Review of A Handbook of Statistical Analyses Using Stata by Rabe-Hesketh and Everitt

The new edition of the book by Rabe-Hesketh and Everitt (2004) is reviewed.introductory, gllamm, Stata texts

Numerical Solution of the (1s1s) and (1s2s) Hydrogenic Pair Equations

The pair functions which determine the exact first-order wave function for the ground state of the three-electron atom have been found with the matrix finite-difference method. The second- and third-order energies for the (1s1s)^1S, (1s2s)^3S, and (1s2s)^1S states of the two-electron atom are presented along with contour and perspective plots of the pair functions

Homogeneous rhodium catalysed hydrocarbonylation reactions of alkenes

The conversion of ethene, carbon monoxide and water to propanoic acid by the catalytic action of various rhodium species, was investigated by infra-red spectroscopy and autoclave batch reactions. Utilisation of a high pressure infra-red cell and a Fourier Transform infra-red spectrometry enabled study of the spectra of the catalytic systems at temperatures up to 180ºC, and at pressures of 10 -150 bar. The batch autoclave reactions enable rates, yield and selectivities to be determined with the aid of Gas Chromatography and Mass Spectroscopy. Rhodium halides were used as precursors and the effects of solvents, water, iodide initiators, were studied. It was shown that polar solvents favoured hydrocarbonylation as did hydrous conditions. Ethyl iodide and hydrogen iodide were active initiators, however hydrogen iodide was observed to poison the catalyst forming [Rh(CO)(_2)I(_4)](^-) and other rhodium(III) species. At temperatures above 170ºC rhodium(I) species such as [Rh(CO)(_2)I(_2)](^-) were more prominent. A novel catalyst system was produced by employing rhodium(III) chloride, tin(II) chloride and hydrochloric acid. The nature of this system was studied in terms of solvents, the interaction of rhodium and tin, and the role of hydrogen chloride. Infrared studies revealed rhodium-tin species in the reaction media. Studies were conducted to ascertain the role of cations and additives. Further studies determined the activity of other metals as co-catalysts to rhodium, showing tin to be a superior co-catalyst

Numerical solution of the two-electron Schrödinger equation

Numerical solutions to the S-limit equations for the helium ground state, excited triplet state, and the hydride-ion ground state are obtained with the second and fourth difference approximations. The results for the ground states are superior to previously reported values. The coupled equations resulting from the partial-wave expansion of the exact helium atom wave function are solved giving accurate S,P,D,F, and G limits. The G limit is -2.903 51 a.u., compared to the exact value of the energy of -2.903 72 a.u

Science-teacher education advanced methods national workshop for Scotland report

The first phase of the S-TEAM project at the University of Strathclyde - evaluating the state of the art of inquiry-based science teaching and education in teacher education institutions and schools in Scotland - is now well advanced. Phase one identifies the opportunities for and the constraints facing either the implementation or increase of inquiry-based science teaching activity in schools, in the process investigating impressions from current practice in classrooms, from teacher education courses, the policymaking context, as well as the implications for the S-TEAM project itself. All teacher education institutions within Scotland were invited to take part in a one-day workshop at the University of Strathclyde in Glasgow; representatives from the Scottish Government, Her Majesty's Inspectorate of education, a leading science centre, the Early Professional Learning project, and of course the teaching profession itself were also in attendance, giving a total of 19 participants. Key Findings The curriculum and assessment background to promoting advanced methods in science education in Scotland comprises the Curriculum for Excellence (CfE) initiative. The conference participants generally framed their contributions with this in mind. The findings suggested that the CfE, while still in its infancy, is generally supportive and encouraging of investigative science lessons, the range of possible activities that could count as investigative, and in the diversity of the ways in which scientists work. There was however some concern about the relationship between the CfE and Scotland's portfolio of upper-secondary school examinations, as yet unspecified in policy, and thus leaving open to question the degree to which the new curriculum will continue to support investigations as it currently is. Over emphasis on summative assessment through grading and examinations tend to work against the spirit of investigative activity in the science classroom, a practice that depends on a more sophisticated formative approach. There is the associated danger that schools may continue to garner exam success with more traditional teaching methods with the consequence that CfE, though clear enough in its intention to promote investigation / inquiry and creativity, could 'crystallise' into typical assessment styles. Teaching would then be guided by this and genuine investigative activity would be unlikely to develop in the face of the relative certainty (for teachers) of more 'direct' methods. The experience of the workshop delegates suggests that there are current examples of investigative science work in schools, and that these tend to be enjoyable for learners - exciting, good fun, etc. This affective dimension of learning is important and points to the need for S-TEAM to develop indicators that can accommodate affective engagement. Other 'harder' indicators could also be developed as discussion revealed that examination results and pupil uptake of science (girls in this case, helping to change possible preconceptions) could benefit from inquiry based activity. The efficacy of investigative activity in the classroom, however, is unlikely to be fully caught by the strictly quantitative. A further consideration is that S-TEAM could develop indicators that go beyond an immediate research function to operate in such a way as to contribute to the learning of teachers in the classroom through the capacity for practitioner self-evaluation. For example, the critical evaluation of investigative activity that a cohort of initial science-teacher education students have already completed for the project, as part of their professional portfolios, has since been commended by teacher educators as being an effective intervention in its own right. The early results from this indicator confirm the existence of a number of implicit components of developing confidence in undertaking investigative activity - for example, knowledge of the subject curriculum, class, resources, and so on - and teaching methods, from structured additions to the more opportunistic and ad hoc, that practitioners employ. While arguing that teachers could and ought to accommodate a degree of inquiry in their teaching, a critical caveat is that beginners benefit from protected exploratory practice prior to their full teaching post and need space themselves to investigate and explore; it is reasonable for them to exercise restraint in their first year until their confidence is fairly secure. Implications 1. Promote inquiry in teaching by using examples of existing good practice and by working with experienced teachers in order to take lessons back from them to beginners. 2. Develop purpose specific indicators of inquiry and reflection that go beyond an immediate research function to contribute to the learning of (new) teachers through a capacity for the self-evaluation of the use of innovative methods in the classroom. 3. Collate video examples of inquiry as it happens in the classrooms of student and practising teachers, as well as stories and reflective discussion about how it happened, so as to learn how teachers solve the problems of introducing more investigative approaches into lessons. 4. For the development of teachers' knowledge base in science, create a typology of investigative knowledge and experience, upon which the project's activities might draw, of the following levels of scientific perspective: The socio-historical nature of science. Contemporary research activity in science. Initial teacher education in science. Experienced teaching of science. Beginning teaching of science. The child's classroom experience of science. 5. For the ongoing practical application of inquiry-based research, S-TEAM will continue to pursue, interrogate and engage with existing examples of inquiry and resources in the months ahead

