Analysis of the High-Altitude Cooling of the Ranger SGV-770 D-4 Engine in the Bell XP-77 Airplane

No abstract availabl

The History of Cokeville, Wyoming

Cokeville, Wyoming, is situated at the confluence of the Bear River and Smiths Fork valleys in southwestern Wyoming. Settled in 1874, the Cokeville area has experienced much the same political, economic, and social developments typical of other small rural towns in the western United States; but it is unlike neighboring settlements in that it was not dominated by the Church of Jesus Christ of Latter-day Saints during its early growth. Depending upon an agricultural economic base, Cokeville has been the center of the Lincoln County sheep industry since the early 1900\u27s. Mining has played a minor part in the economy, but never to the extent that it ever seriously threatened the livestock industry. During the last three decades there has been a resurgence of the cattle industry. Cokeville developed in three principal stages: settlement, the boom period of growth, and finally maturity and subsequent decline. Technological improvements in communication and transportation have widened the field of association of local residents causing decline in community spirit

The Science of Justice, Race, Arrests, and Police Use of Force

The current report examines racial disparities in use of force across 12 law enforcement departments from geographically and demographically diverse locations and reveals that racial disparities in police use of force persist even when controlling for racial distribution of local arrest rates. Additionally, multiple participating departments still demonstrated racial disparities when force incidents were benchmarked exclusively against Part I violent arrests, such that Black residents were still more likely than Whites to be targeted for force

Lessons Learned from Teaching MOOCs at Liberal Arts Colleges

Five years ago, the New York Times declared 2012 to be the “Year of the MOOC” (Pappano 2012). Although research universities led the movement, several liberal arts colleges (most notably Wellesley, Colgate, Davidson, Hamilton, and Wesleyan) climbed aboard the bandwagon that promoted massive open online courses as a grand experiment to reshape higher education, while faculty elsewhere (such as Amherst) voted to stay off (Kolowich 2012, Rivard 2013, Straumsheim 2015). When our institution, Trinity College, partnered with edX in 2014 and began to launch courses on the TrinityX platform, each of us decided to go along for the ride and explore this new terrain, while remaining skeptical of the hype. Now we share reflections from our journeys. Both presenters have designed and taught edX courses for dual purposes: 1) to freely expand education for a global community of online learners 2) to supplement instruction for existing face-to-face courses at our liberal arts college Dan Lloyd created his non-credit edX course, “The Conscious Mind: A Philosophical Road Trip,” which he blended into his for-credit Trinity course, Philosophy 374 Minds and Brains (cross-listed with Neuroscience) in Spring 2016 and 2017. https://www.edx.org/course/conscious-mind-philosophical-road-trip-trinityx-t004x-0 Jack Dougherty and contributors created his non-credit edX course and open-access book, “Data Visualization for All,” which he blended into his for-credit Data Visualization internship seminar in Spring 2017. https://www.edx.org/course/data-visualization-all-trinityx-t005x http://DataVizForAll.org Dan Lloyd’s presentation: Being massive, open, and online, a MOOC affords the possibility of spreading the life-enriching ideals of the liberal arts to an audience that cannot access the expensive, elite, and localized resources of a residential college like Bryn Mawr, Trinity (where I teach), or Oberlin (my alma mater). But a) Will MOOCs come to embody liberal ideals? And b) Can they? Regarding (a), in their course offerings, publicity, and platform limitations, EdX and Coursera promote a vision of higher education that is technical, instrumental, and intellectually authoritarian. Regarding (b), the decentered, asynchronous, and relatively impersonal MOOC format presents pedagogic challenges to the liberal arts mission of promoting curiosity, empathy, and open-minded inquiry. In this presentation, I hope to present some ideas for retooling the MOOC toward a free and transnational education that promotes the ideals of the liberal arts. The examples will include small bits of my own MOOC, offered to spark ideas among those of us who might be pondering MOOC creation: What can be taught? And how? Jack Dougherty’s presentation: The online MOOC marketplace forces small colleges to compete with large research universities that can more efficiently create conventional online courses with high-quality video production. Liberal arts colleges are not likely to win at their game. Instead, we should rethink our use of web technologies to focus on what we do well: engaging students in our face-to-face communities as co-researchers, co-authors, and co-instructors for open-access books with online course components. My presentation will offer ideas on collaborating with liberal arts students as active producers, rather than mere consumers, of online knowledge, with examples drawn from http://DataVizForAll.org

The influence of coaches' personal factors on the impact of coach education

Many coach education programs have been developed to address the increasing demand for qualified coaches. The majority of these programs are sport-specific, and research has focused on the validation of individual programs. Research has failed to consider the role of the coaches' characteristics and their impact on coach education outcomes. This mixed methods study examined changes in coaching efficacy and behavior change after coaches' attendance of a non-formal positive coaching education program. The current study considered the relationship between changes in coaching efficacy and coaches' age, gender, experience, enrollment status (i.e. voluntary v. required), attitudes towards continuing education, and resistance to change. There were 65 coaches who completed this study. Prior to the workshop, participants completed a demographic survey, the Revised Adult Attitudes towards Continuing Education Scale, the Dispositional Resistance to Change Scale, and the Coaching Efficacy Scale. Following the completion of the workshop, coaches answered a follow-up survey containing the same surveys and a qualitative item regarding behavioral change. Results suggest that the coaches who completed the online program experienced significant increases in coaching efficacy and behavioral change. There was a significant relationship between enrollment status and changes in coaching efficacy and coaches' behavioral change. The findings indicate that coaches who are required to attend education do not experience the same changes in coaching efficacy or behavior compared to those who attend voluntarily. It is necessary to convince coaches of the benefit of continuing education for their careers and the athletes with whom they work.Includes bibliographical reference