Testing a New Generation: Implementing Clickers as an Extension Data Collection Tool

ERIC Educational Resources Information Center

Parmer, Sondra M.; Parmer, Greg; Struempler, Barb

2012-01-01

Using clickers to gauge student understanding in large classrooms is well documented. Less well known is the effectiveness of using clickers with youth for test taking in large-scale Extension programs. This article describes the benefits and challenges of collecting evaluation data using clickers with a third-grade population participating in a…

Effects of Sharing Clickers in an Active Learning Environment

ERIC Educational Resources Information Center

Daniel, Todd; Tivener, Kristin

2016-01-01

Scientific research into learning enhancement gained by the use of clickers in active classrooms has largely focused on the use of individual clickers. In this study, we compared the learning experiences of participants in active learning groups in which an entire small group shared a single clicker to groups in which each member of the group had…

Clickers don't always help: Classroom context and goals can mitigate clicker effects on student learning

NASA Astrophysics Data System (ADS)

Shapiro, Amy; O'Rielly, Grant; Sims-Knight, Judith

2014-03-01

Clickers are commonly used in large-enrollment introductory courses in order to encourage attendance, increase student engagement and improve learning. We report the results from a highly controlled study of factual and conceptual clicker questions in calculus-based introductory physics courses, on students' performance on the factual and conceptual exam questions they targeted. We found that clicker questions did not enhance student performance on either type of exam question. The use of factual clicker questions actually decreased student performance on conceptual exam questions, however. Directing students' attention to surface features of the course content may distract them from the important underlying concepts. The conceptual clicker questions were likely ineffective because the practice students got on homework questions had a stronger effect than the single question posed in class. Interestingly, the same studies in general education biology and psychology courses show a strong, positive effect of clickers on student learning. This study suggest that the usefulness of clickers should be weighed in the context of other course activities and goals. Secondary analyses will explore the effect of students' GPA, motivation and study strategies on the results. This work was supported by the Institute of Education Sciences, US Dept. of Education, through Grant R305A100625 to UMass Dartmouth. The opinions expressed are those of the authors and do not represent views of the Institute or the US Dept. of Education.

Making Politics "Click": The Costs and Benefits of Using Clickers in an Introductory Political Science Course

ERIC Educational Resources Information Center

Evans, Heather K.

2012-01-01

In this article, the author addresses both the costs and benefits of implementing clickers into an introductory political science course. Comparing student responses to a mid-semester survey in both a clicker and non-clicker course, the results show that students have higher satisfaction of the course and instructor, higher exam scores, and feel…

What Are Middle School Students Talking about during Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

ERIC Educational Resources Information Center

Barth-Cohen, Lauren A.; Smith, Michelle K.; Capps, Daniel K.; Lewin, Justin D.; Shemwell, Jonathan T.; Stetzer, MacKenzie R.

2016-01-01

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on…

Clickers Promote Learning in All Kinds of Classes--Small and Large, Graduate and Undergraduate, Lecture and Lab

ERIC Educational Resources Information Center

Sevian, Hannah; Robinson, William E.

2011-01-01

Clickers are a popular tool in large science classes. The authors find that clickers can also be used in small undergraduate- and graduate-level science classes, and to some extent also in laboratory classes, to achieve the same purposes as in large classes. Issues that can be addressed using clickers include fully engaging all students,…

Student evaluation of clickers in a combined dental and dental hygiene periodontology course.

PubMed

Satheesh, Keerthana M; Saylor-Boles, Catherine D; Rapley, John W; Liu, Ying; Gadbury-Amyot, Cynthia C

2013-10-01

The purpose of this report is to describe the general use of clickers as an active learning tool and how they were used in teaching a combined periodontology course for second-year dental and junior dental hygiene students. A survey was used to capture student perceptions following completion of the course. Specific domains were active learning, improved performance, and expectations. The survey response rate was 94.5 percent (121/128). Descriptive analyses showed that, in the domain of active learning, 102 (84.3 percent) agreed/strongly agreed that the use of clickers made the lectures more interactive; sixty-six (54.5 percent) agreed/strongly agreed that the clickers made them focus; and ninety-two (76 percent) agreed/strongly agreed that the clickers encouraged active participation. In the domain regarding improved performance, sixty-three (52 percent) agreed/ strongly agreed that the review sessions utilizing clickers helped them prepare for tests. In the domain of expectations, ninety-three (76.9 percent) had a better idea of what to expect on the examination due to the use of clickers, and seventy-three (60.3 percent) thought that the clickers should be used in future semesters for this class. In addition, faculty members appreciated the greater participation afforded through the use of clickers to obtain a better understanding of the students' grasp of course content. Learning theory suggests that students must actively engage in the learning process in order for meaningful learning in the form of critical thinking and problem-solving to take place. In this study, students confirmed that the use of clicker technology encouraged their active participation in a periodontology course.

Clickers or Flashcards: Is There Really a Difference?

NASA Astrophysics Data System (ADS)

Lasry, N.

2008-04-01

A growing number of physics teachers are currently turning to instructional technologies such as wireless handheld response systems—colloquially called clickers. Two possible rationales may explain the growing interest in these devices. The first is the presumption that clickers are more effective instructional instruments. The second rationale is somewhat reminiscent of Martin Davis' declaration when purchasing the Oakland Athletics: "As men get older, the toys get more expensive." Although personally motivated by both of these rationales, the effectiveness of clickers over inexpensive low-tech flashcards remains questionable. Thus, the first half of this paper presents findings of a classroom study comparing the differences in student learning between a Peer Instruction group using clickers and a Peer Instruction group using flashcards. Having assessed student learning differences, the second half of the paper describes differences in teaching effectiveness between clickers and flashcards.

The impact of clickers in nursing education: a review of literature.

PubMed

De Gagne, Jennie C

2011-11-01

Learner participation and engagement has proven effective and essential across educational settings. Clickers, also known as classroom response systems (CRS), are widely used across disciplines, and their effectiveness has been demonstrated in higher education. However, few studies have been conducted on clicker use in nursing education. The purpose of this article is to examine the literature on how clickers can best be used to promote learner engagement among undergraduate nursing students and to better classroom education. This literature review addresses three key characteristics of clicker use in nursing, medical, pharmacy, and paramedic education found in fifteen empirical studies: interactivity and participation; satisfaction and learning outcomes; and formative assessment and contingent teaching. Nurse educators must take advantage of the latest technology such as clickers to provide more effective and efficient education. Copyright © 2010 Elsevier Ltd. All rights reserved.

Click it: assessment of classroom response systems in physician assistant education.

PubMed

Graeff, Evelyn C; Vail, Marianne; Maldonado, Ana; Lund, Maha; Galante, Steve; Tataronis, Gary

2011-01-01

The effect that classroom response systems, or clickers, have on knowledge retention and student satisfaction was studied in a physician assistant program. A clicker, a device similar to a remote control, was used by students to answer questions during lectures. This new technology has been marketed to educators as beneficial in keeping students actively involved and increasing their attentiveness in the classroom. To date, the results of studies on knowledge retention with the use of clickers have been mixed. For this pilot study, the students were divided into two groups with a pre- and post-test given in order to evaluate knowledge retention. One group received lectures in a traditional format, while the other group received the lectures incorporating clicker response questions. After the test scores from four lectures were analyzed, the incorporation of clickers did not alter knowledge retention. Retention of knowledge from both groups was similar and no statistical difference was found. However, student satisfaction regarding the use of clickers was positive. Students reported that clickers kept them more actively involved, increased attentiveness, and made lectures more enjoyable. Although the pilot study did not show a greater improvement in knowledge retention with the use of clickers, further research is needed to assess their effectiveness.

Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material.

PubMed

Crossgrove, Kirsten; Curran, Kristen L

2008-01-01

Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.

The Effect of Clickers in University Science Courses

NASA Astrophysics Data System (ADS)

Sutherlin, Autumn L.; Sutherlin, Gordon R.; Akpanudo, Usenime M.

2013-10-01

In four studies on the use of student response systems, clickers, we sought to understand whether the use of clickers would impact students' attitudes toward the use of technology for instruction and achievement on examinations. While the results varied some by study, overall, the results revealed no significant changes in the already positive student attitude toward the use of instructional technology. In all four studies, the majority of the students reported that they learned more when clickers were used in class. The use of clickers did not serve as useful predictor of student achievement in science classes. The findings of this study are similar to others which suggest that some classroom technologies (like clickers) may not necessarily have a direct connection with student achievement, despite positive student feedback regarding their experience using these technologies. Further studies are needed to better understand the true nature of the relationship between these technologies and classroom outcomes.

Do "clicker" educational sessions enhance the effectiveness of a social norms marketing campaign?