Optimum take-off angle in the standing long jump

The aim of this study was to identify and explain the optimum projection angle that maximises the distance achieved in a standing long jump. Five physically active males performed maximum-effort jumps over a wide range of take-off angles, and the jumps were recorded and analysed using a 2-D video analysis procedure. The total jump distance achieved was considered as the sum of three component distances (take-off, flight, and landing), and the dependence of each component distance on the take-off angle was systematically investigated. The flight distance was strongly affected by a decrease in the jumper’s take-off speed with increasing take-off angle, and the take-off distance and landing distance steadily decreased with increasing take-off angle due to changes in the jumper’s body configuration. The optimum take-off angle for the jumper was the angle at which the three component distances combined to produce the greatest jump distance. Although the calculated optimum take-off angles (19–27º) were lower than the jumpers’ preferred take-off angles (31–39º), the loss in jump distance through using a sub-optimum take-off angle was relatively small

Optimum take-off angle in the standing long jump

The aim of this study was to identify and explain the optimum projection angle that maximises the distance achieved in a standing long jump. Five physically active males performed maximum-effort jumps over a wide range of take-off angles, and the jumps were recorded and analysed using a 2-D video analysis procedure. The total jump distance achieved was considered as the sum of three component distances (take-off, flight, and landing), and the dependence of each component distance on the take-off angle was systematically investigated. The flight distance was strongly affected by a decrease in the jumper’s take-off speed with increasing take-off angle, and the take-off distance and landing distance steadily decreased with increasing take-off angle due to changes in the jumper’s body configuration. The optimum take-off angle for the jumper was the angle at which the three component distances combined to produce the greatest jump distance. Although the calculated optimum take-off angles (19–27º) were lower than the jumpers’ preferred take-off angles (31–39º), the loss in jump distance through using a sub-optimum take-off angle was relatively small

Assessing the continuity of the blue ice climate record at Patriot Hills, Horseshoe Valley, West Antarctica

We use high resolution Ground Penetrating Radar (GPR) to assess the continuity of the Blue Ice Area (BIA) horizontal climate record at Patriot Hills, Horseshoe Valley, West Antarctica. The sequence contains three pronounced changes in deuterium isotopic values at ~18 cal ka, ~12 cal ka and ~8 cal ka. GPR surveys along the climate sequence reveal continuous, conformable dipping isochrones, separated by two unconformities in the isochrone layers, which correlate with the two older deuterium shifts. We interpret these incursions as discontinuities in the sequence, rather than direct measures of climate change. Ice-sheet models and Internal Layer Continuity Index plots suggest that the unconformities represent periods of erosion occurring as the former ice surface was scoured by katabatic winds in front of mountains at the head of Horseshoe Valley. This study demonstrates the importance of high resolution GPR surveys for investigating both paleo-flow dynamics and interpreting BIA climate records