Do You Always Need a Textbook to Teach Astro 101?

The increasing use of interactive learning strategies in Astro 101 classrooms has led some instructors to consider the usefulness of a textbook in such classes. These strategies provide students a learning modality very different from the traditional lecture supplemented by reading a textbook and homework, and raises the question of whether the learning that takes place during such interactive activities is enough by itself to teach students what we wish them to know about astronomy. To address this question, assessment data is presented from an interactive class, which was first taught with a required textbook, and then with the textbook being optional. Comparison of test scores before and after this change shows no statistical difference in student achievement whether a textbook is required or not. In addition, comparison of test scores of students who purchased the textbook to those who did not, after the textbook became optional, also show no statistical difference between the two groups. The Light and Spectroscopy Concept Inventory (LSCI), a research-validated assessment tool, was given pre- and post-instruction to three classes that had a required textbook, and one for which the textbook was optional, and the results demonstrate that the student learning gains on this central topic were statistically indistinguishable between the two groups. Finally, the Star Properties Concept Inventory (SPCI), another research-validated assessment tool, was administered to a class for which the textbook was optional, and the class performance was higher than that of a group of classes in a national study

Against Conventional Wisdom

Conventional wisdom has it that truth is always evaluated using our actual linguistic conventions, even when considering counterfactual scenarios in which different conventions are adopted. This principle has been invoked in a number of philosophical arguments, including Kripke’s defense of the necessity of identity and Lewy’s objection to modal conventionalism. But it is false. It fails in the presence of what Einheuser (2006) calls c-monsters, or convention-shifting expressions (on analogy with Kaplan’s monsters, or context-shifting expressions). We show that c-monsters naturally arise in contexts, such as metalinguistic negotiations, where speakers entertain alternative conventions. We develop an expressivist theory—inspired by Barker (2002) and MacFarlane (2016) on vague predications and Einheuser (2006) on counterconventionals—to model these shifts in convention. Using this framework, we reassess the philosophical arguments that invoked the conventional wisdom

Mental Health Treatment Refusal in Correctional Institutions: A Sociological and Legal Analysis

Recently, the courts have recognized the right to a minimum level of mental health treatment for individuals confined in both mental and correctional institutions, utilizing a different rationale for each system. As mental health administrators in state mental hospitals accepted that they were responsible for providing an increased level of mental health services, they were disappointed that courts had subsequently ruled that individuals in state hospitals had a right to refuse treatment. The purpose of this paper is to elaborate, sociologically and legally, upon treatment refusal in the correctional system since most of the attention on treatment refusal has focused on individuals in state mental hospitals and since the legal status of inmates in correctional systems is different. An anlysis of the literature revealed that inmates in correctional institutions, similar to individuals in the state hospital system, have a limited constitutional right to refuse mental health treatment, and this right is unlimited when the treatment provided is considered by the courts to be in fact punishment

Reconstructing Sex Offenders as Mentally Ill: A Labeling Explanation

A growing number of states are being pressured to keep incarcerated sex offenders behind bars longer. The response to this pressure has been to look to the mental health system and retrieve civil commitment for sex offenders, a policy largely abandoned in the 1960s. In the 1970s, the courts ruled that civil commitment to a mental institution required that the individual be both mentally ill and dangerous. So legislators, with the support of a few mental health professionals, met this requirement by legislatively reconstructing sex offenders as mentally ill and permitting their indefinite commitment to mental institutions. The author discusses the process of reconstructing sex offenders as mentally ill from a labeling perspective

Introduction of interactive learning into French university physics classrooms

We report on a project to introduce interactive learning strategies (ILS) to physics classes at the Universit\'e Pierre et Marie Curie (UPMC), one of the leading science universities in France. In Spring 2012, instructors in two large introductory classes, first-year, second-semester mechanics, and second-year introductory E&M, enrolling approximately 500 and 250 students respectively, introduced ILS into some sections of each class. The specific ILS utilized were Think-Pair-Share questions and Peer Instruction in the main lecture classrooms, and UW Tutorials for Introductory Physics in recitation sections. Pre- and post-instruction assessments (FCI and CSEM respectively) were given, along with a series of demographics questions. We were able to compare the results of the FCI and CSEM between interactive and non-interactive classes taught simultaneously with the same curriculum. We also analyzed final exam results, as well as the results of student and instructor attitude surveys between classes. In our analysis, we argue that Multiple Linear Regression modeling is superior to other common analysis tools, including normalized gain. Our results show that ILS are effective at improving student learning by all measures used: research-validated concept inventories and final exam scores, on both conceptual and traditional problem-solving questions. Multiple Linear Regression analysis reveals that interactivity in the classroom is a significant predictor of student learning, showing a similar or stronger relationship with student learning than such ascribed characteristics as parents' education, and achieved characteristics such as GPA and hours studied per week. Analysis of student and instructors attitudes shows that both groups believe that ILS improve student learning in the physics classroom, and increases student engagement and motivation