PubMed

Killos, Lydia F; Hancock, Linda C; Wattenmaker McGann, Amanda; Keller, Adrienne E

2010-01-01

social norms campaigns are a cost-effective way to reduce high-risk drinking on college campuses. This study compares effectiveness of a "standard" social norms media (SNM) campaign for those with and without exposure to additional educational sessions using audience response technology ("clickers"). American College Health Association's National College Health Assessment questions are used to evaluate actual and perceived use. Additional survey questions assess individual exposure to the interventions. the authors find "clicker" technology to be more effective than social norms poster media alone in reducing misperceptions of normative alcohol use for those students who attended clicker sessions. poster SNM campaigns may be most effective when supported by group "clicker" heath-related sessions.

Using Clickers in Nonmajors- and Majors-Level Biology Courses: Student Opinion, Learning, and Long-Term Retention of Course Material

PubMed Central

Crossgrove, Kirsten

2008-01-01

Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005–spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors. PMID:18316817

Successful Clicker Standardization

ERIC Educational Resources Information Center

Twetten, Jim; Smith, M. K.; Julius, Jim; Murphy-Boyer, Linda

2007-01-01

Student response systems, commonly referred to as "clickers," have become an important learning tool in higher education. With a growing number of faculty using the technology to promote active learning, student engagement, and assessment, most campuses have seen increasing clicker use. And with faculty bombarded by multiple,…

A comparative study: do "clickers" increase student engagement in multidisciplinary clinical microbiology teaching?

PubMed

Stevens, Niall T; McDermott, Hélène; Boland, Fiona; Pawlikowska, Teresa; Humphreys, Hilary

2017-04-08

Audience response devices, or "clickers", have been used in the education of future healthcare professionals for several years with varying success. They have been reported to improve the learning experience by promoting engagement and knowledge retention. In 2014, our department evaluated the use of "clickers" in a newly introduced multidisciplinary approach to teaching large groups of third year medical students clinical cases developed around a microbiology theme. Six multidisciplinary teaching sessions covering community-acquired pneumonia, tuberculosis, infective endocarditis, peritonitis, bloodstream infection with pyelonephritis and bacterial meningitis were included in the study. Three involved the use of the "clickers" and three did not. Consenting undergraduate students attended the designated classes and afterwards answered a short online quiz relating to the session. Students also answered a short questionnaire about the "clickers" to gauge their attitudes on the use of these devices. Of 310 students, 294 (94.8%) agreed to participate in the study. Interestingly, the grades of online quizzes after a session where a "clicker" was used were slightly lower. Looking only at the grades of students who engaged completely with the process (n = 19), there was no statistical difference to suggest that the devices had a positive or negative impact on knowledge retention. However, student attitudes to using the devices were positive overall. Fifty-five percent strongly agreed and 27% agreed that teaching sessions where the "clickers" were used were more engaging. Thirty-four percent strongly agreed and 36% agreed that the "clickers" made important concepts more memorable and 54% felt the device enhanced their understanding of the topic being covered. Overall, it appears that "clickers" help in improving student engagement in large classroom environments, enhance the learning experience, and are received positively by medical students but their impact on knowledge retention is variable.

The Psychometric Properties of Classroom Response System Data: A Case Study

NASA Astrophysics Data System (ADS)

Kortemeyer, Gerd

2016-08-01

Classroom response systems (often referred to as "clickers") have slowly gained adoption over the recent decade; however, critics frequently doubt their pedagogical value starting with the validity of the gathered responses: There is concern that students simply "click" random answers. This case study looks at different measures of response reliability, starting from a global look at correlations between formative clicker responses and summative examination performance to how clicker questions are used in context. It was found that clicker performance is a moderate indicator of course performance as a whole, and that while the psychometric properties of clicker items are more erratic than those of examination data, they still have acceptable internal consistency and include items with high discrimination. It was also found that clicker responses and item properties do provide highly meaningful feedback within a lecture context, i.e., when their position and function within lecture sessions are taken into consideration. Within this framework, conceptual questions provide measurably more meaningful feedback than items that require calculations.

Clickers or Flashcards: Is There Really a Difference?

ERIC Educational Resources Information Center

Lasry, N.

2008-01-01

A growing number of physics teachers are currently turning to instructional technologies such as wireless handheld response systems--colloquially called "clickers." Two possible rationales may explain the growing interest in these devices. The first is the presumption that clickers are more effective instructional instruments. The second rationale…

Using Clickers to Facilitate Development of Problem-Solving Skills

ERIC Educational Resources Information Center

Levesque, Aime A.

2011-01-01

Classroom response systems, or clickers, have become pedagogical staples of the undergraduate science curriculum at many universities. In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with problems requiring application of concepts covered in lecture and…

Clickers in the Classroom

ERIC Educational Resources Information Center

Kenwright, Kathy

2009-01-01

The Clinical Laboratory Science (CLS) department at the University of Tennessee Health Science Center is investigating the use of audience response systems (ARS) in its lecture style classes. ARS, or clickers, as they are more commonly called, are wireless hand held devices about the size of a small calculator. Students may use clickers in class…

Improving Student Retention and Performance in Quantitative Courses Using Clickers

ERIC Educational Resources Information Center

Liu, Wallace C.; Stengel, Donald N.

2011-01-01

Clickers offer instructors of mathematics-related courses an opportunity to involve students actively in class sessions while diminishing the embarrassment of being wrong. This paper reports on the use of clickers in two university-level courses in quantitative analysis and business statistics. Results for student retention and examination…

What are Middle School Students Talking About During Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems

NASA Astrophysics Data System (ADS)

Barth-Cohen, Lauren A.; Smith, Michelle K.; Capps, Daniel K.; Lewin, Justin D.; Shemwell, Jonathan T.; Stetzer, MacKenzie R.

2016-02-01

There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions with their peers. The existing literature on using clickers at the K-12 level has largely focused on the efficacy of clicker implementation, with few studies investigating collaboration and discourse among students. To expand on this work, we investigated the question: Does clicker use promote productive peer discussion among middle school science students? Specifically, we collected data from middle school students in a physical science course. Students were asked to answer a clicker question individually, discuss the question with their peers, answer the same question again, and then subsequently answer a new matched-pair question individually. We audio recorded the peer conversations to characterize the nature of the student discourse. To analyze these conversations, we used a grounded analysis approach and drew on literature about collaborative knowledge co-construction. The analysis of the conversations revealed that middle school students talked about science content and collaboratively discussed ideas. Furthermore, the majority of conversations, both ones that positively and negatively impacted student performance, contained evidence of collaborative knowledge co-construction.

Innovative Use of a Classroom Response System During Physics Lab

NASA Astrophysics Data System (ADS)

Walgren, Jay

2011-01-01

More and more physics instructors are making use of personal/classroom response systems or "clickers." The use of clickers to engage students with multiple-choice questions during lecture and available instructor resources for clickers have been well documented in this journal.1-4 Newer-generation clickers, which I refer to as classroom response systems (CRS), have evolved to accept numeric answers (such as 9.81) instead of just single "multiple-choice" entries (Fig. 1). This advancement is available from most major clicker companies and allows for a greater variety of engaging questions during lecture. In addition, these new "numeric ready" clickers are marketed to be used for student assessments. During a test or quiz, students' answers are entered into their clicker instead of on paper or Scantron® and immediately absorbed by wireless connection into a computer for grading and analysis. I recognize the usefulness and benefit these new-generation CRSs provide for many instructors. However, I do not use my CRS in either of the aforementioned activities. Instead, I use it in an unconventional way. I use the CRS to electronically capture students' lab data as they are performing a physics lab (Fig. 2). I set up the clickers as if I were going to use them for a test, but instead of entering answers to a test, my students enter lab data as they collect it. In this paper I discuss my use of a classroom response system during physics laboratory and three benefits that result: 1) Students are encouraged to "take ownership of" and "have integrity with" their physics lab data. 2) Students' measuring and unit conversion deficiencies are identified immediately during the lab. 3) The process of grading students' labs is simplified because the results of each student's lab calculations can be pre-calculated for the instructor using a spreadsheet. My use of clickers during lab can be implemented with most clicker systems available to instructors today. The CRS I use is the eInstruction's® Classroom Performance System™ (CPS™).5 (Fig. 1)

Now We're Really Clicking!

ERIC Educational Resources Information Center

Popelka, Susan R.

2010-01-01

Interactive response systems go by a multitude of names--clickers, polling devices, automatic hand raisers, "those cell phone thingies." In this article, the author describes how she used a clicker with her precalculus students. The clicker is one of several types widely used in K-12 classrooms, each of which has its own variety of features and…

Learning to Click: An Evaluation of the Personal Response System Clicker Technology in Introductory Marketing Courses

ERIC Educational Resources Information Center

Williamson Sprague, Elaine; Dahl, Darren W.

