Development of Critical Thinking Skills In Collegiate Aviation Programs

Critical thinking requires an individual to gather and interpret data, develop conclusions based upon relevant findings, and implement the best solution. The dynamic aviation industry requires these skills of its pilots, maintainers, and managers for companies to remain successful. Collegiate aviation programs need to teach critical thinking and cognitive skills to allow students entering the workforce to become these successful aviation managers, maintainers, and pilots. Since August 2021, Southern Illinois University has been conducting a study to inform the development of these techniques for promoting critical thinking skills in the classroom and determine their efficacy. SIU will provide the preliminary findings of the study so attendees can begin to formulate a framework allowing for the integration of critical thinking and cognitive skills into their existing curriculum

Intestinal intussusception in an adult caused by helminthic parasitosis

Intestinal intussusception is an uncommon acute condition in adults and is most commonly caused by an intestinal tumor mass. Helminthic parasitosis is a widespread infection in Africa, and the load of worms is often high in individuals living in areas with inadequate sanitation. We report a case of intestinal obstruction caused by Ascaris lumbricoides infection, which was complicated by ileo-caecal intussusception and required surgical treatment in a 40-year-old Ugandan woman. This case reinforces the importance of anthelminthic prophylaxis in African rural areas

Seasonal aspects of sleep in the Djungarian hamster

BACKGROUND: Changes in photoperiod and ambient temperature trigger seasonal adaptations in the physiology and behaviour of many species, including the Djungarian hamster. Exposure of the hamsters to a short photoperiod and low ambient temperature leads to a reduction of the polyphasic distribution of sleep and waking over the light and dark period. In contrast, a long photoperiod enhances the daily sleep-wake amplitude leading to a decline of slow-wave activity in NREM sleep within the light period. It is unknown whether these changes can be attributed specifically to photoperiod and/or ambient temperature, or whether endogenous components are contributing factors. The influence of endogenous factors was investigated by recording sleep in Djungarian hamsters invariably maintained at a low ambient temperature and fully adapted to a short photoperiod. The second recording was performed when they had returned to summer physiology, despite the maintenance of the 'winter' conditions. RESULTS: Clear winter-summer differences were seen in sleep distribution, while total sleep time was unchanged. A significantly higher light-dark cycle modulation in NREM sleep, REM sleep and waking was observed in hamsters in the summer physiological state compared to those in the winter state. Moreover, only in summer, REM sleep episodes were longer and waking bouts were shorter during the light period compared to the dark period. EEG power in the slow-wave range (0.75–4.0 Hz) in both NREM sleep and REM sleep was higher in animals in the summer physiological state than in those in the 'winter' state. In winter SWA in NREM sleep was evenly distributed over the 24 h, while in summer it decreased during the light period and increased during the dark period. CONCLUSION: Endogenous changes in the organism underlie the differences in sleep-wake redistribution we have observed previously in hamsters recorded in a short and long photoperiod

Theoretical Theatre: harnessing the power of comedy to teach social science theory

Role playing is increasingly used in European Studies and political science, to foster students’ understanding of social science theories. Generally, role playing is only done by students. Not so in Theoretical Theatre, a teaching innovation which puts the onus on teachers to act. In our performances, teachers embody competing theories and enact dramatic scenarios in front of, and in collaboration with, their student audience. We explain how we developed Theoretical Theatre and contextualise it in the pedagogical literature of games and simulations, and of Drama In Education. We reflect on our experience of performing across four modules since 2012, and on our students’ feedback, to discuss three key themes emerging from our practice: making theory more interesting and engaging, easier to understand and apply; and changing classroom dynamics and engagement. We outline the challenges and opportunities in sustaining this teaching method and transferring it to other settings and disciplines

Improving Dark Energy Constraints with High Redshift Type Ia Supernovae from CANDELS and CLASH

Aims. We investigate the degree of improvement in dark energy constraints that can be achieved by extending Type Ia Supernova (SN Ia) samples to redshifts z > 1.5 with the Hubble Space Telescope (HST), particularly in the ongoing CANDELS and CLASH multi-cycle treasury programs. Methods. Using the popular CPL parametrization of the dark energy, w = w0 +wa(1-a), we generate mock SN Ia samples that can be projected out to higher redshifts. The synthetic datasets thus generated are fitted to the CPL model, and we evaluate the improvement that a high-z sample can add in terms of ameliorating the statistical and systematic uncertainties on cosmological parameters. Results. In an optimistic but still very achievable scenario, we find that extending the HST sample beyond CANDELS+CLASH to reach a total of 28 SN Ia at z > 1.0 could improve the uncertainty in the wa parameter by up to 21%. The corresponding improvement in the figure of merit (FoM) would be as high as 28%. Finally, we consider the use of high-redshift SN Ia samples to detect non-cosmological evolution in SN Ia luminosities with redshift, finding that such tests could be undertaken by future spacebased infrared surveys using the James Webb Space Telescope (JWST).Comment: 9 pages, 6 figures, accepted for publication on Astronomy & Astrophysic