Montgomery College (MC) is a public community college in Montgomery County, Maryland. Founded officially in 1946 as Montgomery Junior College, its name comes from the county in which it is located. The earliest start date that can be contributed to Montgomery College is October 15, 1893, when the Bliss Electrical School began. Bliss was absorbed by the current college in 1950 and became the electrical program for the school.The college has three campuses, the largest of which is in Rockville. Its other campuses are in Takoma Park/Silver Spring and Germantown. Its off-campus sites include the Business Training Center in Gaithersburg and Westfield South in Wheaton, which are operated by the college's Workforce Development and Continuing Education Division.
Phage QuinnAvery produces turbid plaques in Arthrobacter globiformis B-2979 lawns, displays a siphovirus morphology, and is clustered with FF actinobacteriophages. The 43,177 bp genome of QuinnAvery is predicted to contain a tRNA-Arg(TCT) gene and 69 protein-coding genes. Homologs of a subset of QuinnAvery's predicted genes have putative roles in viral structure, particle assembly, host cell lysis, and lysogeny. QuinnAvery's genome is predicted to contain two tyrosine integrases, similar to many other cluster FF phages. However, the area immediately surrounding the integration cassette in QuinnAvery is distinct from all other annotated members of cluster FF.
This paper examines Jorge Luis Borges’s Blue Tigers and The Mirror and the Mask as parallel inquiries into the limits of formal systems: mathematics and language. In Blue Tigers, the chaotic numerical variation of magical stones represents an “aberration of mathematics.” We propose a pedagogical intervention, applying discrete random variables and probability distributions to model the stones’ behavior, demonstrating how statistical reasoning can impose order—yet also revealing its inadequacy before Borges’s intentionally irrational phenomenon. The Mirror and the Mask depict a parallel failure: the court poet’s odes progress from imitation to a transcendent, fatal line that shatters language in pursuit of absolute Beauty. Both narratives feature a hamartia: the logician and poet overreach the capacities of their respective systems. Their crises underscore Borges’s relativistic worldview, where reality eludes full comprehension through logic or words. Ultimately, the paper argues that these stories serve as rich interdisciplinary tools, challenging readers to reflect on the boundaries of knowledge while uniting literary analysis with mathematical concepts in an educational context.
With the increased use of generative AI (GenAI) applications such as ChatGPT, higher education institutions (HEIs) have released a range of guidelines and policies to direct adoption within their institutions. In computer science (CS) courses GenAI adoption is especially high and the implications for student learning are significant. At the same time, instructors have also been forced to address the use of GenAI as students have started to use it for a range of functions. Currently, comparative analysis of guidance provided by institutions and its uptake in instruction is lacking. In this paper we bridge this gap by comparing institutional and computing course level guidance to better understand this terrain. We utilize secondary analysis of institutional and course syllabi guidelines from higher education institutions in the U.S. classified as research-intensive. Our findings reveal that although institutional guidance is more pro-use, at the course-level the uptake is still guarded. We discuss the implications and propose an instructor-centered framework to guide future adoption of GenAI.