2010-01-01

The incorporation of personal response system (PRS) clickers into teaching pedagogy has created implications for teaching practice and student satisfaction. Using a current undergraduate business student population, the authors measure student attitudes and preferences and identify student performance outcomes relating to the use of PRS clickers.…

Useful Interactive Teaching Tool for Learning: Clickers in Higher Education

ERIC Educational Resources Information Center

Camacho-Miñano, María-del-Mar; del Campo, Cristina

2016-01-01

Many university lecturers are encouraged to implement innovative teaching tools and methodologies such as clickers in order to create an interactive learning environment and improve student learning, but its performance must be evaluated. The aim of this paper is to test empirically the impact of the use of clickers on students' learning…

Assessing Clicker Examples versus Board Examples in Calculus

ERIC Educational Resources Information Center

Roth, Kimberly A.

2012-01-01

The combination of classroom voting system (clicker) questions and peer instruction has been shown to increase student learning. While implementations in large lectures have been around for a while, mathematics has been increasingly using clickers in classes of a smaller size. In Fall 2008, I conducted an experiment to measure the effect of…

A Mixed-Methods Investigation of Clicker Implementation Styles in STEM

ERIC Educational Resources Information Center

Solomon, Erin D.; Repice, Michelle D.; Mutambuki, Jacinta M.; Leonard, Denise A.; Cohen, Cheryl A.; Luo, Jia; Frey, Regina F.

2018-01-01

Active learning with clickers is a common approach in high-enrollment, lecture-based courses in science, technology, engineering, and mathematics. In this study, we describe the procedures that faculty at one institution used when implementing clicker-based active learning, and how they situated these activities in their class sessions. Using a…

The Benefits of Using Clickers in Small-Enrollment Seminar-Style Biology Courses

ERIC Educational Resources Information Center

Smith, Michelle K.; Trujillo, Caleb; Su, Tin Tin

2011-01-01

Although the use of clickers and peer discussion is becoming common in large-lecture undergraduate biology courses, their use is limited in small-enrollment seminar-style courses. To investigate whether facilitating peer discussion with clickers would add value to a small-enrollment seminar-style course, we evaluated their usefulness in an…

Student Response (Clicker) Systems: Preferences of Biomedical Physiology Students in Asian Classes

ERIC Educational Resources Information Center

Hwang, Isabel; Wong, Kevin; Lam, Shun Leung; Lam, Paul

2015-01-01

Student response systems (commonly called "clickers") are valuable tools for engaging students in classroom interactions. In this study, we investigated the use of two types of response systems (a traditional clicker and a mobile device) by students in human physiology courses. Our results showed high student satisfaction with the use of…

Transforming the Legal Studies Classroom: Clickers and Engagement

ERIC Educational Resources Information Center

Park, Susan; Farag, Denise

2015-01-01

In this article the authors address the use of a personal response system ("clickers") in legal studies courses. As legal studies professors, the authors both found that the use of clickers transformed their classrooms--both professors and students are more engaged in the material and in the process of teaching and learning. Building off…

Faculty Viewpoints on Teaching Large-Enrollment Science Courses with Clickers

ERIC Educational Resources Information Center

MacArthur, James; Jones, Loretta; Suits, Jerry

2011-01-01

In this interpretivist case study, four professors who have effectively used clickers to teach chemistry at a large university in a western state were observed and interviewed. Seventeen 50-minute class periods were observed and four 40-50 minute interviews were conducted. Having an institutional culture that promotes the use of clickers and…

The Influence of Tech-Savvyness and Clicker Use on Student Learning

ERIC Educational Resources Information Center

Zapf, Jennifer A.; Garcia, Adolfo J.

2011-01-01

The purpose of the study was to investigate the influence of technology proficiency and clicker use on students' perceptions of clickers, engagement and class grade point average. Four hundred and five students completed a questionnaire that measured Student Technology Proficiency (STP; Garcia and Zapf, in press), and participated in the…

The Effect of Clickers in University Science Courses

ERIC Educational Resources Information Center

Sutherlin, Autumn L.; Sutherlin, Gordon R.; Akpanudo, Usenime M.

2013-01-01

In four studies on the use of student response systems, clickers, we sought to understand whether the use of clickers would impact students' attitudes toward the use of technology for instruction and achievement on examinations. While the results varied some by study, overall, the results revealed no significant changes in the already…

A Mixed-Methods Investigation of Clicker Implementation Styles in STEM.

PubMed

Solomon, Erin D; Repice, Michelle D; Mutambuki, Jacinta M; Leonard, Denise A; Cohen, Cheryl A; Luo, Jia; Frey, Regina F

2018-06-01

Active learning with clickers is a common approach in high-enrollment, lecture-based courses in science, technology, engineering, and mathematics. In this study, we describe the procedures that faculty at one institution used when implementing clicker-based active learning, and how they situated these activities in their class sessions. Using a mixed-methods approach, we categorized faculty into four implementation styles based on quantitative observation data and conducted qualitative interviews to further understand why faculty used these styles. We found that faculty tended to use similar procedures when implementing a clicker activity, but differed on how they situated the clicker-based active learning into their courses. These variations were attributed to different faculty goals for using clicker-based active learning, with some using it to engage students at specific time points throughout their class sessions and others who selected it as the best way to teach a concept from several possible teaching techniques. Future research should continue to investigate and describe how active-learning strategies from literature may differ from what is being implemented.

Technology support in nursing education: clickers in the classroom.

PubMed

Berry, Janice

2009-01-01

Research has shown that the present generation of students has a preference for digital literacy, experiential learning, interactivity, and immediacy; therefore, greater use of technology is being brought into university courses to aid in student involvement. Student Response Systems, called clickers, were incorporated as a teaching methodology to enhance student interaction and learning in a didactic pediatric nursing course. This course was taught over Interactive Television (ITV) with students at a distant site as well as face to face, creating the challenge of whole-class engagement. Clickers were used to actively engage students at both sites simultaneously and give immediate feedback to students regarding understanding of lecture material. Clickers also allowed small-group problem solving of questions. Exam grades and level of participation in case studies were monitored and exam scores and final scores were compared to those of a previous class. Student t-tests demonstrated that one of three course exams and final course grades were significantly higher for the students who used clickers in the classroom. Satisfaction feedback also supported the use of clickers as a tool to engage students and enhance learning outcomes.

Introducing Clicker Training as a Cognitive Enrichment for Laboratory Mice.

PubMed

Leidinger, Charlotte; Herrmann, Felix; Thöne-Reineke, Christa; Baumgart, Nadine; Baumgart, Jan

2017-03-06

Establishing new refinement strategies in laboratory animal science is a central goal in fulfilling the requirements of Directive 2010/63/EU. Previous research determined a profound impact of gentle handling protocols on the well-being of laboratory mice. By introducing clicker training to the keeping of mice, not only do we promote the amicable treatment of mice, but we also enable them to experience cognitive enrichment. Clicker training is a form of positive reinforcement training using a conditioned secondary reinforcer, the "click" sound of a clicker, which serves as a time bridge between the strengthened behavior and an upcoming reward. The effective implementation of the clicker training protocol with a cohort of 12 BALB/c inbred mice of each sex proved to be uncomplicated. The mice learned rather quickly when challenged with tasks of the clicker training protocol, and almost all trained mice overcame the challenges they were given (100% of female mice and 83% of male mice). This study has identified that clicker training for mice strongly correlates with reduced fear in the mice during human-mice interactions, as shown by reduced anxiety-related behaviors (e.g., defecation, vocalization, and urination) and fewer depression-like behaviors (e.g., floating). By developing a reliable protocol that can be easily integrated into the daily routine of the keeping of laboratory mice, the lifetime experience of welfare in the mice can be improved substantially.

