A methodology for improving computed individual regressions predictions.

This research proposes a methodology to improve computed individual prediction values provided by an existing regression model without having to change either its parameters or its architecture. In other words, we are interested in achieving more accurate results by adjusting the calculated regression prediction values, without modifying or rebuilding the original regression model. Our proposition is to adjust the regression prediction values using individual reliability estimates that indicate if a single regression prediction is likely to produce an error considered critical by the user of the regression. The proposed method was tested in three sets of experiments using three different types of data. The first set of experiments worked with synthetically produced data, the second with cross sectional data from the public data source UCI Machine Learning Repository and the third with time series data from ISO-NE (Independent System Operator in New England). The experiments with synthetic data were performed to verify how the method behaves in controlled situations. In this case, the outcomes of the experiments produced superior results with respect to predictions improvement for artificially produced cleaner datasets with progressive worsening with the addition of increased random elements. The experiments with real data extracted from UCI and ISO-NE were done to investigate the applicability of the methodology in the real world. The proposed method was able to improve regression prediction values by about 95% of the experiments with real data.

"i Went To The Woods Because I Wished To Live Deliberately": How A College-Level Academic Course Can Influence A Lifetime

This study, using the portraiture methodology, provides an analysis of the lifelong significance of an undergraduate program that integrates literature with an outdoor experiential platform. With limited research on long-term effects of an academic outdoor experiential course on one's life, there is space to wonder about the prospect and nature of the long-term significance of an academic course that may offer technical skill, intrapersonal and interpersonal development, and also the delivery of subject matter related to a traditional or mainstream academic area of study. Utilizing an academic skills-oriented lens as well as a character strengths lens, portraits were crafted of four former participants of the University of Michigan's New England Literature Program (NELP) to shed light on the long-term influence of this type of course, crucial participant characteristics that contribute to the program's impact, and specific components of the program that are particularly integral to the course's efficacy. Since 1975, each spring term a small contingent of students and educators has lived in the woods in the New England region as a community of learners, artists and explorers. NELP is an exemplar of a longstanding undergraduate academic English course that integrates the literature of New England writers, exploratory writing and student experiences relating to regional literature and the land. Emergent themes of this course's long-term influence on former participants include increased collaborative skills, increased self-confidence and self-knowledge, a reinforcement of lifelong relationships with the outdoors, and nurtured creativity. For participants to reap benefit from this course, it was important for them to enter with maturity to conduct themselves with openness to new experiences, relationships, and extensive reflection. Findings relating to the integral components of such a program include that of being place-based, oriented towards process, and being an intentional, collaborative community.

Integration of Building into Nature for the Valles Caldera National Preserve Visitor Center

Valles Caldera National Preserve, located in northern New Mexico, has an opportunity to implement sustainable design concepts while demonstrating long-term financial sustainability in the design of its new visitor center. This building can be designed to use natural systems to provide energy and water, and to blend in with the setting‰Ûªs unique historical and natural landscape. Structures can be integrated into nature by incorporating common techniques, features, and materials of a particular period, area, or people. This analysis identified capital costs for both traditional and sustainable construction techniques, as well as long-term operational costs. The results demonstrate that capital costs of sustainable design that is integrated into the landscape can be comparable to conventional costs and provide long-term operational costs savings.

Lowell--an industrial dream come true

by H. C. Meserve.

The development of spindles: a paper

by William F. Draper.

B. Copies of three letters to Moody Noyes, 1800

It is unknown who made these manuscript copies of three letters from John Henry Tudor to Moody Noyes; they are not in Tudor's hand. The letters were written on September 23, 1800; November 7, 1800; and February 20, 1801. Noyes and Tudor were classmates at Harvard College, where both graduated in the class of 1800. The letters were written after they had graduated from Harvard, and in them Tudor recounts travels with his family around New England, including a stay in Saratoga and Ballston Springs, New York; his interest, shared by Moody, in entering into a store or other form of business, although he found "merchants in general [to be] a contemptible set of beings"; the maxims of the Duke de la Rochefoucauld; his hurt feelings at Moody's failure to answer his letters; and his imminent travels to Cuba with his brother, Frederic, made in hopes of restoring his health.

I. Sermons, 1709-1724

This series contains seventeen handwritten sermons composed by Nicholas Sever and delivered in the Boston area between 1709 and 1722. Following the completion of his Master's degree at Harvard in 1704, Sever preached in towns around New England including Haverhill in 1709, Dover, New Hampshire (where he was ordained in 1711 and remained until 1715), and in Cambridge as part of his duties as a Harvard Tutor between 1716 and 1728. During these years, Sever also filled in for ministers in nearby parishes. Sever's sermons reflect these engagements, and he occasionally noted the dates and locations where the sermons were delivered in the margin of the first page of the sermon.

[Notes regarding academic taxation exemptions], ca. 1798

One-leaf folio-sized set of handwritten notes and extracts regarding New England academic institutions that received tax exemptions.

Sundry extracts on the subject of the taxation of College &c., ca. 1798-1801

Notebook with brown paper cover containing handwritten extracts from the charters and related legislation of New England academic, charitable, and commercial institutions regarding their ability to hold real estate and related tax exemptions. Most of the listed documents are dated in the 1780s and 1790s. The notebook also contains extracts from "Argument in the case of Poor's rate, charged on the College of Christ & Emmanuel in the University of Cambridge 1768." The item title is transcribed from a handwritten inscription on the back cover.

[Research notebook], 1799

Small paper notebook containing handwritten research notes related to the question of the taxation of the real estate of New England institutions. The first four pages of the booklet contain notes on Thomas Clap's The annals or history of Yale-College,and are followed by a section of notes titled "Memorandum 1799" that contains extracts and figures related to taxation.