The Impact of Two-Loop Effects on the Scenario of MSSM Higgs Alignment without Decoupling

In multi-Higgs models, the properties of one neutral scalar state approximate those of the Standard Model (SM) Higgs boson in a limit where the corresponding scalar field is roughly aligned in field space with the scalar doublet vacuum expectation value. In a scenario of alignment without decoupling, a SM-like Higgs boson can be accompanied by additional scalar states whose masses are of a similar order of magnitude. In the Minimal Supersymmetric Standard Model (MSSM), alignment without decoupling can be achieved due to an accidental cancellation of tree-level and radiative loop-level effects. In this paper we assess the impact of the leading two-loop O(alpha_s h_t^2) corrections on the Higgs alignment condition in the MSSM. These corrections are sizable and important in the relevant regions of parameter space and furthermore give rise to solutions of the alignment condition that are not present in the approximate one-loop description. We provide a comprehensive numerical comparison of the alignment condition obtained in the approximate one-loop and two-loop approximations, and discuss its implications for phenomenologically viable regions of the MSSM parameter space.Comment: 31 pages, 7 figure

The Utility of Storytelling Strategies in the Biology Classroom

Conveying scientific information with high intrinsic cognitive load to students is a challenge. Often, students do not have the existing schema to incorporate the information in a comprehensive manner. One method that has shown promise is storytelling. Storytelling has been successfully used to convey public health information to non-experts. Therefore, it was of interest to determine whether storytelling could be used in the classroom to present information with high intrinsic load to students in a meaningful manner. This study used a post-test only quasi-experimental study design to explore the utility of storytelling as an instructional strategy in anatomy and physiology classes at a community college. Students in the treatment group received instruction that used storytelling to present examples of application. Both control and experimental groups were assessed through the use of a proximal formative quiz, distal multiple-choice questions, and a novel critical thinking exercise administered after the instruction. Results suggest that storytelling was as effective as the instructional methods delivered to the control group. These findings suggest that storytelling may be used as a means to convey complex scientific information in the classroom

Effectiveness of Drafting Models for Engineering Technology Students and Impacts on Spatial Visualization Ability: An Analysis and Consideration of Critical Variables

Results from a number of studies indicate that the use of drafting models can positively influence the spatial visualization ability for engineering technology students. However, additional variables such as light, temperature, motion and color can play an important role but research provides inconsistent results. Considering this, a set of 5 quasi-experimental studies, was conducted to identify additional critical variables. According to the results, a dynamic, 3Dprinted drafting model, presented with a blue background under lighting conditions between 500–750 lux had the highest impact on spatial visualization ability of engineering technology students

Measuring Presence: A Review of Research Using the Community of Inquiry Instrument

This systematic review provides a summary of studies on teaching, social, and cognitive presences in the community of inquiry (CoI) model using the CoI instrument in a higher education setting since its development in 2008 by Arbaugh et al. A total of 24 peer-reviewed studies on the CoI instrument from 2008–2017 were selected and analyzed explore the types of research on the instrument in higher education settings have been published, ways the instrument has been used for learning and teaching, and the implications the instrument poses for online instructors and instructional designers. It is organized into 4 themes: testing the instrument for validity and reliability, measuring CoI presence in different environments, examining causal relationships among the elements, and exploring potential revisions to the model

Does the Sequence of Instruction Matter During Simulation?

Introduction: Instructional strategies must be balanced when subjecting students to full-immersion simulation so as not to discourage learning and increase cognitive overload. The purpose of this study was to determine if participating in a simulation exercise before lecture yielded better performance outcomes among novice learners. Methods: Twenty-nine participants were divided into 2 groups as follows: group 1 participated in simulation exercises followed by a didactic lecture and group 2 participated in the same learning activities presented in the opposite order. Participants were administered a multiple-choice cognitive assessment upon completion of a workshop. Results: Learners who participated in the simulated exercises followed by the didactic lecture performed better on post assessments as compared with those who participated in the simulation after the lecture. A repeated-measures or nested analysis of variance generated statistically significant results in terms of model fit F (α = 0.05; 4.54) = 176.07 with a P \u3c 0.0001. Despite their higher levels of increased performance, 76% of those who participated in simulation activities first indicated that they would have preferred to participate in a lecture first. Conclusions: The findings of this study suggest that differences occur among learners when the sequencing of instructional components is altered. Learners who participated in simulation before lecture demonstrated increased knowledge compared with learners who participated in simulation after a lecture

An Exploration of Student Experiences with Learner-Centered Instructional Strategies

