Method as Method: A Play in Three Acts

The authors present a play in three acts that we hope speaks for itself on some level. While we recognize that context is important, we do believe in the power in audience interpretation of a work of art. For more information, please refer to the prologue

Spheromak formation and sustainment studies at the sustained spheromak physics experiment using high-speed imaging and magnetic diagnostics

A high-speed imaging system with shutter speeds as fast as 2 ns and double frame capability has been used to directly image the formation and evolution of the sustained spheromak physics experiment (SSPX) [E. B. Hooper et al., Nucl. Fusion 39, 863 (1999)]. Reproducible plasma features have been identified with this diagnostic and divided into three groups, according to the stage in the discharge at which they occur: (i) breakdown and ejection, (ii) sustainment, and (iii) decay. During the first stage, plasma descends into the flux conserver shortly after breakdown and a transient plasma column is formed. The column then rapidly bends and simultaneously becomes too dim to photograph a few microseconds after formation. It is conjectured here that this rapid bending precedes the transfer of toroidal to poloidal flux. During sustainment, a stable plasma column different from the transient one is observed. It has been possible to measure the column diameter and compare it to CORSICA [A. Tarditi et al., Contrib. Plasma Phys. 36, 132 (1996)], a magnetohydrodynamic equilibrium reconstruction code which showed good agreement with the measurements. Elongation and velocity measurements were made of cathode patterns also seen during this stage, possibly caused by pressure gradients or E×B drifts. The patterns elongate in a toroidal-only direction which depends on the magnetic-field polarity. During the decay stage the column diameter expands as the current ramps down, until it eventually dissolves into filaments. With the use of magnetic probes inserted in the gun region, an X point which moved axially depending on current level and toroidal mode number was observed in all the stages of the SSPX plasma discharge

Corporate Fitness Members' Perceptions of the Environment and Their Intrinsic Motivation

The purpose of this study was to examine the relationship of employees' perceptions of the motivational climate in their corporate fitness center to their intrinsic motivation toward exercise, and their perceptions of their employer's concern for their health behaviors. Members of corporate fitness centers (N = 143) in the Midsouthern region of the US were invited to complete a survey with the following measures: 1) the Perceived Motivational Climate in Exercise Questionnaire (i.e., task- and ego-involving scales), 2) Intrinsic Motivation Inventory (four subscales), and 3) Valued by Employer Scale. Regression analysis revealed that perceptions of a task-involving climate were positively related to employees' interest/enjoyment, perceived competence, effort/importance with regard to exercise, and their sense of feeling valued by their employer. The PMCEQ can be a valuable tool in the exercise psychology literature to measure employees' perceptions of their fitness center environment

Hydrogen depolarized carbon dioxide concentrator performance improvements and cell pair structural tests

The investigations and testing associated with the CO2 removal efficiency and voltage degradation of a hydrogen depolarized carbon oxide concentrator are reported. Also discussed is the vibration testing of a water vapor electrolysis cell pair. Performance testing of various HDC cell pairs with Cs2CO3 electrolyte provided sufficient parametric and endurance data to size a six man space station prototype CO2 removal system as having 36 HDC cell pairs, and to verify a life capability exceeding six moths. Testing also demonstrated that tetramethylammonium carbonate is an acceptable HDC electrolyte for operating over the relative humidity range of 30 to 90 percent and over a temperature range of 50 to 80 F

Less Traditional – More Conceptual: Enhancing Student Learning in First-Year Biology

Over the last two decades, a number of influential reports have called for fundamental changes to undergraduate science education. Most importantly, these reports advocate a shift from traditional lecture-based teaching formats to ones that use student-focused pedagogies to encourage deep student learning about key conceptual ideas in science. Based on these reports, and the underlying research, the University of Calgary completed an extensive redesign of its first-year biology courses in 2011, resulting in two courses: Energy Flow in Biological Systems and DNA, Inheritance and Evolution. These courses focus student learning on two foundational concepts and use student-centered pedagogies to encourage the development of critical-thinking and problem-solving skills. Pre/post data collected from one year of the previous introductory courses and two years of the redesigned courses were used to determine the impact of the transition to a conceptual-based curriculum and the incorporation of active learning strategies including clickers and in-class group assignments on student learning gains measured via normalized change using questions from Biological Concept Inventory, Respiration and Photosynthesis Diagnostic Question Clusters and the Conceptual Inventory of Natural Selection. Student motivations and approaches for learning (e.g. deep versus surface approaches) using the published Approaches and Study Skills Inventory for Students (ASSIST) survey and the Experiences of Teaching and Learning Questionnaire (ETLQ). Data show significantly higher learning gains during the two consecutive years of implementation of the redesigned courses than those achieved in the previous format. Additionally, students reported that lecture activities allowed them being more engaged with course content. We are currently analyzing student written responses, which will provide further insight into the impact of course redesign on content knowledge and critical reasoning skills on student success

Evaluating student learning in large introductory biology courses: predictors of student success and lessons for course redesign

In 2009, the University of Calgary began an extensive redesign of its first-year biology courses based on survey feedback from both students and faculty, as well as the extensive literature showing the effectiveness of student-centered pedagogies in enhancing student learning, engagement and retention in large classes. The two newly designed courses, Energy Flow in Biological Systems and DNA, Inheritance and Evolution are concept-based courses that emphasize the integration of key concepts from biomolecules to the biosphere within a student-centered learning environment; these courses begin in Fall 2011. In order to understand the factors influencing student success in first-year biology, we have initiated a three-year mixed-methods investigation of students’ a priori knowledge, motivations, and approaches to learning. In our current first-year courses, we collected data related to changes in both student motivation and learning over the entire first year for 750 students. The strongest predictors of student success, based on grades earned in the lecture component of the course, were multiple-choice pre-test scores (