Real, virtual, and other personas in an online collaborative environment

This presentation reports on a study of an unusual online course, which incorporates collaboration across campuses in teaching about evaluation of information technologies. Issues raised by new information technologies are major foci within the course, and also entry points for our study of its implementation.published or submitted for publicationis peer reviewe

The Cosmology of Scripture

In these days of scientific consciousness a study of the cosmological teachings of Scripture should be or interest and value to the Bible student. For the average man of the twentieth century has a new measure by which he computes the value of all things, material, philosophical, or spiritual. Being taught from early childhood to think largely in the terms of science, it is inevitable that the modern man should reply to every problem which challenges his interest, What does science say on the subject

Tetrahedral and Triangular Deformations of Z=NZ=N Nuclei in Mass Region A∼60−80A \sim 60-80

We study static non-axial octupole deformations in proton-rich $Z=N$ nuclei, $^{64}$Ge, $^{68}$Se, $^{72}$Kr, $^{76}$Sr, $^{80}$Zr and $^{84}$Mo, by using the Skyrme Hartree-Fock plus BCS calculation with no restrictions on the nuclear shape. The calculation predicts that the oblate ground state in $^{68}$Se is extremely soft for the $Y_{33}$ triangular deformation, and that in $^{80}$Zr the low-lying local minimum state coexisting with the prolate ground state has the $Y_{32}$ tetrahedral deformation.Comment: 8 pages, 4 Postscript figures, REVTE

Cross-fostering does not alter the neurochemistry or behavior of spontaneously hypertensive rats

BACKGROUND:Attention-deficit/hyperactivity disorder (ADHD) is a highly heritable developmental disorder resulting from complex gene-gene and gene-environment interactions. The most widely used animal model, the spontaneously hypertensive rat (SHR), displays the major symptoms of ADHD (deficits in attention, impulsivity and hyperactivity) and has a disturbance in the noradrenergic system when compared to control Wistar-Kyoto rats (WKY). The aim of the present study was to determine whether the ADHD-like characteristics of SHR were purely genetically determined or dependent on the gene-environment interaction provided by the SHR dam. METHODS: SHR/NCrl (Charles River, USA), WKY/NCrl (Charles River, USA) and Sprague Dawley rats (SD/Hsd, Harlan, UK) were bred at the University of Cape Town. Rat pups were cross-fostered on postnatal day 2 (PND 2). Control rats remained with their birth mothers to serve as a reference for their particular strain phenotype. Behavior in the open-field and the elevated-plus maze was assessed between PND 29 and 33. Two days later, rats were decapitated and glutamate-stimulated release of [3H]norepinephrine was determined in prefrontal cortex and hippocampal slices. RESULTS: There was no significant effect of "strain of dam" but there was a significant effect of "pup strain" on all parameters investigated. SHR pups travelled a greater distance in the open field, spent a longer period of time in the inner zone and entered the inner zone of the open-field more frequently than SD or WKY. SD were more active than WKY in the open-field. WKY took longer to enter the inner zone than SHR or SD. In the elevated-plus maze, SHR spent less time in the closed arms, more time in the open arms and entered the open arms more frequently than SD or WKY. There was no difference between WKY and SD behavior in the elevated-plus maze. SHR released significantly more [3H]norepinephrine in response to glutamate than SD or WKY in both hippocampus and prefrontal cortex while SD prefrontal cortex released more [3H]norepinephrine than WKY. SHR were resilient, cross-fostering did not reduce their ADHD-like behavior or change their neurochemistry. Cross-fostering of SD pups onto SHR or WKY dams increased their exploratory behavior without altering their anxiety-like behavior. CONCLUSION: The ADHD-like behavior of SHR and their neurochemistry is genetically determined and not dependent on nurturing by SHR dams. The similarity between WKY and SD supports the continued use of WKY as a control for SHR and suggests that SD may be a useful additional reference strain for SHR. The fact that SD behaved similarly to WKY in the elevated-plus maze argues against the use of WKY as a model for anxiety-like disorders

Explaining County Government Budget Transparency In an Age of E-Government

This research seeks to explain budgetary transparency practices of individual US counties by examining the extent of information sharing with constituents via their websites. There are 3,138 counties and county-equivalents in the United States. This study evaluates a random sample of 400 US counties where 19% of the represented counties having populations of 100,000 or more residents, matching the same ratio of counties with populations of 100,000 or more residents nationally. We create a four-level categorical dependent variable measuring budget transparency. Using an ordered probit analysis with six independent variables we are able to explain the probability of counties having transparent budgeting practices

The Use of PBL in an Interprofessional Education Course for Health Care Professional Students

A problem-based learning (PBL) framework was utilized in a series of six interprofessional team seminars (IPTS) for postbaccalaureate students from seven health professions. The goal of IPTS was to develop a collaborative practice-ready workforce prepared to respond to patient care needs through use of concrete examples, skills development, critical thinking, and problem solving in safe, faculty-facilitated small groups. The collaborative nature of PBL closely correlates with teaching methodologies of the IPTS series. This study analyzed critical reflection assignments of nursing students in accelerated programs to determine the effectiveness of IPTS at preparing students for interprofessional collaborative practice. Findings indicated that PBL is an effective method for teaching interprofessional collaboration skills to nursing students

A Narrative Inquiry of Recently Separated African American Army Enlisted Soldier's Experiences on Racism

