Wausau, WI, United States

University of Wisconsin - Marathon County

Wausau, WI, United States

The University of Wisconsin–Marathon County , one of the University of Wisconsin Colleges, is a two-year campus of the University of Wisconsin System. It is located near downtown Wausau, Wisconsin, United States and adjacent to 78-acre Marathon Park.UWMC's campus consists of six buildings: the main building, the fieldhouse, the ceramics/pottery building, the art building, Marathon Hall , and the Center for Civic Engagement. UW-Marathon County has an enrollment of about 1,400 students, and an average class size of 23 students. At UWMC, 53.3% of students are male, and 9.7% are minority students. UWMC is the home of the Wisconsin Public Radio Wausau Regional Studio. The dean is Keith Montgomery. Wikipedia.

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Cao S.,Jiangsu University | Mishra R.,Nihon University | Pilla S.,Stanford University | Tripathi S.,University of Wisconsin - Marathon County | And 10 more authors.
Carbohydrate Polymers | Year: 2010

A 20-mer single-stranded oligodeoxyribonucleotide (ssODNs) was covalently probed onto the nanocomposite electrode, made up of an indium-tin oxide (ITO) glass surface coated with chitosan (CHIT), which is bonded with carboxyl functionalized thiol capped gold nanoparticles (gold-mercaptopropionic acid, Au-MPA NPs). The prepared CHIT/Au-MPA/ITO and the ssODNs/CHIT/Au-MPA/ITO electrodes were characterized with FTIR spectroscopy, scanning electron microscopy (SEM), transmission electron microscopy (TEM) and cyclic voltammetry (CV). TEM micrograph of the composite electrode showed that Au-MPA NPs had the diameter ranging from 4 to 16 nm. The ssODNs/CHIT/Au-MPA/ITO electrode showed a linear increase in the amperometric current with an increasing concentration of the single-stranded target complementary ODNs (cODNs) within the range of 0.03-325 fM. The ssODNs/CHIT/Au-MPA/ITO electrode exhibited a sensitivity of 0.572 μA/fM with a response time of 12 s. The ssODNs/CHIT/Au-MPA/ITO electrode had a shelf life of ∼182 days, when stored at 4 °C. © 2010 Elsevier Ltd. All rights reserved.

Jenkins J.,Valdosta State University | Brannock E.,Georgia Gwinnett College | Cooper T.,Walker School | Dekhane S.,Georgia Gwinnett College | And 2 more authors.
SIGCSE'12 - Proceedings of the 43rd ACM Technical Symposium on Computer Science Education | Year: 2012

The Java Wiki Integrated Development Environment (JavaWIDE) is an innovative environment that promotes active learning and collaboration in programming courses. This paper surveys how JavaWIDE's features have been used to promote active and collaborative learning in both traditional and distance education (synchronous) in four different environments: high school, summer enrichment courses, and at two- and four-year colleges. The authors describe the context of each teaching and learning environment and the parts of JavaWIDE that are particularly well suited in each context. After discussing the active learning and collaboration techniques employed, student responses to the experience are summarized. This collection of case studies illustrates how the concurrent editing, shared environment awareness and other features of JavaWIDE can be used to promote active learning and collaboration within a heterogeneous set of teaching and learning environments. © 2012 ACM.

Miller B.P.,Pennsylvania State University | Miller B.P.,College of Wooster | Miller B.P.,University of Michigan | Brandt W.N.,Pennsylvania State University | And 4 more authors.
Astrophysical Journal | Year: 2011

We present the results of an investigation into the X-ray properties of radio-intermediate and radio-loud quasars (RIQs and RLQs, respectively). We combine large, modern optical (e.g., SDSS) and radio (e.g., FIRST) surveys with archival X-ray data from Chandra, XMM-Newton, and ROSAT to generate an optically selected sample that includes 188 RIQs and 603 RLQs. This sample is constructed independently of X-ray properties but has a high X-ray detection rate (85%); it provides broad and dense coverage of the l-z plane, including at high redshifts (22% of objects have z = 2-5), and it extends to high radio-loudness values (33% of objects have R* = 3-5, using logarithmic units). We measure the "excess" X-ray luminosity of RIQs and RLQs relative to radio-quiet quasars (RQQs) as a function of radio loudness and luminosity, and parameterize the X-ray luminosity of RIQs and RLQs both as a function of optical/UV luminosity and also as a joint function of optical/UV and radio luminosity. RIQs are only modestly X-ray bright relative to RQQs; it is only at high values of radio loudness (R* ≳ 3.5) and radio luminosity that RLQs become strongly X-ray bright. We find no evidence for evolution in the X-ray properties of RIQs and RLQs with redshift (implying jet-linked IC/CMB emission does not contribute substantially to the nuclear X-ray continuum). Finally, we consider a model in which the nuclear X-ray emission contains both disk/corona-linked and jet-linked components and demonstrate that the X-ray jet-linked emission is likely beamed but to a lesser degree than applies to the radio jet. This model is used to investigate the increasing dominance of jet-linked X-ray emission at low inclinations. © 2011. The American Astronomical Society. All rights reserved. Printed in the U.S.A.

