on next-generation high-performance computing (HPC) systems by developing new strategies for task mapping, the assignment of specific parts of an application to each of the many processing nodes in an HPC system. A key determinant of application performance on HPC systems is the speed of message delivery between related parts of the application. This in turn depends upon the network connecting the processing nodes. Task mapping has the potential to improve network performance by arranging communicating parts of the application in a way that distributes messages more evenly through the network, preventing any part of it from becoming overloaded. The PI has previously shown that task mapping can reduce application running time on current HPC systems by up to 30%. New algorithms are needed for larger next-generation systems, which must use novel network topologies for the internode connections due to power limitations.

The specific network topology studied is Dragonfly, two variations of which are used in commercial systems. Dragonfly organizes network switches into groups that form a high-radix virtual switch. This allows a direct connection between every pair of groups. Together with high connectivity between the switches within a group, this guarantees that every pair of nodes is connected by a short path. The problem is that having only a single direct connection between each pair of groups makes that connection a potential bottleneck. The project will develop task mapping algorithms that balance the goal of localizing related tasks to exploit intra-group connectivity with the need to spread the job across the system so that it can utilize many inter-group links simultaneously. The project will also develop node allocation algorithms to support jobs of varying size, providing each job with nodes that are well-connected while minimizing contention between jobs.

By improving application performance on next-generation HPC systems, the project will help realize the full potential of these powerful systems. In addition, the project will heavily involve undergraduate student researchers, who will be trained as future leaders in science and engineering.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: | Award Amount: 82.38K | Year: 2011

The objective of this collaborative project is to: (1) assess and identify programming languages suitable for teaching parallel programming to all students; (2) develop and collect learning resources that will help others learn and teach these languages at the undergraduate level; (3) identify compelling examples of applications to excite and grow student interest in parallel programming; and (4) present findings and prepare adaptable and reproducible materials through publications, conference presentations, and tutorials.

This project addresses the need to transform undergraduate education in computer science in response to a major shift in computer hardware to focus on the multicore processor and parallel programming. The project assesses the applicability of high-level languages and creates both classroom and laboratory materials to teach these languages in an undergraduate setting.

The project has a potential to transform undergraduate computer science education of the next generation of parallel programmers and multicore developers. The project contributes resources to the NSDL library to encourage other educators to integrate parallel programming and higher-level languages into the undergraduate curriculum at their institutions.


Grant
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 98.62K | Year: 2012

The collaborative project between Knox College and Grinnell College is developing adaptable laboratory and curricular materials for an advanced chemistry course using a context-rich pedagogical approach. The project is (1) introducing modular spectroscopic instrumentation and computational techniques into the physical chemistry curriculum, (2) guiding the students in developing skills that will let them apply their knowledge of physical chemistry concepts to interdisciplinary applications, (3) assessing the impact of contextualized laboratory experiments to student comprehension and attitudes, and (4) disseminating the materials and assessment findings to the community.

The project is building on a prior NSF funded project, the Physical Chemistry with a Purpose module series (DUE 0340873) by developing complementary laboratory exercise that introduce students to selected spectroscopic techniques and computational methods used in modern research. Experiments are being developed featuring some combination of Raman, UV-Vis, fluorescence, and NMR spectroscopy, along with computational chemistry and mathematical modeling. The project is utilizing recent developments in lecture and laboratory pedagogies of active, contextualized learning to assist students in developing a deeper appreciation for, and understanding of, physical chemistry and its relationship to other scientific disciplines. Modular spectrophotometry equipment is adding capabilities in Raman, surfaced-enhanced Raman, time-resolved fluorescence, and chemiluminescence to the Physical Chemistry Laboratories. The Gaussian suite of programs is being used for molecular modeling and Mathematica is being used for the mathematical modeling.

Easily adaptable materials, relying on relatively low cost instrumentation, are being developed and made available to the community at large through both common dissemination pathways and via multiple digital repositories. The materials are being tested utilizing the diverse student populations at the collaborating schools and in both semester and trimester settings. Guided by the intended student learning outcomes for each module, the assessment and evaluation activity is using both empirical and qualitative approaches and is being consistently administered at both intervention sites. These data are being compared to similar data collected prior to the implementation of the intervention in order to establish how well the project is meeting its goals for improving student learning outcomes.

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