Sensor technology workshop: Structure and goals

The Astrotech 21 charter for the second of three workshops is described. The purpose was to identify technology needs in the areas of electromagnetic radiation sensors, and to recommend a plan to develop the required capabilities that are not currently available. The panels chosen for this workshop focused specifically on those technologies needed for the Astrotech 21 Program including: gamma ray and x ray sensors, ultraviolet and visible sensors, direct infrared sensors, and heterodyne submillimeter wave sensors

Workshop Proceedings: Sensor Systems for Space Astrophysics in the 21st Century, Volume 2

In 1989, the Astrophysics Division of the Office of Space Science and Applications initiated the planning of a technology development program, Astrotech 21, to develop the technological base for the Astrophysics missions developed in the period 1995 to 2015. The Sensor Systems for Space Astrophysics in the 21st Century Workshop was one of three Integrated Technology Planning workshops. Its objectives were to develop an understanding of the future comprehensive development program to achieve the required capabilities. Program plans and recommendations were prepared in four areas: x ray and gamma ray sensors, ultraviolet and visible sensors, direct infrared sensors, and heterodyne submillimeter wave sensors

A Unique Sequence Of Financial Accounting Courses Featuring Team Teaching, Linked Courses, Challenging Assignments, And Instruments For Evaluation And Assessment

The Department of Accounting at California State University Northridge (CSUN) has developed a unique sequence of courses  designed to ensure that accounting students are trained not only in technical accounting, but also acquire critical thinking, research and communication skills.  The courses have proven effective and have embedded assessment measures that are used to evaluate and document student progress.  The assessment measures also provide feedback to faculty and have led to numerous improvements over time.  The Intermediate Accounting Sequence begins with a one (semester) unit bridge course that reviews the lower-division accounting material, introduces intermediate accounting concepts, and provides a base measure of students’ communication skills through a writing assignment.  The next three-unit intermediate accounting course (ACCT351) is linked with a two-unit accounting communication course (351COM).  These linked courses share unstructured case assignments written by the accounting faculty that require students to identify the accounting issue(s), research the authoritative literature in GAAP, and write a professional one-page document for each case that demonstrates critical thinking and appropriate documentation.  The structure of the linked courses is based on team work, and has the indirect benefit of promoting collegiality among faculty and fostering a culture of critical thinking throughout the accounting program. The skills acquired in 351/351COM are reinforced in subsequent courses through the use of similar assignments and evaluation and assessmen

Saks And The Unholy Trinity: Vendors, The Securities And Exchange Commission, And The Hedge Fund

This paper reports on the use of an unstructured case to teach and assess research, critical thinking, and communication skills in Intermediate Accounting classes.  It includes a case specifically prepared for this purpose (an imbedded course measure) and a generic critical thinking assessment form that was customized for this assignment.  This assessment process meets AACSB accreditation requirements.  Students satisfactorily determined relevant facts, identified the accounting issues, and supported solutions.  However, they did not satisfactorily research the authoritative literature or identify appropriate solutions

An evaluation of a group of exercises in reading prepared for slow learning children in the primary grades

Thesis (M.Ed.)--Boston Universit

Behavioural Approaches in Neuropsychological Rehabilitation

The potential of behavioural approaches for improving the lives of people with acquired brain injury is immense. Here that potential is laid out and explored with a thoroughgoing regard for clinical practice and the theoretical frameworks that underpin that practice. This book will prove an invaluable resource for clinical psychologists and the whole range of therapists working with patients suffering from acquired brain damage

Beyond Instructions to Disregard: When Objections Backfire and Interruptions Distract

Researchers have proposed many explanations for the replicated finding that jurors often fail to disregard evidence when instructed by a judge to do so. We propose a novel explanation: that the act of objecting may cause the effect because an objection (a) draws attention to the testimony and (b) heightens the perceived importance of the testimony (because of the implication that the objecting party wants to prevent jurors from using it). In previous studies, the act of objecting has always been confounded with the presence of the critical (objected-to) testimony. We devised two new experimental conditions that unconfound these factors. We found that whereas objections increase the use of objected-to (incriminating) testimony, random (non-objection) interruptions decrease use of this testimony. We conclude that, unlike random interruptions, an objection communicates to the jurors that an attorney is concerned about the objected-to testimony, increasing the perceived importance of that testimony

An Examination of Palliative or End-of-Life Care Education in Introductory Nursing Programs across Canada

An investigation was done to assess for and describe the end-of-life education provided in Canadian nursing programs to prepare students for practice. All 35 university nursing schools/faculties were surveyed in 2004; 29 (82.9%) responded. At that time, all but one routinely provided this education, with that school developing a course (implemented the next year). As compared to past surveys, this survey revealed more class time, practicum hours, and topics covered, with this content and experiences deliberately planned and placed in curriculums. A check in 2010 revealed that all of these schools were providing death education similar to that described in 2004. These findings indicate that nurse educators recognize the need for all nurses to be prepared to care for dying persons and their families. Regardless, more needs to be done to ensure novice nurses feel capable of providing end-of-life care. Death education developments will be needed as deaths increase with population aging