Do You Always Need a Textbook to Teach Astro 101?

The increasing use of interactive learning strategies in Astro 101 classrooms has led some instructors to consider the usefulness of a textbook in such classes. These strategies provide students a learning modality very different from the traditional lecture supplemented by reading a textbook and homework, and raises the question of whether the learning that takes place during such interactive activities is enough by itself to teach students what we wish them to know about astronomy. To address this question, assessment data is presented from an interactive class, which was first taught with a required textbook, and then with the textbook being optional. Comparison of test scores before and after this change shows no statistical difference in student achievement whether a textbook is required or not. In addition, comparison of test scores of students who purchased the textbook to those who did not, after the textbook became optional, also show no statistical difference between the two groups. The Light and Spectroscopy Concept Inventory (LSCI), a research-validated assessment tool, was given pre- and post-instruction to three classes that had a required textbook, and one for which the textbook was optional, and the results demonstrate that the student learning gains on this central topic were statistically indistinguishable between the two groups. Finally, the Star Properties Concept Inventory (SPCI), another research-validated assessment tool, was administered to a class for which the textbook was optional, and the class performance was higher than that of a group of classes in a national study

Introduction of interactive learning into French university physics classrooms

We report on a project to introduce interactive learning strategies (ILS) to physics classes at the Universit\'e Pierre et Marie Curie (UPMC), one of the leading science universities in France. In Spring 2012, instructors in two large introductory classes, first-year, second-semester mechanics, and second-year introductory E&M, enrolling approximately 500 and 250 students respectively, introduced ILS into some sections of each class. The specific ILS utilized were Think-Pair-Share questions and Peer Instruction in the main lecture classrooms, and UW Tutorials for Introductory Physics in recitation sections. Pre- and post-instruction assessments (FCI and CSEM respectively) were given, along with a series of demographics questions. We were able to compare the results of the FCI and CSEM between interactive and non-interactive classes taught simultaneously with the same curriculum. We also analyzed final exam results, as well as the results of student and instructor attitude surveys between classes. In our analysis, we argue that Multiple Linear Regression modeling is superior to other common analysis tools, including normalized gain. Our results show that ILS are effective at improving student learning by all measures used: research-validated concept inventories and final exam scores, on both conceptual and traditional problem-solving questions. Multiple Linear Regression analysis reveals that interactivity in the classroom is a significant predictor of student learning, showing a similar or stronger relationship with student learning than such ascribed characteristics as parents' education, and achieved characteristics such as GPA and hours studied per week. Analysis of student and instructors attitudes shows that both groups believe that ILS improve student learning in the physics classroom, and increases student engagement and motivation

Gauge Orbit Types for Theories with Classical Compact Gauge Group

We determine the orbit types of the action of the group of local gauge transformations on the space of connections in a principal bundle with structure group O(n), SO(n) or $Sp(n)$ over a closed, simply connected manifold of dimension 4. Complemented with earlier results on U(n) and SU(n) this completes the classification of the orbit types for all classical compact gauge groups over such space-time manifolds. On the way we derive the classification of principal bundles with structure group SO(n) over these manifolds and the Howe subgroups of SO(n).Comment: 57 page

A model of mentorship for students from historically underrepresented groups in STEM

Mentorship is critical to student academic success and persistence, especially for students from historically underrepresented (HU) groups. In a program designed to support the academic success of HU undergraduates in STEM who wish to pursue a PhD in those fields, students experience comprehensive support including financial aid, highly-engaged mentoring, dual faculty mentorship, professional development workshops, and summer research experiences. Scholars in this program, the Cal-Bridge program, consistently report that faculty mentorship is the most impactful feature. While mentorship was rated highly, preliminary evaluation indicated an early deficit in a sense of community among scholars. In response, faculty professional development and support for peer networking were implemented to expand and enhance the relationships that support scholar success. Here we present a promising multifaceted model of mentorship that can support the academic success of HU undergraduates.Comment: Submitted to Understanding Interventions. 23 pages. 4 figures. Comments welcome

