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Previous examinations of fully-convective M-dwarf stars have highlighted enhanced rates of nanoflare activity on these distant stellar sources. However, the specific role the convective boundary, which is believed to be present for spectral types earlier than M2.5V, plays on the observed nanoflare rates is not yet known. Here, we utilize a combination of statistical and Fourier techniques to examine M-dwarf stellar lightcurves that lie on either side of the convective boundary. We find that fully convective M2.5V (and later sub-types) stars have greatly enhanced nanoflare rates compared with their pre-dynamo mode transition counterparts. Specifically, we derive a flaring power-law index in the region of $3.00 \pm 0.20$, alongside a decay timescale of $200 \pm 100$~s for M2.5V and M3V stars, matching those seen in prior observations of similar stellar sub-types. Interestingly, M4V stars exhibit longer decay timescales of $450 \pm 50$~s, along with an increased power-law index of $3.10 \pm 0.18$, suggesting an interplay between the rate of nanoflare occurrence and the intrinsic plasma parameters, for example, the underlying Lundquist number. In contrast, partially convective (i.e., earlier sub-types from M0V to M2V) M-dwarf stars exhibit very weak nanoflare activity, which is not easily identifiable using statistical or Fourier techniques. This suggests that fully convective stellar atmospheres favor small-scale magnetic reconnection, leading to implications for the flare-energy budgets of these stars. Understanding why small-scale reconnection is enhanced in fully convective atmospheres may help solve questions relating to the dynamo behavior of these stellar sources., Comment: 16 pages, 5 figures, 5 tables. Accepted to ApJ

Several studies have documented periodic and quasi-periodic signals from the time series of dMe flare stars and other stellar sources. Such periodic signals, observed within quiescent phases (i.e., devoid of larger-scale microflare or flare activity), range in period from $1-1000$ seconds and hence have been tentatively linked to ubiquitous $p$-mode oscillations generated in the convective layers of the star. As such, most interpretations for the observed periodicities have been framed in terms of magneto-hydrodynamic wave behavior. However, we propose that a series of continuous nanoflares, based upon a power-law distribution, can provide a similar periodic signal in the associated time series. Adapting previous statistical analyses of solar nanoflare signals, we find the first statistical evidence for stellar nanoflare signals embedded within the noise envelope of M-type stellar lightcurves. Employing data collected by the Next Generation Transit Survey (NGTS), we find evidence for stellar nanoflare activity demonstrating a flaring power-law index of $3.25 \pm 0.20 $, alongside a decay timescale of $200 \pm 100$ s. We also find that synthetic time series, consistent with the observations of dMe flare star lightcurves, are capable of producing quasi-periodic signals in the same frequency range as $p$-mode signals, despite being purely comprised of impulsive signatures. Phenomena traditionally considered a consequence of wave behaviour may be described by a number of high frequency but discrete nanoflare energy events. This new physical interpretation presents a novel diagnostic capability, by linking observed periodic signals to given nanoflare model conditions., Comment: 22 Pages, 8 figures, accepted for publication by ApJ

Small-scale magnetic reconnection processes, in the form of nanoflares, have become increasingly hypothesized as important mechanisms for the heating of the solar atmosphere, for driving propagating disturbances along magnetic field lines in the Sun's corona, and for instigating rapid jet-like bursts in the chromosphere. Unfortunately, the relatively weak signatures associated with nanoflares places them below the sensitivities of current observational instrumentation. Here, we employ Monte Carlo techniques to synthesize realistic nanoflare intensity time series from a dense grid of power-law indices and decay timescales. Employing statistical techniques, which examine the modeled intensity fluctuations with more than 10^7 discrete measurements, we show how it is possible to extract and quantify nanoflare characteristics throughout the solar atmosphere, even in the presence of significant photon noise. A comparison between the statistical parameters (derived through examination of the associated intensity fluctuation histograms) extracted from the Monte Carlo simulations and SDO/AIA 171{\AA} and 94{\AA} observations of active region NOAA 11366 reveals evidence for a flaring power-law index within the range of 1.82 - 1.90, combined with e-folding timescales of 385 +/- 26 s and 262 +/- 17 s for the SDO/AIA 171{\AA} and 94{\AA} channels, respectively. These results suggest that nanoflare activity is not the dominant heating source for the active region under investigation. This opens the door for future dedicated observational campaigns to not only unequivocally search for the presence of small-scale reconnection in solar and stellar environments, but also quantify key characteristics related to such nanoflare activity., Comment: 26 pages, 6 figures, published in ApJ

