An Integrated XRF/XRD Instrument for Mars Exobiology and Geology Experiments

By employing an integrated x-ray instrument on a future Mars mission, data obtained will greatly augment those returned by Viking; details characterizing the past and present environment on Mars and those relevant to the possibility of the origin and evolution of life will be acquired. A combined x-ray fluorescence/x-ray diffraction (XRF/XRD) instrument was breadboarded and demonstrated to accommodate important exobiology and geology experiment objectives outlined for MESUR and future Mars missions. Among others, primary objectives for the exploration of Mars include the intense study of local areas on Mars to establish the chemical, mineralogical, and petrological character of different components of the surface material; to determine the distribution, abundance, and sources and sinks of volatile materials, including an assessment of the biologic potential, now and during past epoches; and to establish the global chemical and physical characteristics of the Martian surface. The XRF/XRD breadboard instrument identifies and quantifies soil surface elemental, mineralogical, and petrological characteristics and acquires data necessary to address questions on volatile abundance and distribution. Additionally, the breadboard is able to characterize the biogenic element constituents of soil samples providing information on the biologic potential of the Mars environment. Preliminary breadboard experiments confirmed the fundamental instrument design approach and measurement performance

Navigating a Social Justice Motivation and Praxis as Student Affairs Professionals

While diversity and social justice are espoused values of the field of student affairs, student affairs professionals are socialized to varying degrees in regard to the awareness, knowledge, and skills necessary to be social justice advocates. Through qualitative interviews with nine entry- and mid-level student affairs professionals, we explored the motivations and experiences of student affairs professionals who enact values of social justice in their praxis. Participants shared strategies to navigating the field and their advocacy, the influence of theirs and others’ identities on their work, techniques for implementing intentional social justice praxis, challenges faced in their advocacy, and how they practice self-care

Digital basic education in a culture shaped by technological innovation. Requirements and consequences

Digitale Medien dominieren zunehmend die Informations- und Kommunikationspraxen der heutigen Gesellschaft. Damit ändern sich Wege und Modalitäten der Meinungsbildung, der Partizipation an politischen Entscheidungsprozessen sowie der gesellschaftlichen und kulturellen Teilhabe (vgl. z.B. Autorengruppe Bildungsberichterstattung, 2020). Grundbildung umfasst als ein zentrales Ziel, Erwachsene in die Lage zu versetzen, ein \u27gelingendes\u27 Leben in einer Gesellschaft führen und sich an ihr beteiligen zu können. Mit einer zunehmenden Mediatisierung ist diese Teilhabe ohne medienbezogene Kompetenzen selbst bei ausreichenden Lese- und Schreibfähigkeiten gefährdet. Es bedarf daher einer digitalen Grundbildung, um Risikofaktoren des Teilhabeausschlusses entgegenzuwirken. Der Rückgriff auf bestehende Kompetenzmodelle ist allerdings nicht ausreichend, da diese objektiv prüfbare Kompetenzbeschreibungen fokussieren und somit nicht in unterschiedlichen sozio-kulturellen Kontexten anwendbar sind. Diesem Spannungsfeld kann durch die Kombination von relationalen Ansätzen, wie dem Capability- und dem Literacy-Ansatz, mit objektiven kompetenzbezogenen Ansätzen begegnet werden. Die Zielsetzung dieses Artikels ist, das Ziel und die Bestandteile einer digitalen Grundbildung unter einer relationalen sowie einer objektiven Perspektive konstruktiv zu erörtern. (DIPF/Orig.)Digital media increasingly dominate the practices of information and communication in today\u27s society. As a result, the ways and modalities of opinion formation, participation in political decision-making processes and social and cultural participation are changing (see, for example, Autorengruppe Bildungsberichterstattung 2020). As a central goal, basic education should include enabling adults to lead a \u27successful\u27 life in society and to participate in it. With an increasing mediatization, this participation is endangered without media-related skills, even if reading and writing skills are sufficient. A basic digital education is therefore needed to counteract risk factors of exclusion from participation. However, recourse to existing competence models is not sufficient, as these focus on objectively testable competence descriptions and are therefore not applicable in different socio-cultural contexts. This area of conflict can be solved by combining relational approaches - such as the capability approach and the literacy approach - with objective competence-related approaches. The aim of this article is to constructively discuss the goal and components of digital literacy from a relational and an objective perspective. (DIPF/Orig.

