Mohave Community College

Miliary mottling/metastases are defined as distinctive numerous small nodules (<3 mm) with sharp margins scattered throughout the lungs which can be seen on chest radiograph that are rarely associated with lung adenocarcinomas. We present a rare case of a 67-year-old smoker diagnosed with lung adenocarcinoma with metastatic pleural effusion and miliary mottling which highlights this rare association. Lung adenocarcinoma with miliary metastases have higher mortality rate and are associated with +ve epidermal growth factor receptor (EGFR) mutations.

ABSTRACTBurgeoning student debt and the ability of programs to adequately prepare students for jobs that will allow them to repay that debt comprise a topic of great interest in the current higher education policy environment. A key accountability measure used by the Department of Education for more than two decades has been the student loan cohort default rate (CDR), which measures the percentage of an institution’s student borrowers who default on their federal student loans. Mohave Community College (MCC) had the sixth highest CDR for two-year public institutions for the FY2009 cohort at 36.7%. At risk of losing all federal financial aid eligibility, the institution underwent an impressive transformation in just 3 years, during which time MCC decreased the CDR by 8 percentage points through a combination of challenges and appeals, outreach, financial literacy, and student success efforts. MCC was able to achieve successful transformation through a top-down leadership strategy that included open communication and empowerment.

A survey of novice community college teachers in Arizona examined what learning experiences are available to help them learn to teach, and how valuable they consider those experiences to be in learning to teach. These activities can be organized into four general categories: reflective activities, classroom application, formal methods of learning teaching strategies, and college-based activities. Of these activities, new teachers value reflective activities the most, followed by classroom application, then formal methods of learning teaching strategies. College-based activities got the lowest ranking. These rankings raise two questions that warrant further professional exchange and research. First, are college-based professional development activities actually less valuable in promoting student success, or are they simply perceived that way by faculty members? Second, is there an intuitive process that new teachers use to learn to teach that relies more heavily on reflective and applied activities?

Abstract The computation of growth series for the higher Baumslag–Solitar groups is an open problem first posed by de la Harpe and Grigorchuk. We study the growth of the horocyclic subgroup as the key to the overall growth of these Baumslag–Solitar groups BS(p,q), where 1&lt;p&lt;q. In fact, the overall growth series can be represented as a modified convolution product with one of the factors being based on the series for the horocyclic subgroup. We exhibit two distinct algorithms that compute the growth of the horocyclic subgroup and discuss the time and space complexity of these algorithms. We show that when p divides q, the horocyclic subgroup has a geodesic combing whose words form a context-free (in fact, one-counter) language. A theorem of Chomsky–Schützenberger allows us to compute the growth series for this subgroup, which is rational. When p does not divide q, we show that no geodesic combing for the horocyclic subgroup forms a context-free language, although there is a context-sensitive geodesic combing. We exhibit a specific linearly bounded Turing machine that accepts this language (with quadratic time complexity) in the case of BS(2,3) and outline the Turing machine construction in the general case.