Extended Red Objects and Stellar Wind Bow Shocks in the Carina Nebula

We report the results of infrared photometry on 39 extended red objects (EROs) in the Carina Nebula, observed with the Spitzer Space Telescope. Most EROs are identified by bright, extended 8.0 um emission, which ranges from 10'' to 40'' in size, but our sample also includes 4 EROs identified by extended 24 um emission. Of particular interest are nine EROs associated with late O or early B-type stars and characterized by arc-shaped morphology, suggesting dusty, stellar-wind bow shocks. These objects are preferentially oriented towards the central regions of the Carina Nebula, suggesting that these bow shocks are generally produced by the interactions of OB winds with the bulk expansion of the H II region rather than high proper motion. We identify preferred regions of mid-infrared color space occupied by our bow shock candidates, which also contain bow shock candidates in M17 and RCW 49 but are well-separated from polycyclic aromatic hydrocarbon emission or circumstellar discs. Color cuts identify an additional 12 marginally-resolved bow shock candidates, 10 of which are also associated with known late O or early B stars. H II region expansion velocities derived from bow shock candidate standoff distances are ~10 km/s, assuming typical H II region gas densities, comparable to expansion velocities derived from bow shocks in M17 and RCW 49. One candidate bow shock provides direct evidence of physical interaction between the massive stellar winds originating in the Trumpler 15 and Trumpler 14 clusters, supporting the conclusion that both clusters are at similar heliocentric distances.Comment: 15 pages, 7 figures, MNRAS accepted (2014 October 10

Qualitative evaluation of a physical activity-based chronic disease prevention program in a low-income, rural South African setting

Introduction: Chronic diseases, an increasing global concern, are prevalent in the low-income communities of South Africa, where rural health systems bear the double burden of infectious and chronic diseases. The Discovery Healthy Lifestyle Programme (DHLP) is a physical activity-based chronic disease prevention program that has been implemented in a low-income, rural setting in South Africa. The DHLP consists of both school- and primary healthcare clinic-based interventions for learners (Healthnutz) and adults (Live it Up), facilitated by teachers, nurses and community volunteers. The aim of this evaluation was to qualitatively assess the process by which the DHLP was implemented, identifying enabling factors and barriers. Methods: Data were collected in target communities at schools and clinics from semi-structured focus groups of program leaders and members, teachers and community members (n=45), situational analyses of the school physical activity environment, informal community observations and informal interviews with program coordinators. Results: The target communities faced socioeconomic and health inequalities and remained under-resourced and under-served. In spite of these and other challenges, the DHLP was well received by community members and stakeholders. It was valued by respondents for its health and psychosocial outcomes, evidenced by increased knowledge and awareness of the importance of physical activity and healthy lifestyles, and positively altered perceptions of physical activity. Program implementers believed the Live it Up component was growing, and this suggested the sustainability of the program. There were, however, some concerns about the fidelity of the Healthnutz intervention, due to timetabling difficulties. Despite this, teachers were positive about the program and its value for their learners, staff and school. The community characteristics of being under-resourced and underserved appeared to positively influence DHLP implementation. Local government involvement in the DHLP resulted in greater ownership of the program, which enabled successful implementation. Conclusions: This study presents a unique opportunity to assess the implementation and sustainability requirements of programs in environments of limited resources, considerable burden of infectious and chronic diseases and extensive socioeconomic challenges. The findings suggest that through enhancement of knowledge, transfer of appropriate skills and the provision of an enabling environment, participation in physical activity can be effectively promoted in a low-income, rural setting. Physical activity interventions that promote the participation and empowerment of rural communities can be feasible and accessible, thereby assisting in addressing the growing burden of chronic diseases in low-income

Contractile force is enhanced in Aortas from pendrin null mice due to stimulation of angiotensin II-dependent signaling.