Evaluation of critical congenital heart defects screening using pulse oximetry in the neonatal intensive care unit.

ObjectiveTo evaluate the implementation of early screening for critical congenital heart defects (CCHDs) in the neonatal intensive care unit (NICU) and potential exclusion of sub-populations from universal screening.Study designProspective evaluation of CCHD screening at multiple time intervals was conducted in 21 NICUs across five states (n=4556 infants).ResultsOf the 4120 infants with complete screens, 92% did not have prenatal CHD diagnosis or echocardiography before screening, 72% were not receiving oxygen at 24 to 48 h and 56% were born ⩾2500 g. Thirty-seven infants failed screening (0.9%); none with an unsuspected CCHD. False positive rates were low for infants not receiving oxygen (0.5%) and those screened after weaning (0.6%), yet higher among infants born at <28 weeks (3.8%). Unnecessary echocardiograms were minimal (0.2%).ConclusionGiven the majority of NICU infants were ⩾2500 g, not on oxygen and not preidentified for CCHD, systematic screening at 24 to 48 h may be of benefit for early detection of CCHD with minimal burden

Algorithmic statistics revisited

The mission of statistics is to provide adequate statistical hypotheses (models) for observed data. But what is an "adequate" model? To answer this question, one needs to use the notions of algorithmic information theory. It turns out that for every data string $x$ one can naturally define "stochasticity profile", a curve that represents a trade-off between complexity of a model and its adequacy. This curve has four different equivalent definitions in terms of (1)~randomness deficiency, (2)~minimal description length, (3)~position in the lists of simple strings and (4)~Kolmogorov complexity with decompression time bounded by busy beaver function. We present a survey of the corresponding definitions and results relating them to each other

Demonstration of the feasibility of an integrated x ray laboratory for planetary exploration

The identification of minerals and elemental compositions is an important component in the geological and exobiological exploration of the solar system. X ray diffraction and fluorescence are common techniques for obtaining these data. The feasibility of combining these analytical techniques in an integrated x ray laboratory compatible with the volume, mass, and power constraints imposed by many planetary missions was demonstrated. Breadboard level hardware was developed to cover the range of diffraction lines produced by minerals, clays, and amorphous; and to detect the x ray fluorescence emissions of elements from carbon through uranium. These breadboard modules were fabricated and used to demonstrate the ability to detect elements and minerals. Additional effort is required to establish the detection limits of the breadboard modules and to integrate diffraction and fluorescence techniques into a single unit. It was concluded that this integrated x ray laboratory capability will be a valuable tool in the geological and exobiological exploration of the solar system

Pedagogical foundations of cybercivility in health professions education: a scoping review

Background Teaching cybercivility requires thoughtful attention to curriculum development and content delivery. Theories, models, and conceptual and theoretical frameworks (hereafter “tools”) provide useful foundations for integrating new knowledge and skills into existing professional practice and education. We conducted this scoping review to identify tools used for teaching cybercivility in health professions education. Methods Using Arksey and O’Malley’s scoping review framework, we searched six biomedical and educational databases and three grey literature databases for articles available in English published between January 1, 2000 and March 31, 2020. Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews), we screened and extracted relevant data, and reported the results of the search. Results The search resulted in 2272 articles, with 8 articles included in this review after inclusion criteria were applied. Four articles (50%) were peer-reviewed journal papers while the other 4 (50%) were dissertations. Eleven unique tools were identified by this review: (1) Transpersonal Caring Theory, (2) Theory of Workplace Incivility, (3) Conceptualization of Incivility, (4) Media Ecology Theory, (5) Principlism, (6) Salmon’s Five Stage Model of Online Learning, (7) Learner-Centered Educational Theory, (8) Gallant and Drinan’s 4-Stage Model of Institutionalization of Academic Integrity, (9) Theory of Planned Behavior, (10) Communication Privacy Management Theory, and (11) Moral Development Theory. Based on the tools analyzed in our scoping review, we determined three features of cybercivility pedagogy to which the tools provided a guide: (1) behavioral manifestations, (2) academic integrity, and (3) digital professionalism. Conclusions The reviewed tools provide a pedagogical foundation and guidance for teaching various properties of cybercivility. Future studies should be expanded to include a broader literature body and non-English literature to provide the global perspective and global skills needed by a diverse population of learners