This report provides outcomes for the 1997-98 Monroe Community College's Writing Across the Curriculum (WAC) program, an effort designed to help students learn to write in all disciplines with the help of writing centers staffed by trained student writing fellows. The program focuses on improving the quality of services through renewed efforts to communicate with faculty and students. Strategies employed to provide better service for a diverse student body included the Writing Center Assignment Book, written reports submitted by tutors, writing fellow volunteerism, and an Exchange Day that provided facility tours. A campus-wide survey of students and faculty was administered to determine effectiveness in the areas of service and communications. Following introductory remarks, the report includes the following sections: the year in review; a self-evaluation study from faculty and students; 1997-98 writing fellows scheduling and statistics; WAC program evaluations by students, writing fellows and faculty; and a budget report. The report also includes a discussion of schedules and a statistical analysis of the work that goes on in the Writing Center. Appended is a survey for the Institutional Project Grant: A Report on Research into Writing-Across-the-Curriculum Projects (1987). (AS)

This report provides outcomes for 1996-97 for Monroe Community College's Writing Across the Curriculum (WAC) program, an effort designed to help students learn to write in all disciplines through writing centers staffed by trained student writing fellows. Following introductory remarks, the report provides discussions of the following topics: major achievements for the year; the Writing Fellows program; procedures for scheduling tutors; statistical outcomes by semester; and outcomes from program evaluations completed by 711 students, tutors, and college faculty. Sample newsletters, bulletins, and evaluation report forms are appended. Highlights of the report include the following: (1) in 1996-97, 2,256 writing conferences were held, on a campus with 3,500 students full- and part-time; (2) their new "Writing Fellow Report" form has allowed them to streamline their data collection and guide tutors with an outline of teaching strategies; (4) the most common assignment on campus was the 500 word theme paper, followed by the research paper and the book or article review; (5) 1654 of the students served were from the Humanities/Social Sciences Department, while 289 were from Business and 189 were from Science and Math; in evaluations, 98% of the students said they would use the Writing Center again. Comments from students, faculty, and WAC staff are included. (ECF)

This report provides outcomes for 1995-96 for Monroe Community College's Writing-Across-the-Curriculum (WAC) program, an effort designed to help students learn to write in all disciplines through writing centers staffed by student writing fellows. Following introductory remarks, the report provides discussions of the following topics: the future of WAC at the college; major achievements for the year; peer tutors (a review of the Writing Fellow Program); statistical outcomes by quarter; procedures for scheduling tutors; and outcomes from program evaluations completed by 408 students, tutors, and college faculty. Sample newsletters, bulletins, and evaluation report forms are appended. Highlights of the report include the following: (1) in 1995-96, 1,917 conferences were held, compared to 1,788 in 1994-95; (2) the most common assignment on campus was the 500-word theme paper, followed by the research paper, and the book or article review; (3) the most common form of writing was expository, followed by persuasive; (4) 1,413 of the students served were from the Humanities/Social Science Department, while 192 were from Business and 161 were from Industrial Technology; (5) in evaluations, 96% of student respondents indicated that they found it convenient to use the Writing Center, while 94% said that tutors identified problems in their writing of which they were unaware; and (6) 99% of the students thought that they would use the Writing Center again. Comments from students, faculty, and WAC staff are included. (HAA)

Monroe Community College's Writing-Across-the-Curriculum (WAC) program, designed to help students learn to write in all disciplines through writing centers staffed by student writing fellows, is reviewed in this report. The report includes the following sections: the year in review; 1994-95 Writing Fellows; WAC faculty; statistical data; writing center scheduling; program evaluation by students; program evaluation by faculty; writing fellow questionnaire; and newsletters. Highlights of the report include the following: (1) in 1994-95, a total of 40 new writing fellows completed the required training in "254 Composition"; (2) a total of 1,788 Writing Center (WC) conferences were conducted; (3) a 500-word theme paper was the most common assignment, followed by research papers and book and art reviews; (4) the most common form of writing taught at the WC was expository, followed by persuasive; (5) 1,390 of writing fellow conference students were from the humanities/social science department, and 263 came from the business department; (6) 952 students were enrolled in fellowed classes which required WC attendance, 699 made appointments, and 137 were walk-ins; (7) 54% of students in fall and 63% in winter reported using the WC more than once; and (8) 95% of student respondents (n=479) in fall and 97% in winter found the WC program to be very effective or effective. Selected evaluative comments from students, faculty, and WC staff are included. (KP)