The CREATE Approach to Primary Literature Shifts Undergraduates' Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, and Epistemological Beliefs

The C. R. E. A. T. E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students' critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of "who does science, and why." We report here the results of an assessment that addressed C. R. E. A. T. E. students' attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students' confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e. g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C. R. E. A. T. E. method can shift not just students' analytical abilities and understanding of scientists as people, but can also positively affect students' confidence with analysis of primary literature, their insight into the processes of science, and their beliefs about learning.NSFNSF CCLI/TUES 0311117, 0618536, 1021443Molecular Bioscience

WATERS AND WATERCOURSES - EXTENT OF RIPARIAN LAND -COMPENSATION ON CONDEMNATION

In a recent case compensation was sought for the taking of riparian land for public use. The Supreme Court of Nebraska held that the award should be limited to damages to those sections of land {by the government plat) bordering on the stream. A decision note in this REVIEW criticized that ruling. It was there said that proximity to riparian land might add value even to non-riparian land. Later a rehearing of the case was granted and a new opinion filed. Held, damages . . . are not limited to governmental sections a part of which is included in the land actually taken, where depreciation in the value of the remainder extends beyond those sections. McGinley v. Platte Valley Power & Irrigation District, (Neb. 1937) 275 N. W. 593

The investigation of particle acceleration in colliding-wind massive binaries with SIMBOL-X

An increasing number of early-type (O and Wolf-Rayet) colliding wind binaries (CWBs) is known to accelerate particles up to relativistic energies. In this context, non-thermal emission processes such as inverse Compton (IC) scattering are expected to produce a high energy spectrum, in addition to the strong thermal emission from the shock-heated plasma. SIMBOL-X will be the ideal observatory to investigate the hard X-ray spectrum (above 10 keV) of these systems, i.e. where it is no longer dominated by the thermal emission. Such observations are strongly needed to constrain the models aimed at understanding the physics of particle acceleration in CWB. Such systems are important laboratories for investigating the underlying physics of particle acceleration at high Mach number shocks, and probe a different region of parameter space than studies of supernova remnants.Comment: 2 pages, 2 figures, to appear in the proceedings of the workshop "Simbol-X: the hard X-ray universe in focus", held in Bologna, Italy (14-16 May 2007

Multiepoch Mulitwavelength Spectra and Models for Blazar 3C 279

Peer reviewe

Reflections on a coaching pilot project in healthcare settings

This paper draws on personal reflection of coaching experiences and learning as a coach to consider the relevance of these approaches in a management context with a group of four healthcare staff who participated in a pilot coaching project. It explores their understanding of coaching techniques applied in management settings via their reflections on using coaching approaches and coaching applications as healthcare managers. Coaching approaches can enhance a manager’s skill portfolio and offer the potential benefits in terms of successful goal achievement, growth, mutual learning and development for both themselves and staff they work with in task focused scenarios

The effect of surface treatment on delamination for a nylon interleaving material

One method of controlling delamination and increasing the inter-lamina toughness in composite laminates is the use of thermoplastic interleaving films, primarily to absorb energy. In this study the effect of controlling the surface energy of a nylon interleaving film on the interlaminar fracture toughness was investigated. It was found that as the surface energy of the nylon increased so did the Mode I delamination resistance. Surface energy was measured via dynamic contact angle measurements and delamination resistance via double cantilever beam specimens. It was concluded that control of the surface energy of the interleaving material is paramount in controlling delamination. © Institute of Materials Engineering Australasia Ltd

The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students

The CREATE (Consider Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) strategy aims to demystify scientific research and scientists while building critical thinking, reading/analytical skills, and improved science attitudes through intensive analysis of primary literature. CREATE was developed and piloted at the City College of New York (CCNY), a 4-yr, minority-serving institution, with both upper-level biology majors and first-year students interested in science, technology, engineering, and mathematics. To test the extent to which CREATE strategies are broadly applicable to students at private, public, research-intensive, and/or primarily undergraduate colleges/universities, we trained a cohort of faculty from the New York/New Jersey/ Pennsylvania area in CREATE pedagogies, then followed a subset, the CREATE implementers (CIs), as they taught all or part of an existing course on their home campuses using CREATE approaches. Evaluation of the workshops, the CIs, and their students was carried out both by the principal investigators and by an outside evaluator working independently. Our data indicate that: intensive workshops change aspects of faculty attitudes about teaching/learning; workshop-trained faculty can effectively design and teach CREATE courses; and students taught by such faculty on multiple campuses make significant cognitive and affective gains that parallel the changes documented previously at CCNY