On Global Solutions of a Zakharov type System

We consider a class of wave-Schroedinger systems with a Zakharov-Schulman type coupling. This class of systems is indexed by a parameter gamma which measures the strength of the null form in the nonlinearity of the wave equation. The case gamma = 1 corresponds to the well-known Zakharov system, while the case gamma = -1 corresponds to the Yukawa system. Here we show that sufficiently smooth and localized Cauchy data lead to pointwise decaying global solutions which scatter, for any gamma in (0,1].Comment: 19 pages. Minor changes, including titl

The Assessment CyberGuide for Learning Goals and Outcomes

The CyberGuide serves as a companion resource for implementing the APA Guidelines for the Undergraduate Major in Psychology. These resources should aid psychology departments and their faculty to design the most appropriate and effective assessment plans. We have organized this Cyberguide into four parts that will assist departments in developing assessment plans: I. Understanding Assessment: Departmental, Institutional, Educational, and Societal Perspectives II. Designing Viable Assessment Plans III. Sustaining an Assessment Culture IV. Applying Assessment Strategies in Psycholog

The immunologic effect of early intravenous two and four gram bolus dosing of tranexamic acid compared to placebo in patients with severe traumatic bleeding (TAMPITI): A randomized, double-blind, placebo-controlled, single-center trial

Background: The hemostatic properties of tranexamic acid (TXA) are well described, but the immunological effects of TXA administration after traumatic injury have not been thoroughly examined. We hypothesized TXA would reduce monocyte activation in bleeding trauma patients with severe injury. Methods: This was a single center, double-blinded, randomized controlled trial (RCT) comparing placebo to a 2 g or 4 g intravenous TXA bolus dose in trauma patients with severe injury. Fifty patients were randomized into each study group. The primary outcome was a reduction in monocyte activation as measured by human leukocyte antigen-DR isotype (HLA-DR) expression on monocytes 72 h after TXA administration. Secondary outcomes included kinetic assessment of immune and hemostatic phenotypes within the 72 h window post-TXA administration. Results: The trial occurred between March 2016 and September 2017, when data collection ended. 149 patients were analyzed (placebo, Conclusion: In trauma patients with severe injury, 4 g intravenous bolus dosing of TXA has minimal immunomodulatory effects with respect to leukocyte phenotypes and circulating cytokine levels. Clinical Trial Registration: www.ClinicalTrials.gov, identifier NCT02535949

Severe traumatic injury during long duration spaceflight: Light years beyond ATLS

Traumatic injury strikes unexpectedly among the healthiest members of the human population, and has been an inevitable companion of exploration throughout history. In space flight beyond the Earth's orbit, NASA considers trauma to be the highest level of concern regarding the probable incidence versus impact on mission and health. Because of limited resources, medical care will have to focus on the conditions most likely to occur, as well as those with the most significant impact on the crew and mission. Although the relative risk of disabling injuries is significantly higher than traumatic deaths on earth, either issue would have catastrophic implications during space flight. As a result this review focuses on serious life-threatening injuries during space flight as determined by a NASA consensus conference attended by experts in all aspects of injury and space flight

Appraising Teaching Effectiveness

This session will review the work of a university-wide committee that developed recommendations concerning institutional policies and criteria for appraising teaching effectiveness for formative assessment (e.g., faculty professional development) and summative assessment (e.g., annual review, promotion and tenure decisions). Audience members will share their thoughts on the most relevant criteria for assessing whether a teacher is exemplary, effective, or ineffective and will be provided a list of the resources the committee consulted when developing its recommendations

Teaching Ethically: Ongoing Improvement, Collaboration, and Academic Freedom

Ethical teachers habitually reflect on their teaching effectiveness and actively seek professional development opportunities that increase their mastery and repertoire of teaching pedagogies and methods of assessing student learning. Ethical teachers also view their teaching in the context of a broader program of study and collaborate with colleagues in ways that promote individual and institutional academic freedom. In this chapter, I identify resources for faculty interested in enhancing their teaching effectiveness and for documenting their professional development in applications for promotion and tenure.I argue that the ethics of effective teaching involves two potentially conflicting perspectives related to academic freedom. Teachers exercise individual academic freedom and responsibility to develop and deliver courses on the basis of their professional expertise, but they also teach courses in the context of a curriculum offered by an academic department (e.g., a baccalaureate degree in psychology) or institution (e.g., a general education program) that has the responsibility to identify program requirements. Effective teachers find ethical ways of collaborating with colleagues to support both individual and institutional academic freedom. I begin by describing the elements of the American Psychological Association’s (APA’s) Ethical Principles of Psychologists and Code of Conduct (hereinafter referred to as the Ethics Code; APA, 2010) that refer directly to teaching, students, and education. Although the Ethics Code specifically pertains to those who have a doctorate in psychology, it also applies to graduate students, secondary school teachers, and others who teach psychology but do not have a doctoral degree as affiliate members of APA. I discuss how the concepts of individual and institutional academic freedom provide opportunities and potential ethical dilemmas for evaluating effective teaching. I identify criteria for effective teaching that emerged from science experts, discuss how these criteria are consistent with sections of the APA Ethics Code, and suggest a strategy for collaboration in departments and institutions to design and improve their courses and curricula. I conclude by recommending discipline-specific resources that teachers of psychology may consult to improve their teaching, to develop a statement of teaching philosophy, and to document effective teaching in applications for promotion and tenure

Teaching Students to Use Electronic Databases

Student learning outcomes, as articulated in the Undergraduate Psychology Major Learning Goals and Outcomes (American Psychological Association [APA], 2002), explicitly state that students should be able to: Locate and use relevant databases, research, and theory to plan, conduct, and interpret results of research studies. In order for students to develop these skills fully, faculty should help students to become critical consumers of information. Information-literate students should be able to, recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information (Association of College & Research Libraries [ACRL], 2000). ACRL further explicated outcomes related to information literacy that include: (a) developing a research plan, (b) identifying keywords and related terms, (c) carefully selecting terms relative to the database, and (d) using appropriate commands (e.g., Boolean operators, truncation, and proximity for search engines; internal organizers such as indexes for books). Merriam, LaBaugh, and Butterfield (1992) proposed minimum training guidelines for instructing psychology students on library skills. In this chapter, we will provide faculty with recommendations and resources for teaching students how to develop skills in information literacy related to psychology

Supporting and Recognizing Excellence in Teaching: STP at 75

© The Author(s) 2020. Established in 1945 as Division 2, one of the original divisions of the American Psychological Association, the Society for the Teaching of Psychology (STP) celebrates its 75th anniversary in 2020. On the occasion of STP’s 50th anniversary, Wight and Davis published a history of the Division’s first 50 years. Using that history, we summarize STP’s first 50 years and then focus on developments and changes during the last 25 years. We believe that STP has experienced greater change and growth in the last 25 years than it did in the first 50 years

The Challenge of Assessing Character: Measuring APA Goal 3 Student Learning Outcomes

© The Author(s) 2020. Goal 3 of the APA Goals for Undergraduate Major in Psychology specifies three dimensions of character development deemed central to the major. The purpose of this article is to review the current state of practice that addresses how we measure student learning in ethical reasoning, interpersonal relationship-building, and diversity-related skills, including globally. Deemed the most difficult goal to measure by the organizers of the Summit on National Assessment in Psychology, Goal 3 still generated a variety of strategies to assist in teaching and assessing aspects of the major dedicated to character development; however, this category remains one of significant untapped potential. We conclude by evaluating what gaps in assessing these goals exist and still need to be addressed