The United States Army (U.S. Army) is the oldest and a leading public organization in the U.S. that has challenged racism with attempts to remove many barriers that did not allow for workforce equality and unlimited growth (Moskos & Butler, 1996). Even so, the U.S. Army struggled for years with institutional racism and issues of discrimination. Understanding how systemic racism and acts of racism affect the core of the U.S. Army organization is important in the 21st century and may assist other organizations and leaders in understanding how African Americans experience institutional racism. Many studies on racism and race issues in the U.S. Army use a quantitative lens. Furthermore, most research, books, and news articles center the research on the U.S. Army officer. That presents a gap in the understanding of how racism affects the U.S. Army as a total force. A narrative inquiry using enlisted soldiers with a Critical Race Theory framework adds to the limited research and may fill the gap in understanding institutional racism. Eight participants volunteered for three 90-minute interviews that produce five themes of qualitative data. The themes that emerged were (1) The premilitary racial bubble, (2) In-service game-changers of racism, (3) Post military polarization, (4) The overt and covert nature of racism, (5) Challenging core values. The themes provide a unique voice of color that adds to the knowledge of racism of marginalized voices that were brought forward when narrating through four questions. The questions asked were how the participants experienced racism (1) before, (2) during, and (3) after serving in the understanding about racism? Keyword 1: Critical Race Theory; Keyword 2: Microaggressions; Keyword 3: Enlisted Soldier; Keyword 4: US Army; Keyword 5: Institutional Racism;ABSTRACT i -- Chapter I 1 -- Statement of Problem 4 -- Associated Problems 5 -- Purpose of the Study 7 -- Significance of the Study 7 -- Conceptual Framework 8 -- Critical Race Theory 8 -- Differential racialization 12 -- Microaggressions 13 -- Description of Microaggressions 14 -- Definition of Terms 18 -- Conclusion 20 -- Chapter II 22 -- Introduction 22 -- The African American Experience 24 -- African American Enlisted Soldier’s Identity 29 -- Military Service 31 -- Major Historical Patterns 33 -- WWII 33 -- During the service 35 -- After Military Service 36 -- Korean War 37 -- The Vietnam War 39 -- Transitioning 40 -- Post-Vietnam through Iraq to the present 42 -- Conclusion 45 -- Chapter III 47 -- Introduction 47 -- Population and Sample 49 -- Sample Size 50 -- Accessible Participants 50 -- Selection Procedures 51 -- Data Collection 52 -- Collection Method 52 -- Data Analysis Procedures 53 -- Validity 55 -- Research Questions 58 -- Ethical Issues 59 -- Personal Identity 59 -- Introduction 69 -- The Re-stories 71 -- Melinda: “We don’t take care of each other” 71 -- Mike “We got our work cut out” 80 -- Tammy “I didn’t feel racism” 91 -- Kelvin “Racism was understood” 98 -- Anthony “The right way” 106 -- Martin “Re-think my position” 113 -- Craig “I don’t see racism” 122 -- Katie: “Integrity is everything” 131 -- Summary 136 -- Chapter V 137 -- Introduction 137 -- Premilitary Cultural Bubble 139 -- Female Head of Household 140 -- Searching for a Protector 141 -- Avoiding the discussion 142 -- Eviction & Homelessness 143 -- Polarized Schools 145 -- Crime 147 -- In-service Game Changers of Racism 148 -- Basic and Advanced Preprograming 148 -- Sameness 149 -- Permanent Party Politics 150 -- The Strength of the White Pyramid (White over Black Serves a Purpose) 151 -- Military Social Political Domination 153 -- The Color of Equality 154 -- Post Military Polarization 155 -- Socio-Economic Forced decisions 156 -- The Overt and Covert Nature of Racism 161 -- Life structure 162 -- The Big Challenge to Racism (Challenging Core Values) 165 -- Summary 167 -- Chapter VI 169 -- Introduction 169 -- Summary of Findings 170 -- The Pre-Military Racial Bubble 171 -- In-service Game Changers 173 -- Post Military Polarization 176 -- The Overt and Covert Nature of Racism 177 -- Challenging Core Values 178 -- Implications for Leaders 179 -- Limitations 181 -- Recommendations for Further Research 183 -- Conclusion 185 -- REFERENCES 188 -- APPENDIX A 199 -- Research Question Matrix 200 -- APPENDIX B 205 -- Participant Interview Timeline 205 -- APPENDIX C: 207 -- Six Part Labovian Model 207 -- APPENDEX D 209 -- Participants’ Pseudonyms and Demographics 209 -- APPENDEX E 211 -- Participants Perceptions on Racism 211 -- APPENDIX F 214 -- Permission to Conduct Study 214 -- APPENDIX G 216 -- Participant Consent Statement 216 -- APPENDIX H 219 -- Institutional Review Board Approval Letter 219Archibald, James G.Workman, JamieDees, Dianne C.Ed.D.Education in Leadershi

Collective T- and P- Odd Electromagnetic Moments in Nuclei with Octupole Deformations

Parity and time invariance violating forces produce collective P- and T- odd moments in nuclei with static octupole deformation. Collective Schiff moment, electric octupole and dipole and also magnetic quadrupole appear due to the mixing of rotational levels of opposite parity and can exceed single-particle moments by more than a factor of 100. This enhancement is due to two factors, the collective nature of the intrinsic moments and the small energy separation between members of parity doublets. The above moments induce T- and P- odd effects in atoms and molecules. Experiments with such systems may improve substantially the limits on time reversal violation.Comment: 9 pages, Revte