Clickers R Us: A Technology Approach for Assessing Online Learning in the Classroom for Blended Learning Courses

Blended learning integrates online delivery of materials through web pages, discussion boards, and/or e-mail with traditional teaching methods including lectures, guided discussions, seminars, or tutorials. In blended learning, specific course material is outsourced to textbook or online learning. When students are brought back to the classroom to apply what they learned online, the instructor\u27s immediate goals are to: (a) assess the individual gains of online learning, (b) review critical material, and (c) provide formative feedback. The paper explains how a classroom response system can provide an interactive classroom environment to accomplish these goals quickly and interactively. The authors present data from two courses where classroom response systems were effectively used for assessment, review, and feedback

Human Behavior During Spaceflight - Evidence From an Analog Environment

Spaceflight offers a multitude of stressors to humans living and working in space, originating from the external space environment and the life-support system. Future space participants may be ordinary people with different medical and psychosocial backgrounds who may not receive the intense spaceflight preparation of astronauts. Consequently, during a mission, a space participant’s mood and behavior could differ from a trained astronaut. This study was an exploratory research project that used an artificial habitat to replicate an orbital environment and the activities performed by humans in space. The study evaluated whether the type of environment affects mood and temperament. Two male participants were enclosed in an artificial habitat where they performed Profile of Mood States 2nd EditionTM tests and Keirsey Temperament Sorter®-II tests. The participants later reproduced those tests in their normal living environment. Results from descriptive statistics, paired-samples t-tests, and a comparative study suggested that the type of environment affects mood and temperament. In addition, anecdotal information collected through personal logs confirmed the aforementioned results. The researcher concluded that further research must be conducted to test larger sample-sizes using a structured schedule

Pilot Source Study 2018: Five Years after the FOQ Rule—New-Hire First Officer Backgrounds and their Performance in US Regional Airline Training

After the Pilot Source Study (PSS) 2015 was published, there was concern that the data were collected too soon after the First Officer Qualification Rule compliance date. The Collaborative Research Committee of the Aviation Accreditation Board International (AABI) voted to undertake the PSS 2018 to determine whether the results of the PSS 2015 were still valid. In fall 2018, five research teams collected 9,776 pilot records from five regional airlines and analyzed these data. In the PSS 2018, the criteria for success were: ≥90% completions and ≤1 extra training event. In rank order, the following pilots were most successful in regional airline initial training: (1) pilots who had an undergraduate GPA of 3.3 or higher, (2) pilots who graduated from college within 5 years of their hire date, (3) pilots who had either a military R-ATP (750 hours) or an institutional R-ATP (1,000 hours), (4) pilots who graduated from an AABI-accredited flight program, (5) pilots who had 1,500 or fewer total flight hours, (6) pilots who had a bachelor degree. In addition to these variables, multivariate analysis showed that the following variables provide additional prediction and classification for success: age, younger; flight instructor, yes; military pilot, yes; previous FAA failures, fewer. All four PSSs (2010, 2012, 2015, and 2018) have substantiated the 2010 ANPRM statement: ‘‘…experience is not measured in flight time alone’’

Benthic Nutrient Flux in a Small Estuary in Northwestern Florida (USA)

Benthic nutrient fluxes of ammonium (NH4+), nitrite/nitrate (NO2- + NO3-), phosphate (PO4-3), and dissolved silica (DSi) were measured in Escambia Bay, an estuary within the larger Pensacola Bay system of northwestern Florida (USA). Our study occurred during a severe drought which reduced riverine inputs to Escambia Bay. Laboratory incubations of field-collected cores were conducted on 8 dates between June and October 2000 to estimate nutrient flux, and cores were collected from locations exhibiting a range of sediment organic matter content. NH4+ flux ranged from – 48.1 to 110.4 μmol m-2 h-1, but the mean flux was 14.6 μmol m-2 h-1. Dissolved silica (DSi) fluxes were also variable (-109. 3 to 145.3 μmol m-2 h-1), but the mean net flux (9.3 μmol m-2 h-1) was from the sediment to the water column. Bay sediment fluxes for NO2-+ NO3- and PO4-3 were less variable during this period (– 7.93 to 28.73 and – 1.74 to 3.29 μmol m-2 h-1 for NO2-+ NO3- and PO4-3, respectively). Low NH4+ fluxes were similar to published estimates from lagoonal Gulf of Mexico (GOM) estuaries, possibly due to the reduced freshwater input. Diminished regeneration of phosphate relative to inorganic nitrogen observed during the study period was consistent with previous research in Pensacola Bay suggesting phytoplankton phosphorus limitation. Finally, the estimated residence time of Escambia Bay and the mean turnover times for NH4+ and NO2-+ NO3- suggested that benthic flux significantly influenced nitrogen concentrations in overlying water

Observation of strongly forbidden solid effect dynamic nuclear polarization transitions via electron-electron double resonance detected NMR

We present electron paramagnetic resonance experiments for which solid effect dynamic nuclear polarization transitions were observed indirectly via polarization loss on the electron. This use of indirect observation allows characterization of the dynamic nuclear polarization (DNP) process close to the electron. Frequency profiles of the electron-detected solid effect obtained using trityl radical showed intense saturation of the electron at the usual solid effect condition, which involves a single electron and nucleus. However, higher order solid effect transitions involving two, three, or four nuclei were also observed with surprising intensity, although these transitions did not lead to bulk nuclear polarization—suggesting that higher order transitions are important primarily in the transfer of polarization to nuclei nearby the electron. Similar results were obtained for the SA-BDPA radical where strong electron-nuclear couplings produced splittings in the spectrum of the indirectly observed solid effect conditions. Observation of high order solid effect transitions supports recent studies of the solid effect, and suggests that a multi-spin solid effect mechanism may play a major role in polarization transfer via DNP.National Institutes of Health (U.S.) (Grant EB002804)National Institutes of Health (U.S.) (Grant EB002026)National Institutes of Health (U.S.) (Grant GM095843)Deutsche Forschungsgemeinschaft (Research Fellowship CO 802/1-1