Holdhusen M.H.,University of Wisconsin - Marathon County
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2015

Many courses across the curriculum in secondary and post-secondary education are moving to the so-called "flipped" classroom. In the "flipped" classroom model students survey the course content online before class then class time is spent discussing and solving problems with the guidance of the instructor. The theory of the "flipped" classroom is that students are actively engaged during class with the instructor and other students, thus increasing comprehension of the course material. This paper considers a "flipped" classroom in a university calculus-based engineering statics course. The specific structure of this class was to place recorded videos of lectures, as well as videos of solved problems, online for students to view prior to attending class. Class time was then devoted to a combination of instructor-guided problem solving as well as student-led problem solving. The intention of this approach was to move the concept derivations (which students often discount) out of class time and replace it with more example problems that students directly work to solve with instructor support. The expectation is that students will have more confidence and success in solving statics problems in the future. This research considered in this paper occurred over the course of two semesters with two distinct groups of students. Both qualitative and quantitative assessments were completed during both semesters including student performance on Fundamentals of Engineering exam questions, student surveys, and instructor observations. Modifications were made to the delivery of the course both mid-semester and between semesters based on the results of these assessments. The results of these assessments, as well as the ultimate framework of course, are detailed in this paper. © American Society for Engineering Education, 2015.

Pech L.L.,University of Wisconsin - Marathon County | Gates M.W.,U.S. Department of Agriculture | Graham T.B.,U.S. Geological Survey
Southwestern Naturalist | Year: 2011

We collected a Dirhinus texanus (Hymenoptera: Chalcididae) in Salt Creek Canyon, Canyonlands National Park, San Juan County, Utah. This is the first record for D. texanus in Utah. Copyright © 2011 BioOne All rights reserved.

Canagaratna S.G.,Ohio Northern University | Maheswaran M.,University of Wisconsin - Marathon County
Journal of Chemical Education | Year: 2013

For physical measurements, the compositions of solutions, especially electrolyte solutions, are expressed in terms of molality rather than mole fractions. The development of the necessary thermodynamic equations directly in terms of molality is not common in textbooks, and the treatment in the literature is not very systematic. We develop a methodical treatment of this topic and define a new reference solution that can be used for solutions whose composition is described in terms of molality. Thermodynamic quantities per mass of solvent appear naturally in the derivation. We discuss how these quantities may be used to analyze experimental data. © 2013 The American Chemical Society and Division of Chemical Education, Inc.

Schaefer W.F.,West Bend | Schmitz M.H.,University of Wisconsin - Marathon County | Blazer V.S.,U.S. Geological Survey | Ehlinger T.J.,University of Wisconsin - Milwaukee | Berges J.A.,University of Wisconsin - Milwaukee
Canadian Journal of Fisheries and Aquatic Sciences | Year: 2015

Several fish species, including the walleye (Sander vitreus), have “yellow” and “blue” color morphs. In S. vitreus, one source of the blue color has been identified as a bili-binding protein pigment (sandercyanin), found in surface mucus of the fish. Little is known about the production of the pigment or about its functions. We examined the anatomical localization and seasonal variation of sandercyanin in S. vitreus from a population in McKim Lake, northwestern Ontario, Canada. Skin sections were collected from 20 fish and examined histologically. Mucus was collected from 306 fish over 6 years, and the amount of sandercyanin was quantified spectrophotometrically. Sandercyanin was found solely on dorsal surfaces of the fish and was localized to novel cells in the epidermis, similar in appearance to secretory sacciform cells. Sandercyanin concentrations were significantly higher in fish collected in summer versus other seasons. Yellow and blue morphs did not differ in amounts of sandercyanin, suggesting that the observed blue color, in fact, arises from lack of yellow pigmentation in blue morphs. The function of the sandercyanin remains unclear, but roles in photoprotection and countershading are consistent with available data. © 2015, National Research Council of Canada. All rights reserved.

Douglas J.,University of Wisconsin Colleges | Holdhusen M.H.,University of Wisconsin - Marathon County
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2013

Online education has expanded quickly in recent years and offering an engineering curriculum online has been limited by the ability to replicate lab experiments that are integral to some courses. Some approaches to lab experiments in distance education or online courses have been attempted including recording video of lab experiments or creating simulations of laboratory experiments that run virtually via the internet. This paper outlines the development of a set of inexpensive, transportable lab experiments for students in a Mechanics of Materials course offered via distance education. The set of labs were developed to allow for hands-on learning with a kit of supplies and a list of experiments that students could perform at home using readily available materials. The labs were developed using materials that had properties which mimicked the behavior of traditional materials like steel or aluminum, but exhibited those behaviors at much lower applied loads and stresses. Most labs allowed for actual data to be taken and analyzed while a few labs qualitatively demonstrated the concept. These labs were initially integrated into an existing Mechanics of Materials course offered via both audiographics and will be offered in conjunction with an online course in a coming semester. An assessment was given to determine how comfortable students were with laboratory concepts before and after the course. In addition, feedback was solicited after each lab to get feedback from students about implementation of the lab and its helpfulness in understanding mechanics of materials topics. ©American Society for Engineering education, 2013.

Canagaratna S.G.,Ohio Northern University | Maheswaran M.,University of Wisconsin - Marathon County
Journal of Chemical and Engineering Data | Year: 2011

Simple mathematical transformations on the Gibbs excess function G Em permit the evaluation of many important thermodynamic quantities. It is therefore of considerable interest to be able to evaluate this excess function from experimental data. We extend the methods already developed for excess functions based on mole-fractions to derive appropriate partial differential equations which relate any pair of GEm, the logarithm of an activity coefficient, or the osmotic coefficient φ. The derivation is general and does not depend on the experimental data conforming to any particular model. We illustrate the applications of these equations to experimental data from the literature. Equations and applications for other partial molar quantities are also discussed. © 2011 American Chemical Society.

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