Teleprinter uses thermal printing technique

Alphameric/facsimile printer receives serial digital data in the form of a specified number of bits per group and prints it on thermally sensitive paper. A solid state shift-register memorizes the incoming serial digital data

Global atmospheric sampling program

Automated instruments were installed on a commercial B-747 aircraft, during the program, to obtain baseline data and to monitor key atmospheric constituents associated with emissions of aircraft engines in order to determine if aircraft are contributing to pollution of the upper atmosphere. Data thus acquired on a global basis over the commercial air routes for 5 to 10 years will be analyzed. Ozone measurements in the 29,000 to 45,000 foot altitude were expanded over what has been available from ozonesondes. Limited aerosol composition measurements from filter samples show low levels of sulfates and nitrates in the upper troposphere. Recently installed instruments for measurement of carbon monoxide and condensation nuclei are beginning to return data

New markers and linkage data

New markers and linkage dat

Information on chromosome rearrangements

Chromosome rearrangement

Praxis Mapping: A methodology for evaluating the political impacts of international projects

This report describes the participatory development of a process we have used to consider the political implications of a climate justice project we worked on together from 2010 to 2013, called Strengthening the role of civil society in water sector governance towards climate change adaptation in African cities – Durban, Maputo, Nairobi (see http://ccaa.irisyorku.ca). This project was funded by the International Development Research Centre (IDRC) and the U.K. Department for International Development (DFID) through their Climate Change Adaptation in Africa programme.This research was supported by the International Development Research Centr

An annotated pedigree of Neurospora crassa laboratory wild types, showing the probable origin of the nucleolus satellite and showing that certain stocks are not authentic.

An annotated pedigree of Neurospora crassa laboratory wild types, showing the probable origin of the nucleolus satellite and showing that certain stocks are not authentic

The Design and Validation of the Colorado Learning Attitudes about Science Survey

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure various facets of student attitudes and beliefs about learning physics. This instrument extends previous work by probing additional facets of student attitudes and beliefs. It has been written to be suitably worded for students in a variety of different courses. This paper introduces the CLASS and its design and validation studies, which include analyzing results from over 2400 students, interviews and factor analyses. Methodology used to determine categories and how to analyze the robustness of categories for probing various facets of student learning are also described. This paper serves as the foundation for the results and conclusions from the analysis of our survey dat

Towards characterizing the relationship between students' interest in and their beliefs about physics

We examine the relationships between students' self-reported interest and their responses to a physics beliefs survey. Results from the Colorado Learning Attitudes about Science Survey (CLASS v3), collected in a large calculusbased introductory mechanics course (N=391), were used to characterize students' beliefs about physics and learning physics at the beginning and end of the semester. Additionally students were asked at the end of the semester to rate their interest in physics, how it has changed, and why. We find a correlation between surveyed beliefs and self-rated interest (R=0.65). At the end of the term, students with more expert-like beliefs as measured by the 'Overall' CLASS score also rate themselves as more interested in physics. An analysis of students' reasons for why their interest changed showed that a sizable fraction of students cited reasons tied to beliefs about physics or learning physics as probed by the CLASS survey. The leading reason for increased interest was the connection between physics and the real world

Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey

A number of instruments have been designed to probe the variety of attitudes, beliefs, expectations, and epistemological frames taught in our introductory physics courses. Using a newly developed instrument -- the Colorado Learning Attitudes about Science Survey (CLASS)[1] -- we examine the relationship between students' beliefs about physics and other educational outcomes, such as conceptual learning and student retention. We report results from surveys of over 750 students in a variety of courses, including several courses modified to promote favorable beliefs about physics. We find positive correlations between particular student beliefs and conceptual learning gains, and between student retention and favorable beliefs in select categories. We also note the influence of teaching practices on student beliefs

A New Instrument For Measuring Student Beliefs About Physics and Learning Physics: The Colorado Learning Attitudes About Science Survey

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure student beliefs about physics and about learning physics. This instrument extends previous work by probing additional aspects of student beliefs and by using wording suitable for students in a wide variety of physics courses. The CLASS has been validated using interviews, reliability studies, and extensive statistical analyses of responses from over 5000 students. In addition, a new methodology for determining useful and statistically robust categories of student beliefs has been developed. This paper serves as the foundation for an extensive study of how student beliefs impact and are impacted by their educational experiences. For example, this survey measures: that most teaching practices cause substantial drops in student scores; that a student's likelihood of becoming a physics major correlates with their 'Personal Interest' score; and that, for a majority of student populations, women's scores in some categories, including 'Personal Interest' and 'Real World Connections', are significantly different than men's scores