Expansion of the ligand knowledge base for chelating P,P-donor ligands (LKB-PP)

[Image: see text] We have expanded the ligand knowledge base for bidentate P,P- and P,N-donor ligands (LKB-PP, Organometallics2008, 27, 1372–1383) by 208 ligands and introduced an additional steric descriptor (nHe(8)). This expanded knowledge base now captures information on 334 bidentate ligands and has been processed with principal component analysis (PCA) of the descriptors to produce a detailed map of bidentate ligand space, which better captures ligand variation and has been used for the analysis of ligand properties

Pilot Source Study: An Analysis of Pilot Backgrounds and Subsequent Success in US Regional Airline Training Programs

The 2010 Pilot Source Study, commissioned to research the success of pilots in initial training for Part 121 operations, analyzed the training performance of 2,156 new-hire pilots in the years 2005-2009. Six regional airlines provided data that was mined from human resource and pilot training files. Five university researchers independently analyzed the data and integrated their results. The study expressed success in terms of fewer extra training events and fewer non-completions in regional airline training. Statistically, the best performing pilots were those who had flight instructor certificates, graduated from collegiate accredited flight programs, received advanced (post-Private) pilot training in college, graduated with collegiate aviation degrees (any aviation discipline), and had between 500 and 1,000 pre-employment flight hours. Pilot source characteristics that had no significance in regional airline pilot training success were: having a non-aviation college degree and having prior corporate pilot or airline pilot experience

Pilot Source Study 2015: A Comparison of Performance at Part 121 Regional Airlines Between Pilots Hired Before the U.S. Congress Passed Public Law 111-216 and Pilots Hired After the Law’s Effective Date

This article is the third in a series of reports called Pilot Source Study 2015. In 2010, when the U.S. Congress considered dramatic changes to airline pilot qualifications, researchers from the ‘‘Pilot Source Study 2010’’ sampled pilots from six regional airlines to investigate how pilots’ backgrounds affected their performance in airline training. In 2012, when the FAA proposed rulemaking to implement Public Law 111-216, the ‘‘Pilot Source Study 2012’’ researchers repeated the study with a new sample of pilots from seven different regional airlines. Data from these two studies were combined into a Pre-Law dataset. On August 1, 2013, the mandates of PL 111-216 became effective, ushering in the Post-Law era. The Pilot Source Study 2015 consists of three articles that cover the 19 U.S. regional airlines operating under 14 CFR Part 121. This report (Article 3) compares pilots’ training outcomes between Pre-Law and Post- Law to determine whether their backgrounds had a stronger or weaker influence on Post-Law outcomes. Background variables were segmented into: (a) educational backgrounds, which occur early when pilots obtain their certificates and (b) experience backgrounds, which occur later when pilots accumulate flight time before applying to a regional airline. When comparing the Pre-Law and Post-Law data, educational backgrounds generally had less effect on airline training outcomes. Experience backgrounds also generally had less effect on airline training outcomes, with these exceptions: (a) previous airline and corporate experience had a more positive effect on extra training events, and (b) previous corporate experience had a more positive effect on completions. In conclusion, the congressionally mandated gap between earning pilot certificates and beginning airline training has reduced the positive effects of pilots’ educational and experience backgrounds

Pilot Source Study 2015: A Comparison of Performance at Part 121 Regional Airlines Between Pilots Hired Before the U.S. Congress Passed Public Law 111-216 and Pilots Hired After the Law’s Effective Date

This article is the third in a series of reports called Pilot Source Study 2015. In 2010, when the U.S. Congress considered dramatic changes to airline pilot qualifications, researchers from the ‘‘Pilot Source Study 2010’’ sampled pilots from six regional airlines to investigate how pilots’ backgrounds affected their performance in airline training. In 2012, when the FAA proposed rulemaking to implement Public Law 111-216, the ‘‘Pilot Source Study 2012’’ researchers repeated the study with a new sample of pilots from seven different regional airlines. Data from these two studies were combined into a Pre-Law dataset. On August 1, 2013, the mandates of PL 111-216 became effective, ushering in the Post-Law era. The Pilot Source Study 2015 consists of three articles that cover the 19 U.S. regional airlines operating under 14 CFR Part 121. This report (Article 3) compares pilots’ training outcomes between Pre-Law and Post- Law to determine whether their backgrounds had a stronger or weaker influence on Post-Law outcomes. Background variables were segmented into: (a) educational backgrounds, which occur early when pilots obtain their certificates and (b) experience backgrounds, which occur later when pilots accumulate flight time before applying to a regional airline. When comparing the Pre-Law and Post-Law data, educational backgrounds generally had less effect on airline training outcomes. Experience backgrounds also generally had less effect on airline training outcomes, with these exceptions: (a) previous airline and corporate experience had a more positive effect on extra training events, and (b) previous corporate experience had a more positive effect on completions. In conclusion, the congressionally mandated gap between earning pilot certificates and beginning airline training has reduced the positive effects of pilots’ educational and experience backgrounds