The Influence of Clickers Use on Metacognition and Learning Outcomes in College English Classroom

ERIC Educational Resources Information Center

Zhonggen, Yu; Liu, Chang

2014-01-01

Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the…

Using Clickers for Deliberate Practice in Five Large Science Courses

ERIC Educational Resources Information Center

Hodges, Linda C.; Anderson, Eric C.; Carpenter, Tara S.; Cui, Lili; Feeser, Elizabeth A.; Gierasch, Tiffany Malinky

2017-01-01

Clickers are often used as an active learning tool in face-to-face classes to enhance student engagement and assess student learning. In this article we share the variety of ways that we use clicker questions to promote deliberate practice in large science courses. Deliberate practice is the use of specifically structured exercises that develop…

Effects of Clicker Use on Calculus Students' Mathematics Anxiety

ERIC Educational Resources Information Center

Batchelor, John

2015-01-01

This paper reports the results of a survey study of clicker use and mathematics anxiety among students enrolled in an undergraduate calculus course during the Fall 2013 semester. Students in two large lecture sections of calculus completed surveys at the beginning and end of the course. One class used clickers, whereas the other class was taught…

Gender Differences in the Use and Effectiveness of Personal Response Devices

ERIC Educational Resources Information Center

King, Daniel B.; Joshi, Shivani

2008-01-01

The use of personal response devices (or "clickers") in the classroom has increased in recent years. While few quantitative studies on the effectiveness of clickers have been published, it is generally reported that clickers have been well-received by the students who use them. Two separate populations (Winter 2006 and Spring 2006) of engineering…

Investigating the Influence of Gender on Student Perceptions of the Clicker in a Small Undergraduate General Chemistry Course

ERIC Educational Resources Information Center

Niemeyer, Emily D.; Zewail-Foote, Maha

2018-01-01

The use of electronic response pads or "clickers" is a popular way to engage students and create an active-learning environment, especially within large chemistry courses. We examined students' perceptions of how the clicker affected their learning, participation, and engagement in the classroom, as well as their overall experience…

An Examination of the Influence of Clicker Technology on College Student Involvement and Recall

ERIC Educational Resources Information Center

Vaterlaus, J. Mitch; Beckert, Troy E.; Fauth, Elizabeth B.; Teemant, Boyd

2012-01-01

Educators in a variety of disciplines have used clicker technology to engage college students in the learning process. This study investigated the influence of clicker technology on student recall and student involvement in higher education. Student Involvement Theory was used to inform and guide this research. Student recall was evaluated using…

The Impact of Clickers Use on Vocabulary Knowledge and Satisfaction in an EFL Class in China

ERIC Educational Resources Information Center

Zhonggen, Yu

2014-01-01

Clickers are catching growing attention in education. This study, using data collected from a questionnaire, forty content words, and a vocabulary knowledge scale, aims to identify if clickers can enhance EFL (English as a foreign language) vocabulary knowledge and raise students' satisfaction level compared with the traditional multimedia-based…

Use of Interactive Electronic Audience Response Tools (Clickers) to Evaluate Knowledge Gained in Extension Programming

ERIC Educational Resources Information Center

Gunn, Patrick; Loy, Dan

2015-01-01

Effectively measuring short-term impact, particularly a change in knowledge resulting from Extension programming, can prove to be challenging. Clicker-based technology, when used properly, is one alternative that may allow educators to better evaluate this aspect of the logic model. While the potential interface between clicker technology and…

Taking Clickers to the Next Level: A Contingent Teaching Model

ERIC Educational Resources Information Center

Stewart, Sepideh; Stewart, Wayne

2013-01-01

Over the past decade, many researchers have discussed the effectiveness of clickers and their potential to change the way we teach and interact with students. Although most of the literature revolves around elementary usage of clickers, the deeper questions of how to integrate this technology into teaching are largely unanswered. In this paper, we…

Using Clickers to Support Information Literacy Skills Development and Instruction in First-Year Business Students

ERIC Educational Resources Information Center

Stagg, Adrian; Lane, Michael

2010-01-01

Course-integrated information literacy (IL) instruction can be enhanced via the use of student response devices, or "clickers". The first phase of this study focused on how first-year undergraduate students perceived the use of clickers as a mechanism to encourage active learning and engagement in order to establish a baseline of…

Taking clickers to the next level: a contingent teaching model

NASA Astrophysics Data System (ADS)

Stewart, Sepideh; Stewart, Wayne

2013-12-01

Over the past decade, many researchers have discussed the effectiveness of clickers and their potential to change the way we teach and interact with students. Although most of the literature revolves around elementary usage of clickers, the deeper questions of how to integrate this technology into teaching are largely unanswered. In this paper, we present an implementation of a teaching model in a third year undergraduate Bayesian statistics class. The model is based on Schoenfeld's interactive teaching routine and it is enhanced by Draper and Brown's contingent teaching and Beatty et al.'s Question Driven Instruction (QDI) and the use of clickers. It illustrates a teaching paradigm which is flexible, contingent to students' needs, makes use of the most up to date information from students' feedback via clickers and benefits from the teacher's decision making at appropriate moments. We will discuss the pedagogical implications of this model in teaching.

Millennial's perspective of clicker technology in a nursing classroom: A Mixed methods research study.

PubMed

Toothaker, Rebecca

2018-03-01

Nursing education is facing challenges and a shift in paradigm within the nursing classroom. Educators need to explore innovative strategies that engage students. Clickers are one tool that can enhance participation, protect anonymity, and promote learning of concepts. This mixed methods study evaluated nursing student's perceptions of clicker technology during lecture. This study uses a 9-item questionnaire to explore perceived levels of student perception of the technology of clickers in a nursing classroom. The sample consisted of ninety-nine sophomore and senior level nursing students. Participants were recruited using convenience sampling. Ninety-one percent of the students agreed or strongly agreed that the use of clickers helped them to develop a better understanding of the subject matter when compared to traditional lecture based class. The findings portray a positive correlation of learning and an enhanced pedagogical approach for nursing students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Use of classroom "clickers" to promote acquisition of advanced reasoning skills.

PubMed

DeBourgh, Gregory A

2008-03-01

Use of classroom response systems (a.k.a. "clickers" or "audience polling systems") are growing in popularity among faculty in colleges and universities. When used by faculty in a strategic instructional design, clickers can raise the level of participation and the effectiveness of interaction, promote engagement of students in active learning, foster communication to clarify misunderstanding and incorrect thinking, and provide a method to instructionally embed assessment as a learning activity rather than reliance on the traditional approach of summative assessment for assigning grades. This article describes the use of clicker technology in a baccalaureate nursing program to promote acquisition and application of advanced reasoning skills. Methods are suggested for embedding formative assessment and the tactical use of questioning as feedback and a powerful learning tool. Operational aspects of clickers technology are summarized and students' perceptions and satisfaction with use of this teaching and learning technology are described.

Examining the Effects of Displaying Clicker Voting Results on High School Students' Voting Behaviors, Discussion Processes, and Learning Outcomes

ERIC Educational Resources Information Center

Chien, Yu-Ta; Lee, Yu-Hsien; Li, Tsung-Yen; Chang, Chun-Yen

2015-01-01

This study explores the relationship between students' clicking behaviors, discussion processes, learning outcomes, and a prominent feature of clicker systems--the whole class' response results aggregated by clickers in real time. The results indicate that, while teaching Newton's laws of motion, displaying the real-time responses of the whole…

Clickers in the Flipped Classroom: Bring Your Own Device (BYOD) to Promote Student Learning

ERIC Educational Resources Information Center

Hung, Hsiu-Ting

2017-01-01

Flipped classrooms continue to grow in popularity across all levels of education. Following this pedagogical trend, the present study aimed to enhance the face-to-face instruction in flipped classrooms with the use of clickers. A game-like clicker application was implemented through a bring your own device (BYOD) model to gamify classroom dynamics…

Clicking for Grades? Really? Investigating the Use of Clickers for Awarding Grade-Points in Post-Secondary Education

ERIC Educational Resources Information Center

White, Peter; Syncox, David; Alters, Brian

2011-01-01

Using classroom response systems (clickers) to accumulate grade-points has become a controversial practice as response systems have become more widely used in the last decade. Although some instructors opt to use clickers on a non-grades basis, it has become quite common to reward students for (a) correct answers, (b) participating in clicker…

Correlations between Learners' Initial EFL Proficiency and Variables of Clicker-Aided Flipped EFL Class

ERIC Educational Resources Information Center

Yu, Zhonggen; Yu, Liheng

2017-01-01

Although the flipped class has been hotly discussed, the clicker-aided flipped EFL class (CFEC) still remains a mystery for most scholars. This study aims to determine the correlations between the initial EFL proficiency and other variables of the clicker-aided EFL flipped class. The sample was made up of randomly selected 79 participants (Female…

Embedding "Clickers" into Classroom Instruction: Benefits and Strategies

ERIC Educational Resources Information Center

Blood, Erika; Gulchak, Daniel

2013-01-01

Student response systems, often called clickers, have become more popular and visible in the K-12 classroom in recent years. There are numerous competing systems on the market, but all perform the same function: to allow the student to use a small hand-held device (i.e., a clicker), or even web browsers on laptops or mobile phones, to respond to…

Considerations for Using Personal Wi-Fi Enabled Devices as "Clickers" in a Large University Class

ERIC Educational Resources Information Center

Katz, Larry; Hallam, Megan C.; Duvall, Michael M.; Polsky, Zoe

2017-01-01

Interactive student response systems, commonly referred to as clickers, have increased in popularity in higher education classrooms as a means to improve engagement and enhance learning. Clicker systems come with handheld devices as well as a radio frequency receiver. A Wi-Fi connection to the receiver is possible, enabling students to use their…

Clicking in the Community College Classroom: Assessing the Effectiveness of Clickers on Student Learning in a General Psychology Course

ERIC Educational Resources Information Center

Symister, Petra; VanOra, Jason; Griffin, Kenneth W.; Troy, David

2014-01-01

The present study examined the efficacy of clickers in a community college classroom. Specifically we sought to compare the effects of clicker technology on perceived knowledge and exam scores with the effectiveness of essays and pop quizzes. One hundred students completed surveys measuring presemester motivation to take psychology and baseline…

Enhancing Education Activities for Health Care Trainees and Professionals Using Audience Response Systems: A Systematic Review.