In this exploratory study, we examined how undergraduate students experience learning in a learner-centered teaching environment and their perceptions of motivation towards learning material in an introductory public speaking communications course. Six faculty members participated in a semester-long study where their teaching strategies were observed. Three faculty members participated in a cognitive apprenticeship where they were taught how to implement learner-centered instructional strategies into their coursework. Participants were 109 students who were enrolled in an introductory public speaking course. Data was collected by means of classroom observations, interviews, and the administration of a survey. Our findings indicated that students who were engaged in learner-centered activities within the communications course demonstrate higher levels of motivation towards the course and are more actively engaged in their learning

Physician as Teacher: Promoting Health and Wellness Among Elementary School Students

BACKGROUND: Every day, physicians engage in teaching during their patient encounters. It may be that medical students who are introduced to the principles of teaching and learning are more likely to become good communicators and learners. Service-learning may be an effective way for medical students to practice skills in teaching and communication in a real-world setting, while also filling a need within the community. The purpose of this study was to identify common themes within medical students\u27 reflections on what they learned through participating in a teaching exercise with local elementary school children. METHODS: As a required component of a longitudinal prevention and public health course that spans the first and second years of undergraduate medical education, second year students at the Oakland University William Beaumont School of Medicine, in Detroit, Michigan, in the USA completed a service-learning activity, which included teaching a standardized curricular module to local elementary school children. Students were required to complete a reflection assignment based on their teaching experience. Medical students\u27 responses to assignment\u27s three guided questions were qualitatively coded to identify common themes among the responses related to the teaching activity. RESULTS: Qualitative analysis of students\u27 reflections revealed several themes regarding what the students learned and viewed as the benefits of the activity: The importance of early education and parental involvement; the importance of understanding your audience when teaching; the importance of simplifying complex concepts to the audience\u27s level; and the importance of preparation for teaching. Medical students identified the difficulties of communicating at an audience appropriate level and providing patient education outside the confines of a controlled classroom setting. DISCUSSION: This activity provided medical students with hands-on experience presenting to an audience age-appropriate, health-related topics. Presenting in an elementary school environment helped students better understand what health information various age groups knew about and the importance of clarifying information when communicating with a younger audience

A Multidisciplinary Examination of the Decision-Making Process Used by Designers

Design-thinking is an abductive and participatory process in which designers are required to manage constraints, generate solutions, and follow project timelines in order to complete project goals. This exploration study sought to look at how designers in various disciplinary fields approach design projects. Designers were asked to describe a project and a decision that they had to make. Decisions were analyzed to determine whether they were ready-made versus custommade solutions and the process by which the designers arrived at the decisions was categorized as idea-imposition or discovery. Results indicated that designers work with multiple constraints while designing and the majority used a custom-made solution following a discovery process

MPATI: The Midwest Program on Airborne Television Instruction (1959-1971)

It is 1964 and high in the sky, flying in a figure-eight formation over a 200-mile radius and six Midwestern states, is a plane with a large 24-foot antennae hanging from its belly. Transmitting 24 separate courses recorded ahead of time then played back to member schools in six states, the Midwest Program on Airborne Television Instruction (MPATI) was designed to meet the need of providing educational television to a wider audience. In the late 1950s, the FCC decided that certain channels would be allocated for non-commercial educational use. Schools were bursting with students; teachers were in high demand and educators wanted television classroom instruction to ease their burden. Offering simultaneous programs to schools across the country similar to commercial networks seemed impossible. Hence, the Midwest Program on Airborne Television Instruction, a not-for-profit consortium of educational institutions and television producers, was born

The Design of a Cognitive Apprenticeship to Facilitate Storytime Programming for Librarians

The majority of research that has been conducted on structuring mentorship programs has been on career support in terms of transferring tacit and explicit knowledge from the supervisor to the protégé. While the instructional design literature touts that cognitive apprenticeships provide a great framework for constructivist and situated learning environments, little research has been done examining how much time should be allocated to the various phases of the apprenticeship framework. The purpose of this study was to explore whether the use of a cognitive apprenticeship framework could be used to mentor new librarians. Data was collected and analyzed in three phases. Phase 1 consisted of a needs assessment to determine the skills necessary for programmers to deliver a curriculum based storytime. Phase 2 data collected during the implementation of the cognitive apprenticeship included observation and reflective journals. Data collected during Phase 3 consisted of participant interviews immediately following the implementation of the cognitive apprenticeship, and three months after the conclusion of the study. All data was coded and analyzed using a phenemonological approach. The researchers found the need for flexibility when utilizing a cognitive apprenticeship model, based on participant prior knowledge and experience, the importance of the modeling and coaching stages of the model, participant desire for working with other programmers being trained