Representing uncertainty on model analysis plots

Model analysis provides a mechanism for representing student learning as measured by standard multiple-choice surveys. The model plot contains information regarding both how likely students in a particular class are to choose the correct answer and how likely they are to choose an answer consistent with a well-documented conceptual model. Unfortunately Bao's original presentation of the model plot did not include a way to represent uncertainty in these measurements. I present details of a method to add error bars to model plots by expanding the work of Sommer and Lindell. I also provide a template for generating model plots with error bars.Comment: Accepted for publication in Phys. Rev. Phys. Edu. Res. Published version will include supplementary file

Shellfish Outreach Project

The purpose of the Shellfish Outreach project was to disseminate educational information to the greater seacoast community on the value of aquaculture, status and opportunities in shellfishing, and hands-on local conservation strategies in an exciting visual and experiential manner. The entire project was designed to combine three primary methods of distributing information to the public: traveling programs, curriculum design, and field experience. Audiences for all three programs were to receive maps, updated shellfish-related information, and/or details promoting environmentally sound aquaculture practices. Subject matter covered during these programs was designed to focus on basic shellfish biology and natural history, the history of the seacoast shellfish fishery, current status and concerns, education on predator control, proper collecting techniques, and what people need to know to collect shellfish safely on the New Hampshire coast

The Determination of the Helium Saturation Level of Monomethylhydrazine and MON-3 Nitrogen Tetroxide

No abstract availabl

Freshwater security, conflict and cooperation: the case of the Red Sea-Dead Sea conduit project

This study examines the challenge of freshwater security faced by Israel, Jordan and Palestine, and mechanisms for multilateral collaboration that have been developed in order to create a Red Sea-Dead Sea Conduit. This paper outlines the proposed conduit as a major collaborative project which hinges on the engagement of both state and non-state stakeholders. The argument presented here is that the feasibility and planning process has so far been successful and that the mechanisms for collaboration developed as part of this project are the reason why. Overall conclusions suggest that the importance of freshwater security and the agency of international state and non-state actors are largely responsible for these collaborative successes

Marvin: A Heuristic Search Planner with Online Macro-Action Learning

This paper describes Marvin, a planner that competed in the Fourth International Planning Competition (IPC 4). Marvin uses action-sequence-memoisation techniques to generate macro-actions, which are then used during search for a solution plan. We provide an overview of its architecture and search behaviour, detailing the algorithms used. We also empirically demonstrate the effectiveness of its features in various planning domains; in particular, the effects on performance due to the use of macro-actions, the novel features of its search behaviour, and the native support of ADL and Derived Predicates

A Reflective Evaluation of Group Assessment

There is a general agreement in the literature that groupwork helps to develop important interpersonal and personal skills (Race, 2001; Visram & Joy, 2003; Elliot & Higgins, 2005; Kench et al, 2008). However, one of the problems with groupwork for both students and lecturers is how the work should be assessed (Parsons & Kassabova, 2002). The possibility of having ‘free-riders’ and the difficulty of fairly awarding marks to reflect the level of students’ contribution to a group output are some of the key problem areas in groupwork assessment (Race, 2001). Peer assessment is seen as one of the methods to deal with these problems. It can generally involve students assessing each other’s level of contribution to the group’s output (Visram & Joy, 2003). This paper provides our reflection on the use of peer assessment on a student group project