Constraining the electric charges of some astronomical bodies in Reissner-Nordstrom spacetimes and generic r^-2-type power-law potentials from orbital motions

We put model-independent, dynamical constraints on the net electric charge Q of some astronomical and astrophysical objects by assuming that their exterior spacetimes are described by the Reissner-Nordstroem metric, which induces an additional potential U_RN \propto Q^2 r^-2. Our results extend to other hypothetical power-law interactions inducing extra-potentials U_pert = r^-2 as well (abridged).Comment: LaTex2e, 16 pages, 3 figures, no tables, 128 references. Version matching the one at press in General Relativity and Gravitation (GRG). arXiv admin note: substantial text overlap with arXiv:1112.351

Comparison and Evaluation of modified TBL method of teaching versus tutorial method in pharmacology among slow learners of 2nd year medical undergraduates

BACKGROUND: A slow learner  is  one who has the ability  to learn necessary  academic skills ,but at rates and depth below  same age peers.[1] These students have learning difficulties which tend to increase,  if the teaching  is  not suitably graded to their slower rate  of progress, and modified to achieve the most effective ways  of learning.[2]As there is a need to introduce variety in teaching learning method for slow learners, which will make their learning more interesting , remembering ,repetitive type ,the current  study is planned.  The aim of the present study is to compare and evaluate the  modified TBL  method of teaching with that of tutorial method of teaching in pharmacology among slow learners of 2nd year medical undergraduates. METHODOLOGY: A total of 24 slow learners from II MBBS repeater batch were included in the study. Out of 6 classes, first 3 classes were taught by modified TBL method and next 3 classes were taught by tutorial method. Students taught by modified TBL underwent with IRAT,GRAT and application based exercises  like discussion of 2 clinical cases with previous university exam questions covering the topic, and drug of the week. Four teams of students were constituted by six students in each team .On the day of teaching session, topics were discussed in the presence of the faculty facilitator. Students evaluated these teaching sessions through questionnaire. RESULTS: 83 % of slow learners felt that the modified TBL sessions were better at fulfilling learning objectives , enabled better understanding(83%) , were more interesting(87%) ,ensured greater student participation and involved greater effort on the part of students( 91%), as compared to traditional tutorial teaching methods. Most of the students( 96%) opined that more modified TBL sessions should be organized in the future.CONCLUSIONS:Modified TBL method of teaching improves the learning ability & learning outcomes of the slow learners when compared with tutorial method of teachin