PubMed

Grzeskowiak, Luke E; Thomas, Alicia E; To, Josephine; Phillips, Adam J; Reeve, Emily

2015-01-01

This review examines the effect of incorporating clickers within practice-based education sessions on educational outcomes of health care trainees and professionals. A systematic literature review was conducted on primary research studies published up until August 2014. Studies were identified by database searching (Ovid MEDLINE, EMBASE, CINAHL, Scopus, Web of Science, and PsychInfo), citation searching, and reference list checking. Studies were restricted to those evaluating the use of clickers as part of the provision of postgraduate education or continuing education programs and were evaluated according to Kirkpatrick's four levels of training evaluation (reaction, learning, behavior, and results). Seventeen studies met the eligibility criteria. Twelve studies assessed learner and/or speaker reactions, with feedback overwhelmingly positive in all studies. Reported learner benefits included increased attentiveness, engagement, and enjoyment of presentations. Speakers reported that using clickers engaged the audience and assisted in assessing audience comprehension. Eight studies assessed learning outcomes. Higher level evidence obtained from four randomized studies demonstrated significant improvements in knowledge with the use of clickers compared with traditional didactic presentations, but no differences when clickers were compared with an interactive lecture with integrated questions. No studies adequately assessed higher level educational outcomes (behavior and results). Although the use of clickers improves learning environment and learner satisfaction, the limited high-quality data for improvements in learning and behavior outcomes make it uncertain whether the acceptance and implementation of clickers within routine practice-based education programs are warranted at this stage.

Closing the Missing Links and Opening the Relationships among the Factors: A Literature Review on the Use of Clicker Technology Using the 3P Model

ERIC Educational Resources Information Center

Han, Jae Hoon

2014-01-01

Clicker technology is one of the most widely adopted communication systems in college classroom environments. Previous literature reviews on clicker technology have identified and thoroughly documented the advantages, disadvantages, and implications of the use of this technology; the current review is intended to synthesize those earlier findings…

Acceptance of Clickers in a Large Multimodal Biochemistry Class as Determined by Student Evaluations of Teaching: Are They Just an Annoying Distraction for Distance Students?

ERIC Educational Resources Information Center

Miles, Nathan. G.; Soares da Costa, Tatiana P.

2016-01-01

A student response system (clickers) was introduced into a second year introductory biochemistry class to improve student engagement and performance. The class was delivered in both internal and distance education (DE) modes, with the DE students receiving recordings of the lectures (including clicker activities). However, there was concern over…

Integrating clicker technology at nursing conferences: an innovative approach to research data collection.

PubMed

Solecki, Susan; Cornelius, Frances; Draper, Judy; Fisher, Kathleen

2010-06-01

A pilot demonstration of integrating an audience response system, that is, 'clickers' at a nursing education conference as an engaging tool for using the research process for learning through immediate research results is presented. A convenience sample of nursing conference attendees were surveyed using clicker technology before a panel presentation on the 'Impaired Health Professional'. The 208 subjects who used the clickers were mostly women (93%) and were nurse educators (81%) with at least 20 years of nursing experience (75%). The ease of data collection, real-time analysis, the active engagement of both participant and presenter were all findings of this study. The utility of this tool as a stimulus for discussion and learning was also reported. Pilot testing the clicker at an education conference for data collection and educational purposes was an important goal and positive outcome of this study. Researchers and educators are advised on the planning steps required to make this a successful experience.

"I was able to have a voice without being self-conscious": students' perceptions of audience response systems in the health sciences curriculum.

PubMed

Oakes, Claudia E; Demaio, Daniel N

2013-01-01

Audience Response Systems (ARS or "clickers") are becoming a popular addition to the college classroom. Instructors are using this educational technology to elicit feedback from students, to determine students' knowledge of content before or during lectures, and to increase participation in the classroom. The purpose of this study was to examine first-year allied health students' perceptions of the impact of clickers on participation during an introductory health professions course. At the mid-point of the course, students completed a survey that assessed their perception of classroom participation. During the second half of the course, clickers were introduced to classroom activities. The survey was re-administered at the end of the course; students also had the opportunity to write a narrative comment. Students felt that clickers increased their level of interaction with the instructor and participation of the class as a whole. Clickers may be a practical way to increase student participation in first-year allied health courses.

Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements †

PubMed Central

Shi, J.; Knight, Jennifer K.; Chun, Hyonho; Guild, Nancy A.; Martin, Jennifer M.

2017-01-01

Understanding how different types of molecules move through cell membranes is a fundamental part of cell biology. To identify and address student misconceptions surrounding molecular movement through cell membranes, we surveyed student understanding on this topic using pre-class questions, in-class clicker questions, and subsequent exam questions in a large introductory biology course. Common misconceptions identified in student responses to the pre-class assessment questions were used to generate distractors for clicker questions. Two-tier diagnostic clicker questions were used to probe incoming common student misconceptions (first tier) and their reasoning (second tier). Two subsequent lectures with assessment clicker questions were used to help students construct a new framework to understand molecular movement through cell membranes. Comparison of pre-assessment and post-assessment (exam) performance showed dramatic improvement in students’ understanding of molecular movement: student answers to exam questions were 74.6% correct with correct reasoning while only 1.3% of the student answers were correct with correct reasoning on the pre-class assessment. Our results show that students’ conceptual understanding of molecular movement through cell membranes progressively increases through discussions of a series of clicker questions and suggest that this clicker-based teaching strategy was highly effective in correcting common student misconceptions on this topic. PMID:28512521

Interactive lectures: Clickers or personal devices?

PubMed

Morrell, Lesley J; Joyce, Domino A

2015-01-01

Audience response systems ('clickers') are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students' personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation.

Interactive Learning and "Clickers"

NASA Astrophysics Data System (ADS)

Rudolph, Alexander

2006-12-01

A growing body of evidence demonstrates that student understanding and retention of key concepts in science can be dramatically improved by using “Interactive Learning” techniques. Interactive learning is a way to get students more actively involved in their own learning than by simple lecture alone. I will focus on one type of interactive learning activity, known as “Think-Pair-Share”. After a brief (10-20 minute) lecture on a topic, students are asked a conceptually challenging multiple-choice question. After they answer, if there is sufficient disagreement, the students discuss the question in small groups after which they answer the same question again. Frequently, the percentage of correct answers goes up, indicating that the active role of speaking and listening, together with peer instruction, has helped students better grasp the concept being tested. If disagreement persists, or if students continue to have questions, a short, class-wide discussion can be held. Clickers provide an excellent means to collect students’ answers to “Think-Pair-Share” questions in real time. Although clickers are not essential, they do provide some advantages over alternatives such as flash cards: answers are completely anonymous (though you as instructor can record individual responses); you can display a histogram of results immediately, either before or after group discussion, providing immediate feedback; by recording the results, you can give students credit for their participation in class. In this talk, I will model “Think-Pair-Share” with the audience using clickers, show results from my classes before and after group discussions, share results of a student survey on “Think-Pair-Share” and clickers, describe other uses of clickers (e.g., taking attendance, surveys, test administration) and highlight some of the pros and cons of clickers v. flashcards.

