No description available.

No description available.

No description available.

In this thesis we have investigated permutation and monomial progenitors of the form p^*n:N (p=2,3,5,...) and p^*n:_m N (p=3,5,7,...) respectively. We have discovered new symmetric presentations of several finite nonabelian simple groups including linear groups, unitary groups, orthogonal groups, and sporadic groups. We have constructed interesting groups found using the technique of double coset enumeration and found the isomorphic types of the numerous groups that appeared as homorphic images. These include the sympletic group, S_4(5) and the Janko groups, J_2 and J_1 which were found using a variety of different control groups over finite fields.

No description available.

No description available.

This thesis studies subsemigroups of groups from three perspectives: automatic structures, ordinary semigroup presentations, and Malcev presentaions. [A Malcev presentation is a presentation of a special type for a semigroup that can be embedded into a group. A group-embeddable semigroup is Malcev coherent if all of its finitely generated subsemigroups admit finite Malcev presentations.] The theory of synchronous and asynchronous automatic structures for semigroups is expounded, particularly for group-embeddable semigroups. In particular, automatic semigroups embeddable into groups are shown to inherit many of the pleasant geometric properties of automatic groups. It is proved that group- embeddable automatic semigroups admit finite Malcev presentations, and such presentations can be found effectively. An algorithm is exhibited to test whether an automatic semigroup is a free semigroup. Cancellativity of automatic semigroups is proved to be undecidable. Study is made of several classes of groups: virtually free groups; groups that satisfy semigroup laws (in particular [virtually] nilpotent and [virtually] abelian groups); polycyclic groups; free and direct products of certain groups; and one-relator groups. For each of these classes, the question of Malcev coherence is considered, together with the problems of whether finitely generated subsemigroups are finitely presented or automatic. This study yields closure and containment results regarding the class of Malcev coherent groups. The property of having a finite Malcev presentation is shown to be preserved under finite Rees index extensions and subsemigroups. Other concepts of index are also studied.

The primary objective of this study was to determine which presentation format leads to better decision performance when the decision maker solving a problem of certain complexity is experiencing a certain level of time pressure.

Objective. To conduct a systematic review of reports of pharmacy student research programs that describes the programs and resulting publications or presentations. Methods. To be eligible for the review, reports had to be in English and indicate that students were required to collect, analyze data, and report or present findings. The outcome variables were extramural posters/presentations and publications. Results. Database searches resulted in identification of 13 reports for 12 programs. Two-thirds were reports of projects required for a course or for graduation, and the remaining third were elective (participation was optional). Extramural posters resulted from 75% of the programs and publications from 67%. Conclusion. Although reporting on the outcomes of student research programs is limited, three-quarters of the programs indicated that extramural presentations, publications, or both resulted from student research. Additional research is needed to identify relevant outcomes of student research programs in pharmacy.

An increasing number of students are learning in classrooms that employ electronic presentations designed in PowerPoint and other similar software programs. The design of the slides in such electronic presentations has an impact upon student learning, and ample recommendations are made within the literature as to specific strategies that serve as presumed best practices for the design of those slides that will best facilitate learning. While most of such recommended strategies are well supported by cognitive theory – they are considered to positively impact learning by contributing to decreased cognitive load, leveraged dual coding, and facilitated active processing, for example – many of them are not supported by empirical evidence that they do in fact enhance learning. Some of the recommended best practice strategies unsupported by empirical evidence include the use of progressive disclosure, dimming, and highlighting of text instead of full disclosure of text. Through the development and use of four separate electronic presentations, each of which was designed to employ one of these specific strategies (full disclosure, progressive disclosure, dimming, and highlighting), this study examined the impact of such strategies on student learning. The findings of this study indicate that significant differences are not evident in learning among the four different strategies. As such, this initial foray into the examination of the effectiveness of these four strategies indicates that any of the four strategies may be used with equal impact in the design of electronic presentations by instructors who want to help foster student learning. / Doctor of Philosophy / An increasing number of students are learning in classrooms that employ electronic presentations designed in PowerPoint and other similar software programs. The design of the slides in such electronic presentations has an impact upon student learning, and ample recommendations are made within the literature as to specific strategies that serve as presumed best practices for the design of those slides that will best facilitate learning. While most of such recommended strategies are well supported by cognitive theory, many of them are not supported by empirical evidence that they do in fact enhance learning. Some of the recommended best practice strategies unsupported by empirical evidence include the use of progressive disclosure, dimming, and highlighting of text instead of full disclosure of text. Through the development and use of four separate electronic presentations, each of which was designed to employ one of these specific strategies (full disclosure, progressive disclosure, dimming, and highlighting), this study examined the impact of such strategies on student learning. The findings of this study indicate that significant differences are not evident in learning among the four different strategies. As such, this initial foray into the examination of the effectiveness of these four strategies indicates that any of the four strategies may be used with equal impact in the design of electronic presentations by instructors who want to help foster student learning.