Pendrin is a Cl-/HCO3- exchanger expressed in the apical regions of renal intercalated cells. Following pendrin gene ablation, blood pressure falls, in part, from reduced renal NaCl absorption. We asked if pendrin is expressed in vascular tissue and if the lower blood pressure observed in pendrin null mice is accompanied by reduced vascular reactivity. Thus, the contractile responses to KCl and phenylephrine (PE) were examined in isometrically mounted thoracic aortas from wild-type and pendrin null mice. Although pendrin expression was not detected in the aorta, pendrin gene ablation changed contractile protein abundance and increased the maximal contractile response to PE when normalized to cross sectional area (CSA). However, the contractile sensitivity to this agent was unchanged. The increase in contractile force/cross sectional area observed in pendrin null mice was due to reduced cross sectional area of the aorta and not from increased contractile force per vessel. The pendrin-dependent increase in maximal contractile response was endothelium- and nitric oxide-independent and did not occur from changes in Ca2+ sensitivity or chronic changes in catecholamine production. However, application of 100 nM angiotensin II increased force/CSA more in aortas from pendrin null than from wild type mice. Moreover, angiotensin type 1 receptor inhibitor (candesartan) treatment in vivo eliminated the pendrin-dependent changes contractile protein abundance and changes in the contractile force/cross sectional area in response to PE. In conclusion, pendrin gene ablation increases aorta contractile force per cross sectional area in response to angiotensin II and PE due to stimulation of angiotensin type 1 receptor-dependent signaling. The angiotensin type 1 receptor-dependent increase in vascular reactivity may mitigate the fall in blood pressure observed with pendrin gene ablation

A Distance-Limited Imaging Survey of Sub-Stellar Companions to Solar Neighborhood Stars

We report techniques and results of a Palomar 200-inch (5 m) adaptive optics imaging survey of sub-stellar companions to solar-type stars. The survey consists of Ks coronagraphic observations of 21 FGK dwarfs out to 20 pc (median distance about 17 pc). At 1-arcsec separation (17 projected AU) from a typical target system, the survey achieves median sensitivities 7 mag fainter than the parent star. In terms of companion mass, that corresponds to sensitivities of 50MJ (1 Gyr), 70MJ (solar age), and 75MJ (10 Gyr), using the evolutionary models of Baraffe and colleagues. Using common proper motion to distinguish companions from field stars, we find that no system shows positive evidence of a previously unknown substellar companion (searchable separation about 20-250 projected AU at the median target distance).Comment: 29 pages, 5 figures. Carson et al. 2008, AJ, in pres

Evaluation of a school-based physical activity intervention in Alexandra Township

Objectives. Non-communicable diseases and limited participation in school physical education have become increasing concerns in South Africa. In response to these concerns, a schoolbased physical activity intervention, Healthnutz, was implemented in three primary schools in Alexandra Township, Johannesburg. Evaluation of Healthnutz included assessing its feasibility and acceptability, and short-term changes in learners’ physical fitness, knowledge and attitudes. Methods. To assess feasibility and acceptability, a situational analysis and focus groups with teachers and programme monitors were conducted. Pre-post fitness testing (3-month interval) was conducted with learners, and a questionnaire assessed changes in learners’ knowledge, attitudes, self-efficacy, and perceived barriers to physical activity, in control and intervention schools. Results. At implementation, teachers identified the need for more physical activity in the school environment and were positive about Healthnutz. Follow-up focus group discussions suggested that it was positively impacting teachers, learners and the school in general. Scores for sit and reach (p<0.001), sit ups (p<0.02) and shuttle run (p<0.0001) improved significantly in intervention but not control schools. A significant decrease was observed in learners’ perceived external barriers to physical activity (p<0.0001) along with a positive change in learners’ self-efficacy for physical activity (p<0.05). Conclusions. Healthnutz raised awareness of the importance of physical activity in intervention schools. Findings indicate that even limited exposure to a physical activity intervention can lead to a significant improvement in aspects of learners’ fitness, knowledge, attitudes and perceptions regarding physical activity. Furthermore, training and support of teachers needs to be nonjudgemental and empowering