Novelty or knowledge? A study of using a student response system in non-major biology courses at a community college

NASA Astrophysics Data System (ADS)

Thames, Tasha Herrington

The advancement in technology integration is laying the groundwork of a paradigm shift in the higher education system (Noonoo, 2011). The National Dropout Prevention Center (n.d.) claims that technology offers some of the best opportunities for presenting instruction to engage students in meaningful education, addressing multiple intelligences, and adjusting to students' various learning styles. The purpose of this study was to investigate if implementing clicker technology would have a statistically significant difference on student retention and student achievement, while controlling for learning styles, for students in non-major biology courses who were and were not subjected to the technology. This study also sought to identify if students perceived the use of clickers as beneficial to their learning. A quantitative quasi-experimental research design was utilized to determine the significance of differences in pre/posttest achievement scores between students who participated during the fall semester in 2014. Overall, 118 students (n = 118) voluntarily enrolled in the researcher's fall non-major Biology course at a southern community college. A total of 71 students were assigned to the experimental group who participated in instruction incorporating the ConcepTest Process with clicker technology along with traditional lecture. The remaining 51 students were assigned to the control group who participated in a traditional lecture format with peer instruction embedded. Statistical analysis revealed the experimental clicker courses did have higher posttest scores than the non-clicker control courses, but this was not significant (p >.05). Results also implied that clickers did not statistically help retain students to complete the course. Lastly, the results indicated that there were no significant statistical difference in student's clicker perception scores between the different learning style preferences.

Indicators of satisfaction in clickers-aided EFL class.

PubMed

Yu, Zhonggen

2015-01-01

How to identify whether students are satisfied with clickers-aided EFL class might be largely a mystery for most researchers since satisfaction is deeply hidden in human psychology which is subtle and intangible. This study, by using bivariate correlation analysis and structural equation modeling, survey scales claimed both valid and internally consistent, and data collected from randomly selected 227 participants, explored the indicators of satisfaction in clickers-aided EFL class, together with gender differences in the indicators. It was concluded that satisfaction was positively correlated with interaction, self-efficacy and self-regulation in clickers-aided EFL class without statistically significant gender differences. Furthermore, interaction, self-efficacy and self-regulation were mutually and significantly correlated. Although indicators of satisfaction might not be limited to these three factors, the findings should be helpful to future researchers who desire to determine whether users are satisfied with the polling technology. Then teachers could decide what teaching style and contents should be adopted. In order to satisfy users of clickers, future lecturing might be designed to promote peer interaction, self-efficacy and self-regulation.

Indicators of satisfaction in clickers-aided EFL class

PubMed Central

Yu, Zhonggen

2015-01-01

How to identify whether students are satisfied with clickers-aided EFL class might be largely a mystery for most researchers since satisfaction is deeply hidden in human psychology which is subtle and intangible. This study, by using bivariate correlation analysis and structural equation modeling, survey scales claimed both valid and internally consistent, and data collected from randomly selected 227 participants, explored the indicators of satisfaction in clickers-aided EFL class, together with gender differences in the indicators. It was concluded that satisfaction was positively correlated with interaction, self-efficacy and self-regulation in clickers-aided EFL class without statistically significant gender differences. Furthermore, interaction, self-efficacy and self-regulation were mutually and significantly correlated. Although indicators of satisfaction might not be limited to these three factors, the findings should be helpful to future researchers who desire to determine whether users are satisfied with the polling technology. Then teachers could decide what teaching style and contents should be adopted. In order to satisfy users of clickers, future lecturing might be designed to promote peer interaction, self-efficacy and self-regulation. PMID:25999898

Use of clickers and sustainable reform in upper-division physics courses

NASA Astrophysics Data System (ADS)

Dubson, Michael

2008-03-01

At the University of Colorado at Boulder, successful reforms of our freshmen and sophomore-level physics courses are now being extended to upper-division courses, including Mechanics, Math Methods, QM, E&M, and Thermal Physics. Our course reforms include clicker questions (ConcepTests) in lecture, peer instruction, and an added emphasis on conceptual understanding and qualitative reasoning on homework assignments and exams. Student feedback has been strongly positive, and I will argue that such conceptual training improves rather than dilutes, traditional, computationally-intensive problem-solving skills. In order for these reforms to be sustainable, reform efforts must begin with department-wide consensus and agreed-upon measures of success. I will discuss the design of good clicker questions and effective incorporation into upper-level courses, including examples from materials science. Condensed matter physics, which by nature involve intelligent use of approximation, particularly lends itself to conceptual training. I will demonstrate the use of a clicker system (made by iClicker) with audience-participation questions. Come prepared to think and interact, rather than just sit there!

Comparing Educational Tools Using Activity Theory: Clickers and Flashcards

NASA Astrophysics Data System (ADS)

Price, Edward; De Leone, Charles; Lasry, Nathaniel

2010-10-01

Physics educators and researchers have recently begun to distinguish between pedagogical approaches and the educational technologies that are used to implement them. For instance, peer instruction has been shown to be equally effective, in terms of student learning outcomes, when implemented with clickers or flashcards. Therefore, technological tools (clickers and flashcards) can be viewed as means to mediate pedagogical techniques (peer instruction or traditional instruction). In this paper, we use activity theory to examine peer instruction, with particular attention to the role of tools. This perspective helps clarify clickers' and flashcards' differences, similarities, impacts in the classroom, and utility to education researchers. Our analysis can suggest improvements and new uses. Finally, we propose activity theory as a useful approach in understanding and improving the use of technology in the physics classroom.

Student evaluation of clickers in a dental pathology course.

PubMed

Llena, Carmen; Forner, Leopoldo; Cueva, Roger

2015-07-01

The purpose of this study was to evaluate the degree of satisfaction of students and teachers, and to determine whether the students notice improvements in learning and in the learning environment as a result of the use of clicker. Descriptive study. Fifty-one students and 8 teachers participated in the use of clicker technology in 8 preclinical seminars in dental pathology. Students and teachers filled a three-domain questionnaire at the end of the preclinical course. We used the Mann-Whitney U-test to compare the results between the two groups. The domain "perception and expectation" showed the use of clickers to be simple and convenient for 80% of the students, who expressed interest in extending the practice to other teaching areas. In the domain "active learning", over 70% of the students found the technique to be dynamic, participative and motivating. In the domain "improved learning", over 70% considered it useful to know their level of knowledge before the seminar and found the contents of the lesson to be clear. Thirty percent considered the items of the examination to be of a complexity similar to that of the first and second tests. Only in this latter aspect were significant differences found between the teachers and students (p=0.001). Participants described the use of clickers as simple and useful, motivating and participative. Both the students and teachers considered the technique to improve teaching and the learning environment. Key words:Dental education, audience response system, clickers, classroom response system, student´s perception.

Using Clickers to Facilitate Development of Problem-Solving Skills

PubMed Central

Levesque, Aime A.

2011-01-01

Classroom response systems, or clickers, have become pedagogical staples of the undergraduate science curriculum at many universities. In this study, the effectiveness of clickers in promoting problem-solving skills in a genetics class was investigated. Students were presented with problems requiring application of concepts covered in lecture and were polled for the correct answer. A histogram of class responses was displayed, and students were encouraged to discuss the problem, which enabled them to better understand the correct answer. Students were then presented with a similar problem and were again polled. My results indicate that those students who were initially unable to solve the problem were then able to figure out how to solve similar types of problems through a combination of trial and error and class discussion. This was reflected in student performance on exams, where there was a statistically significant positive correlation between grades and the percentage of clicker questions answered. Interestingly, there was no clear correlation between exam grades and the percentage of clicker questions answered correctly. These results suggest that students who attempt to solve problems in class are better equipped to solve problems on exams. PMID:22135374

Evaluating the effect of a clicker in an information literacy course for college nursing students in Taiwan.

PubMed

Lin, Kai-Yin

2015-03-01

In this technology era, information literacy is a global imperative. This is true for nursing students as well because they will have to help patients through operating computerized equipment. The key foundation of learning is concentration. The primary objectiveof this research was to explore the effect of clickers on nursing college students' concentration. The research involved 51 student volunteers and was quasi-experimental, with both a pretest and a posttest design. Student concentration was measured by using Student Concentration Scale in a Classroom-Learning Environment. The results showed that students' learning concentration improved, an outcome that could support integrating clickers into classroom teaching activities, and students' concentration level was better after clickers were used in the teaching process as a whole. Items under the "Concentration Capacity and Concentration Consciousness" category reached a significant level. Based on the analysis of the results, suggestions have been made for teaching and future research.

In-class use of clickers and clicker tests improve learning and enable instant feedback and retests via automated grading

NASA Astrophysics Data System (ADS)

Burnham, Nancy A.; Kadam, Snehalata V.; DeSilva, Erin

2017-11-01

An audience response system (‘clickers’) was gradually incorporated into introductory physics courses at Worcester Polytechnic Institute during the years 2011-14. Clickers were used in lectures, as a means of preparing for labs, and for collection of exam data and grading. Average student grades were 13.5% greater, as measured by comparing exam results with a previous year. Student acceptance of clickers was high, ranging from 66% to 95%, and grading time for exams was markedly reduced, from a full day to a few hours for approximately 150 students. The streamlined grading allowed for a second test on the same material for the students who failed the first one. These improvements have the immediate effects of engagement, learning, and efficiency, and ideally, they will also provide an environment in which more students will succeed in college and their careers.

