Boise State University

About: Boise State University is a education organization based out in Boise, Idaho, United States. It is known for research contribution in the topics: Population & Computer science. The organization has 3698 authors who have published 8664 publications receiving 210163 citations. The organization is also known as: BSU & Boise State.

Controls on Nitrous Oxide Emissions from the Hyporheic Zones of Streams

Abstract: The magnitude and mechanisms of nitrous oxide (N2O) release from rivers and streams are actively debated. The complex interactions of hydrodynamic and biogeochemical controls on emissions of this important greenhouse gas preclude prediction of when and where N2O emissions will be significant. We present observations from column and large-scale flume experiments supporting an integrative model of N2O emissions from stream sediments. Our results show a distinct, replicable, pattern of nitrous oxide generation and consumption dictated by subsurface (hyporheic) residence times and biological nitrogen reduction rates. Within this model, N2O emission from stream sediments requires subsurface residence times (and microbially mediated reduction rates) be sufficiently long (and fast reacting) to produce N2O by nitrate reduction but also sufficiently short (or slow reacting) to limit N2O conversion to dinitrogen gas. Most subsurface exchange will not result in N2O emissions; only specific, intermediate, residence t...

Juvenile Diversion: Results of a 3-Year Experimental Study:

Abstract: In a 3-year longitudinal study of first-time juvenile status offenders assigned at random to three treatment groups and a control group, no significant differences were found in recidivism rates among the groups. A total of 398 juveniles in this study were cited for offenses of tobacco or alcohol in a medium-sized metropolitan northwest city. The offenders were assigned at random to four groups: a traditional magistrate court, a traditional youth court diversion program, a new nonjudicial-diversion program, and a control group. None of the groups, including the control group, showed a significant difference in recidivism rates. It was determined from the evaluation of all groups that the diversion program offered the most cost-effective program intervention to provide more services to potentially troubled teens.

Effective Training for Millennial Students.

Abstract: A generational shift is occurring in training environments worldwide, a shift that promises to bring with it a dramatic and long-lasting impact. Just as years ago, those of the Baby Boomer generation passed the torch to Generation X, today the process is starting anew with Generation X and those who have come to be known as the Millennials. Millennials, also referred to in the literature as Generation Y, Nexters, the Net Generation, and Garners, have been described as a challenging group to recruit and manage (Grant, 2008; McCafferty, 2003). Individuals of this generation may also present a problem for those who depend on traditional training methods to prepare them for work in a variety of professions (Grant, 2008; Harrison, 2007; Henchey, 2005; McCafferty, 2003). While a great deal has been written describing the characteristics of Millennials as well as what they value, much has yet to be discovered regarding best practices for the education and training of this group. The purpose of this article is to provide training administrators and educators with concrete suggestions on how to effectively facilitate the learning of Millennial generation students by analyzing current literature on the topic. The correlation between these suggestions and commonly used training practices is also investigated. Generations in the Classroom Although labeling a person as belonging to one generation or another based solely on the year they were born is stereotypical, it can be a useful tool for making general statements about the likely characteristics that exist in a group of individuals. The generation to which one belongs can also be of use in making generalizations as to how groups with different life experiences and expectations learn most effectively (Carlson, 2005). Oblinger and Oblinger (2005) describe four separate generations as being represented in educational environments today; the "Matures" (1900-1946), "Boomers" (1947-1964), "Gen X" (1965-1982), and "Millennials" (1983-1991). Using these dates, in 2011 (the current year), Matures would be 65 years and older, Boomers between 64 and 47, Gen Xers 46 and 29, and Millennials 28 and 20. Complicating the value of categorizing individuals along generational lines is the fact that different years are used in literature as the breakpoint between generations. As a result, depending on the source referenced, in 2011 Matures could be older than 100 or as young as 67, Baby Boomers as old as 66 and as young as 47, Gen Xers as old as 50 and as young as 29 while Millennials as old 33 and as young as 9 (Grant, 2008; Halstead and Hesser, 2005; Henchey, 2005; Oblinger and Oblinger, 2005; Rothwell, 2008). In addition to blurring the generational boundaries, the size of these categories has educational ramifications. Someone who is 50 and returning to school will likely have different educational needs and expectations than someone who is 29, even though they both could be called Gen Xers. In this situation, the 29 year old is more likely to align educationally with a Millennial than a fellow Gen X student. Regardless of the dates used, it is clear that there are three major generations currently employed within a variety of professions: the Baby Boomers, the Generation Xers, and the Millennials. Currently, those associated with Generation X comprise the greatest number of individuals employed in many occupational fields. Individuals who are part of the Millennial Generation, however, are entering the workforce in ever greater numbers. Characteristics of Student Generations Numerous authors have attempted to describe the younger generation entering workforce and other educational environments. Often cited are Howe and Strauss (1993) who identified seven characteristics of Millennial students. According to Howe and Strauss, Millennial students feel they are special, have been sheltered, are team oriented, exhibit confidence and optimism, are pressured, have a strong desire to achieve, are peace keepers, and are accepting of those from varied cultural backgrounds. …

Is apolipoprotein E4 an important risk factor for vascular dementia

Abstract: Despite the fact that vascular dementia (VaD) represents the seconding leading cause of dementia in the USA, behind only Alzheimer’s disease (AD), there remains a lack of consensus on the pathological criteria required for diagnosis of this disease. A number of clinical diagnostic criteria exist but are poorly validated and inconsistently applied. It is clear that vascular risk factors play an important role in the etiology of VaD, including hypertension, stroke, diabetes, and atherosclerosis. Vascular risk factors may increase the risk for VaD by promoting inflammation, cerebral vascular disease, white matter lesions, and hippocampal sclerosis. Because vascular risk factors seem to impart a high degree of risk for conferring VaD, it seems logical that the apolipoprotein E (APOE) status of individuals may be important. APOE plays a critical role in transporting cholesterol in and out of the CNS and in AD it is known that harboring the APOE allele increases the risk of AD perhaps due to the improper functioning of this protein. The purpose of this review is to examine the important pathological features and risk factors for VaD and to provide a critical assessment of the current literature regarding whether or not apoE4 also confers disease risk in VaD. The preponderance of data suggests that harboring one or both APOE4 alleles elevates the risk for VaD, but not to the same extent as found in AD.