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Author:   Mike Ofsowitz  
Posted: 6/13/2008; 9:53:43 AM
Topic: Scholars' Day Abstracts
Msg #: 9 (top msg in thread)
Prev/Next: /39
Reads: 5371

Abstracts for Scholars' Day Applications

 

An abstract is a single-paragraph, self-contained summary of the proposed presentation.

Abstracts for Scholars' Day should be well-written, short summaries of the entire presentation. Abstracts will be used to make decisions about acceptance or rejection of a presentation or performance. Abstracts will also appear in the printed program for Scholars' Day.

Abstracts shall be no less than 100 words and no more than 200 words. The Scholars' Day Committee will strictly enforce these limits.

We understand that abstracts are often being submitted prior to finalizing the presentation, so we request that you describe anticipated results, conclusions, or whatever is yet unfinished, and we may ask you to edit your abstract for the final printed program. You might find it useful to review your abstract with a tutor in the Writing Center prior to submission.

Abstracts are currently submitted in plain text on the online application form. If you copy/paste from a Microsoft Word document, special formatting and special characters may get lost or corrupted; we recommend either using "save as" to create a plain text or ASCII file or first pasting your abstract into a plain text editor (such as WordPad, NotePad, TextEdit), and then edit it there and paste that version into our application form. If you would like formatting such as italics added to your abstract prior to printing the program (if your presentation is accepted), you will have an opportunity to inform us.

 

Examples of abstracts:

 

The Sustainability of Corn-Based Ethanol as a Transportation Fuel
By Andrew J. Kuntzler and Professor Gail Smith

Corn-based ethanol has long been touted as a more environmentally-friendly alternative to gasoline, and as a potential solution to the problem of global oil depletion and rising energy costs. Corn-based ethanol production is heavily subsidized, and domestic production has increased dramatically since those subsidies were implemented. The Bush Administration currently plans to increase ethanol production to 35 billion gallons a year by 2017, which would displace approximately 15% of US gasoline demand. A number of recent studies, however, indicate that the impact of corn-based ethanol production on the environment is not as innocuous as previously thought, and may exacerbate global warming and adversely impact biodiversity, water quality, and soil health. Other studies show that the relatively low EroEI (energy returned to energy invested) ratio of ethanol production severely limits the scale on which it can be used as a transportation fuel. This presentation examines the effects of increasing corn-based ethanol production to 35 billion gallons over the next nine years, and concludes that the negative consequences of production on such a scale would far outweigh the benefits, which would be minimal given the heavy energy input required for production and the relatively meager net energy yield of the finished fuel.


Electronics in the Classroom: Student Use, Gender, and Achievement.
By Jennifer Deleuze, Andy Winkler, & Amanda Gibbons

A survey of students was conducted to test the idea that use of electronic devices in the classroom is related to class participation, grades, and satisfaction with school. To collect data on use of electronic devices, and on educational variables, we randomly distributed a paper survey to 53 students on the local college campus. Students who reported frequent use of cell phones during class also reported the lowest level of participation in class and the lowest overall grades. Satisfaction with the course was not correlated to cell phone or computer use. There was a significant gender difference with females reporting the highest use of cell phones in class. Results suggest that women might be losing their academic advantage over men due to increase cell phone use in the classroom.
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