The Effects of Clickers and Online Homework on Students' Achievement in General Chemistry

NASA Astrophysics Data System (ADS)

Gebru, Misganaw T.

Retention of an introductory general chemistry course material is vital for student success in future chemistry and chemistry-related courses. This study investigated the effects of clickers versus online homework on students' long-term content retention, examined the effectiveness of online homework versus no graded homework on students' achievement in a first-semester general chemistry course, and assessed students' attitudes toward the use of online homework. Students' data from the yearlong American Chemical Society General Chemistry (ACS GC97) exam, teacher-prepared final exams, and online surveys were analyzed to measure the effects of clickers and online homework on students' long-term content retention and performance, and to capture students' attitudes. A variety of methods including Welch ANOVA, independent samples t -test (Welch), Pearson's correlation, test of proportions, and Pearson's Chi-square test were used to analyze the data. The analyses indicated that the use of clickers or online homework did not significantly improve students' long-term content retention of general chemistry course material, that the use of online homework was more beneficial than, or at least as effective as no graded homework in improving students' performance, and students valued the fact that online homework provided immediate feedback. Additionally, results of this study revealed that greater numbers of students were retained in clicker and online homework classes than non-clicker, non-online homework classes and that various types of online homework systems used in general chemistry could impact student performance differently. Implications of the findings and future research directions were presented.

Clicker Score Trajectories and Concept Inventory Scores as Predictors for Early Warning Systems for Large STEM Classes

NASA Astrophysics Data System (ADS)

Lee, Un Jung; Sbeglia, Gena C.; Ha, Minsu; Finch, Stephen J.; Nehm, Ross H.

2015-12-01

Increasing the retention of STEM (science, technology, engineering, and mathematics) majors has recently emerged as a national priority in undergraduate education. Since poor performance in large introductory science and math courses is one significant factor in STEM dropout, early detection of struggling students is needed. Technology-supported "early warning systems" (EWSs) are being developed to meet these needs. Our study explores the utility of two commonly collected data sources—pre-course concept inventory scores and longitudinal clicker scores—for use in EWS, specifically, in determining the time points at which robust predictions of student success can first be established. The pre-course diagnostic assessments, administered to 287 students, included two concept inventories and one attitude assessment. Clicker question scores were also obtained for each of the 37 class sessions. Additionally, student characteristics (sex, ethnicity, and English facility) were gathered in a survey. Our analyses revealed that all variables were predictive of final grades. The correlation of the first 3 weeks of clicker scores with final grades was 0.53, suggesting that this set of variables could be used in an EWS starting at the third week. We also used group-based trajectory models to assess whether trajectory patterns were homogeneous in the class. The trajectory analysis identified three distinct clicker performance patterns that were also significant predictors of final grade. Trajectory analyses of clicker scores, student characteristics, and pre-course diagnostic assessment appear to be valuable data sources for EWS, although further studies in a diversity of instructional contexts are warranted.

Development and evaluation of clicker methodology for introductory physics courses

NASA Astrophysics Data System (ADS)

Lee, Albert H.

Many educators understand that lectures are cost effective but not learning efficient, so continue to search for ways to increase active student participation in this traditionally passive learning environment. In-class polling systems, or "clickers", are inexpensive and reliable tools allowing students to actively participate in lectures by answering multiple-choice questions. Students assess their learning in real time by observing instant polling summaries displayed in front of them. This in turn motivates additional discussions which increase the opportunity for active learning. We wanted to develop a comprehensive clicker methodology that creates an active lecture environment for a broad spectrum of students taking introductory physics courses. We wanted our methodology to incorporate many findings of contemporary learning science. It is recognized that learning requires active construction; students need to be actively involved in their own learning process. Learning also depends on preexisting knowledge; students construct new knowledge and understandings based on what they already know and believe. Learning is context dependent; students who have learned to apply a concept in one context may not be able to recognize and apply the same concept in a different context, even when both contexts are considered to be isomorphic by experts. On this basis, we developed question sequences, each involving the same concept but having different contexts. Answer choices are designed to address students preexisting knowledge. These sequences are used with the clickers to promote active discussions and multiple assessments. We have created, validated, and evaluated sequences sufficient in number to populate all of introductory physics courses. Our research has found that using clickers with our question sequences significantly improved student conceptual understanding. Our research has also found how to best measure student conceptual gain using research-based instruments. Finally, we discovered that students need to have full access to the question sequences after lectures to reap the maximum benefit. Chapter 1 provides an introduction to our research. Chapter 2 provides a literature review relevant for our research. Chapter 3 discusses the creation of the clicker question sequences. Chapter 4 provides a picture of the validation process involving both physics experts and the introductory physics students. Chapter 5 describes how the sequences have been used with clickers in lectures. Chapter 6 provides the evaluation of the effectiveness of the clicker methodology. Chapter 7 contains a brief summary of research results and conclusions.

Clicker Implementation Models

ERIC Educational Resources Information Center

White, Peter J. T.; Delaney, David G.; Syncox, David; Akerberg, Oscar Avila; Alters, Brian

2011-01-01

Student response systems can help instructors integrate active learning into their classrooms. Such technology is known by a variety of names, including classroom response systems, student response systems, audience response systems, electronic response systems, personal response systems, zappers, and clickers. The "system" consists of three…

Effectiveness of an audience response system in teaching pharmacology to baccalaureate nursing students.

PubMed

Vana, Kimberly D; Silva, Graciela E; Muzyka, Diann; Hirani, Lorraine M

2011-06-01

It has been proposed that students' use of an audience response system, commonly called clickers, may promote comprehension and retention of didactic material. Whether this method actually improves students' grades, however, is still not determined. The purpose of this study was to evaluate whether a lecture format utilizing multiple-choice PowerPoint slides and an audience response system was more effective than a lecture format using only multiple-choice PowerPoint slides in the comprehension and retention of pharmacological knowledge in baccalaureate nursing students. The study also assessed whether the additional use of clickers positively affected students' satisfaction with their learning. Results from 78 students who attended lecture classes with multiple-choice PowerPoint slides plus clickers were compared with those of 55 students who utilized multiple-choice PowerPoint slides only. Test scores between these two groups were not significantly different. A satisfaction questionnaire showed that 72.2% of the control students did not desire the opportunity to use clickers. Of the group utilizing the clickers, 92.3% recommend the use of this system in future courses. The use of multiple-choice PowerPoint slides and an audience response system did not seem to improve the students' comprehension or retention of pharmacological knowledge as compared with those who used solely multiple-choice PowerPoint slides.

Interactive lectures: Clickers or personal devices?

PubMed Central

Morrell, Lesley J.; Joyce, Domino A.

2015-01-01

Audience response systems (‘clickers’) are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students’ personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation. PMID:26594327

Consider Clicking In: Using Audience Response Systems to Spark Discussion

ERIC Educational Resources Information Center

Barbour, Joshua B.

2013-01-01

Audience response systems, also known as clickers, hold much promise for use in the communication classroom. Yet potential benefits notwithstanding, implementing new technology in the classroom also offers challenges for faculty who must master it themselves while managing students' learning. Successful clicker implementation, like the…

Integrating Digital Response Systems within a Diversity of Agricultural Audiences

ERIC Educational Resources Information Center

Sciarappa, William; Quinn, Vivian

2014-01-01

Extension educators have new computer-assisted tools as audience response systems (clickers) for increasing educational effectiveness and improving assessment by facilitating client input. From 2010-2012, 26 sessions involving 1093 participants in six diverse client categories demonstrated wide audience acceptance and suitability of clickers in…

Assessment of Clicker Training for Shelter Cats

PubMed Central

Kogan, Lori

2017-01-01

Simple Summary Living conditions in animal shelters can be stressful for cats. Clicker training might be able to alleviate this stress, by giving cats an opportunity to learn new behaviors and interact with humans. In this study, we assessed the initial ability of 100 shelter cats to perform four cued behaviors: touching a target, sitting, spinning, and giving a high-five. Each cat completed 15, five-min training sessions over a two-week span. At the end of the program, we assessed the cats’ ability to perform the same behaviors. On average, the cats performed better on all four behaviors after clicker training, suggesting that the cats could learn to perform specific behaviors on cue. Individual cats with a higher level of interest in food showed greater gains in learning for two of the behaviors (high-five and touching a target). Cats with a bolder temperament at post-assessment demonstrated greater gains in learning than those classified as shy. We suggest that clicker training can be used to enhance cats’ well-being while they are housed in shelters, and that the learned behaviors might make them more desirable to adopters. Abstract Clicker training has the potential to mitigate stress among shelter cats by providing environmental enrichment and human interaction. This study assessed the ability of cats housed in a shelter-like setting to learn new behaviors via clicker training in a limited amount of time. One hundred shelter cats were enrolled in the study. Their baseline ability to perform four specific behaviors touching a target, sitting, spinning, and giving a high-five was assessed, before exposing them to 15, five-min clicker training sessions, followed by a post-training assessment. Significant gains in performance scores were found for all four cued behaviors after training (p = 0.001). A cat’s age and sex did not have any effect on successful learning, but increased food motivation was correlated with greater gains in learning for two of the cued behaviors: high-five and targeting. Temperament also correlated with learning, as bolder cats at post assessment demonstrated greater gains in performance scores than shyer ones. Over the course of this study, 79% of cats mastered the ability to touch a target, 27% mastered sitting, 60% mastered spinning, and 31% mastered high-fiving. Aside from the ability to influence the cats’ well-being, clicker training also has the potential to make cats more desirable to adopters. PMID:28937608

Postural stability, clicker reaction time and bow draw force predict performance in elite recurve archery.

