Peer-Led Team Learning in Introductory Biology and Chemistry Courses: A Parallel Approach

Peer-Led Team Learning has been in use in Introductory Biology and Introductory Chemistry since Fall 1999 at the University of Portland. lts effect on improved conceptual understanding, retention of students, and improvement in study skills will be discussed. An ancillary, but no less important benefit in the development of interest in science teaching among the peer leaders, is also addressed

Prosthetic occlusive device for an internal passageway

An occlusive device is disclosed for surgical implant to occlude the lumen of an internal organ. The device includes a cuff having a backing collar and two isolated cuff chambers. The fluid pressure of one chamber is regulated by a pump/valve reservoir unit. The other chamber is unregulated in pressure but its fluid volume is adjusted by removing or adding fluid to a septum/reservoir by means of a hypodermic needle. Pressure changes are transmitted between the two cuff chambers via faying surfaces which are sufficiently large in contact area and thin as to transmit pressure generally without attenuation. By adjusting the fluid volume of the septum, the operating pressure of the device may be adjusted to accommodate tubular organs of different diameter sizes as well as to compensate for changes in the organ following implant without reoperation

Geometric relationships for homogenization in single-phase binary alloy systems

A semiempirical relationship is presented which describes the extent of interaction between constituents in single-phase binary alloy systems having planar, cylindrical, or spherical interfaces. This relationship makes possible a quick estimate of the extent of interaction without lengthy numerical calculations. It includes two parameters which are functions of mean concentration and interface geometry. Experimental data for the copper-nickel system are included to demonstrate the usefulness of this relationship

Discovery of Five New Pulsars in Archival Data

Reprocessing of the Parkes Multibeam Pulsar Survey has resulted in the discovery of five previously unknown pulsars and several as-yet-unconfirmed candidates. PSR J0922-52 has a period of 9.68 ms and a DM of 122.4 pc cm^-3. PSR J1147-66 has a period of 3.72 ms and a DM of 133.8 pc cm^-3. PSR J1227-6208 has a period of 34.53 ms, a DM of 362.6 pc cm^-3, is in a 6.7 day binary orbit, and was independently detected in an ongoing high-resolution Parkes survey by Thornton et al. and also in independent processing by Einstein@Home volunteers. PSR J1546-59 has a period of 7.80 ms and a DM of 168.3 pc cm^-3. PSR J1725-3853 is an isolated 4.79-ms pulsar with a DM of 158.2 pc cm^-3. These pulsars were likely missed in earlier processing efforts due to their high DMs and short periods and the large number of candidates that needed to be looked through. These discoveries suggest that further pulsars are awaiting discovery in the multibeam survey data.Comment: 12 pages, 2 figures, 2 tables, accepted to Ap

Development and marketing of a prosthetic urinary control valve system

An implantable prosthetic for the control of urinary incontinence was developed and marketed. Three phases are presented: bench development studies, animal trials, and human clinical trials. This work was performed under the direction of a Research Team at Rochester General Hospital (RGH). Bench trials were completed on prototype hardware and provided early verification of the device's ability to withstand repeated cyclic testing. Configurational variants were evaluated and a preferred design concept was established. Silicone rubber (medical grade) was selected as the preferred material for the prosthesis

Spelling in adolescents with dyslexia: errors and modes of assessment

In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor’s studies and had Dutch as mother tongue. Three main error categories were distinguished: phonological, orthographic, and grammatical errors (on the basis of morphology and language-specific spelling rules). The results indicated that higher-education students with dyslexia made on average twice as many spelling errors as the controls, with effect sizes of d ≥ 2. When the errors were classified as phonological, orthographic, or grammatical, we found a slight dominance of phonological errors in students with dyslexia. Sentence dictation did not provide more information than word dictation in the correct classification of students with and without dyslexia