Interferometric molecular line observations of W51

Observations are presented of the H II region complex in W51 made with a mm interferometer. W51 is a region of massive star formation approx. 7 kpc distant from the sun. This region has been well studied in both the IR and submillimeter, the radio, as well as the maser transitions. These previous observations have revealed three regions of interest: (1) W51MAIN, a know of bright maser emission near two compact H II regions W51e1 and W51e2 (W51MAIN is also the peak of the 400 micron emission indicating that the bulk of the mass is centered there; (2) W51IRS1 is a long curving structure seen at 20 micron and at 2 and 6 cm but not at 400 micron; (3) W51IRS2 (also known as W51NORTH) is another compact H II region slightly offset from an 8 and a 20 micron peak and a collection of masers. Some conclusions are as follows: (1) SO and H(13)CN emission are similar and coincide with outflow activity; (2) HCO+ spectra show evidence for overall collapse of the W51 cloud toward W51MAIN; (3) A previously undetected continuum peak, W51DUST, coincides with the molecular peak H(13)CN-4; and (4) Dust emission at 3.4 mm reveals that about half of the 400 micron emission comes from the ultracompact H II region e2, and the rest from W51e1 and W51DUST

Prostate Cancer Nodal Staging: Using Deep Learning to Predict 68Ga-PSMA-Positivity from CT Imaging Alone

Lymphatic spread determines treatment decisions in prostate cancer (PCa) patients. 68Ga-PSMA-PET/CT can be performed, although cost remains high and availability is limited. Therefore, computed tomography (CT) continues to be the most used modality for PCa staging. We assessed if convolutional neural networks (CNNs) can be trained to determine 68Ga-PSMA-PET/CT-lymph node status from CT alone. In 549 patients with 68Ga-PSMA PET/CT imaging, 2616 lymph nodes were segmented. Using PET as a reference standard, three CNNs were trained. Training sets balanced for infiltration status, lymph node location and additionally, masked images, were used for training. CNNs were evaluated using a separate test set and performance was compared to radiologists' assessments and random forest classifiers. Heatmaps maps were used to identify the performance determining image regions. The CNNs performed with an Area-Under-the-Curve of 0.95 (status balanced) and 0.86 (location balanced, masked), compared to an AUC of 0.81 of experienced radiologists. Interestingly, CNNs used anatomical surroundings to increase their performance, "learning" the infiltration probabilities of anatomical locations. In conclusion, CNNs have the potential to build a well performing CT-based biomarker for lymph node metastases in PCa, with different types of class balancing strongly affecting CNN performance

Women Offenders Incarcerated at the Ohio Penitentiary for Men and the Ohio Reformatory for Women from 1913-1923

Unquestionably, women offenders have been subjected to discrimination by the criminal justice system. However, the quality and extent of the discrimination have been the subject of debate. Early male scholars wrote that women offenders were treated chivalrously and leniently. Later female scholars have disagreed and contended that under so-called chivalry women offenders were punished more severely, especially for sex crimes. World War I had a national influence on women imprisoned in reformatories for prostitution, as federal legislation was passed to suppress prostitution and related behaviors. This paper examines qualitative and quantitative data from 1913 to 1923, especially data on the women committed to the Ohio Reformatory for Women, the extent of the influence of World War I, and whether feminists\u27 analysis of women\u27s incarceration holds. The authors conclude that the War had some national influence on women incarcerated for prostitution, but little or no influence with respect to women imprisoned in the Ohio Reformatory for Women. The findings also challenge feminist scholars\u27 recent view of women\u27s incarceration, at least with respect to Ohio