PubMed

Spratford, Wayne; Campbell, Rhiannon

2017-06-01

Recurve archery is an Olympic sport that requires extreme precision, upper body strength and endurance. The purpose of this research was to quantify how postural stability variables both pre- and post-arrow release, draw force, flight time, arrow length and clicker reaction time, collectively, impacted on the performance or scoring outcomes in elite recurve archery athletes. Thirty-nine elite-level recurve archers (23 male and 16 female; mean age = 24.7 ± 7.3 years) from four different countries volunteered to participate in this study prior to competing at a World Cup event. An AMTI force platform (1000Hz) was used to obtain centre of pressure (COP) measurements 1s prior to arrow release and 0.5s post-arrow release. High-speed footage (200Hz) allowed for calculation of arrow flight time and score. Results identified clicker reaction time, draw force and maximum sway speed as the variables that best predicted shot performance. Specifically, reduced clicker reaction time, greater bow draw force and reduced postural sway speed post-arrow release were predictors of higher scoring shots. It is suggested that future research should focus on investigating shoulder muscle tremors at full draw in relation to clicker reaction time, and the effect of upper body strength interventions (specifically targeting the musculature around the shoulder girdle) on performance in recurve archers.

What's the Payoff?: Assessing the Efficacy of Student Response Systems

ERIC Educational Resources Information Center

Baumann, Zachary D.; Marchetti, Kathleen; Soltoff, Benjamin

2015-01-01

Student response systems, or "clickers," have been presented as a way of solving student engagement problems, particularly in large-enrollment classes. These devices provide real-time feedback to instructors, allowing them to understand what students are thinking and how well they comprehend material. As clickers become more common, it…

Efficient Use of Clickers: A Mixed-Method Inquiry with University Teachers

ERIC Educational Resources Information Center

Cheung, George; Wan, Kelvin; Chan, Kevin

2018-01-01

With the advancement of information technology and policies encouraging interactivities in teaching and learning, the use of students' response system (SRS), commonly known as clickers, has experienced substantial growth in recent years. The reported effectiveness of SRS has varied. Based on the framework of technological-pedagogical-content…

Teaching Economic Principles Interactively: A Cannibal's Dinner Party

ERIC Educational Resources Information Center

Bergstrom, Theodore C.

2009-01-01

The author describes techniques that he uses to interactively teach economics principles. He describes an experiment on market entry and gives examples of applications of classroom clickers. Clicker applications include (a) collecting data about student preferences that can be used to construct demand curves and supply curves, (b) checking…

Classroom Questioning with Immediate Electronic Response: Do Clickers Improve Learning?

ERIC Educational Resources Information Center

Yourstone, Steven A.; Kraye, Howard S.; Albaum, Gerald

2008-01-01

A number of studies have focused on how students and instructors feel about digital learning technologies. This research is focused on the substantive difference in learning outcomes between traditional classrooms and classrooms using clickers. A randomized block experimental design involving four sections of undergraduate Operations Management…

Useful Pedagogies or Financial Hardships? Interactive Response Technology (Clickers) in the Large College Classroom

ERIC Educational Resources Information Center

Boatright-Horowitz, Su L.

2009-01-01

Interactive response systems "clickers" can provide multiple benefits to the students and faculty who use them, including immediate performance feedback and greater student engagement in learning. My own exploration of this technology has yielded five pedagogically different types of polling questions, specifically measurement of student…

Clickers, iPad, and Lecture Capture in One Semester: My Teaching Transformation

ERIC Educational Resources Information Center

Latulippe, Joe

2016-01-01

Using technology to enhance the classroom environment can have a tremendous impact on student learning, as well as on an instructor's teaching. This paper describes one instructor's transition from traditional chalkboard lectures to a fully technological presentation of content. After carefully reviewing the literature, clicker technology was…

Student Acceptance of Clickers in Large Introductory Business Classes

ERIC Educational Resources Information Center

Preis, Michael W.; Kellar, Gregory M.; Crosby, Elizabeth

2011-01-01

Today's NetGen students require more multimedia and interactive learning environments and greater participation than previous generations. Personal response devices (PRDs, sometimes called Audience Response Devices or ARDs, better known as clickers) show promise in helping to meet that need. This article explores the literature of PRDs to develop…

Clickers in the Classroom: A Review and a Replication

ERIC Educational Resources Information Center

Keough, Shawn M.

2012-01-01

This article reviews 66 clicker technology-based studies focusing on student perceptions/outcomes. Eight major perceptions/outcomes are noted, including high levels of performance (actual and perceived), student attention span, attendance, and participation, as well as student perceptions of satisfaction, feedback, and ease of use. Because the…

Smart Clickers in the Classroom: "Technolust" or the Potential to Engage Students?

ERIC Educational Resources Information Center

Graham, Robert D.

2013-01-01

This exploratory action research investigation provided the opportunity for a collaborative examination of the pedagogy underlying the use of wireless clicker technology within an elementary school environment. It investigated the uncomfortable truths of their use and revealed some unanticipated benefits. Using a triangulated qualitative data…

Adult English Language Learners' Perceptions of Audience Response Systems (Clickers) as Communication Aides: A Q-Methodology Study

ERIC Educational Resources Information Center

Rodriguez, Lisa Ann; Shepard, MaryFriend

2013-01-01

This study explored the perceptions of adult English language learners about audience response systems (clickers) as tools to facilitate communication. According to second language acquisition theory, learners' receptive capabilities in the early stages of second language acquisition surpass expressive capabilities, often rendering them silent in…

Using Peer Instruction and I-Clickers to Enhance Student Participation in Calculus

ERIC Educational Resources Information Center

Lucas, Adam

2009-01-01

In my Calculus classes I encourage my students to actively reflect on course material, to work collaboratively, and to generate diverse solutions to questions. To facilitate this I use peer instruction (PI), a structured questioning process, and i-clickers, a radio frequency classroom response system enabling students to vote anonymously. This…

Beyond Clickers, Next Generation Classroom Response Systems for Organic Chemistry

ERIC Educational Resources Information Center

Shea, Kevin M.

2016-01-01

Web-based classroom response systems offer a variety of benefits versus traditional clicker technology. They are simple to use for students and faculty and offer various question types suitable for a broad spectrum of chemistry classes. They facilitate active learning pedagogies like peer instruction and successfully engage students in the…

Do "Clicker" Educational Sessions Enhance the Effectiveness of a Social Norms Marketing Campaign?

ERIC Educational Resources Information Center

Killos, Lydia F.; Hancock, Linda C.; McGann, Amanda Wattenmaker; Keller, Adrienne E.

2010-01-01

Objective: Social norms campaigns are a cost-effective way to reduce high-risk drinking on college campuses. This study compares effectiveness of a "standard" social norms media (SNM) campaign for those with and without exposure to additional educational sessions using audience response technology ("clickers"). Methods: American College Health…

Measuring the Disparities between Biology Undergraduates' Perceptions and Their Actual Knowledge of Scientific Literature with Clickers

ERIC Educational Resources Information Center

Bandyopadhyay, Aditi

2013-01-01

This article demonstrates an innovative method used to determine the need for information literacy among science undergraduate students at Adelphi University. Using clickers technology, this study measured the disconnect between biology undergraduates' perceived and actual knowledge of scientific literature. The quantitative data collected in the…

Self-Assembled Student Interactions in Undergraduate General Chemistry Clicker Classrooms

ERIC Educational Resources Information Center

MacArthur, James R.; Jones, Loretta

2013-01-01

Student interviews, focus groups, and classroom observations were used in an exploratory study of the nature of student interactions in a large (300+ students) general chemistry course taught with clickers. These data suggest that students are self-assembling their learning environment: choosing ways in which to interact with one another during…

The Effects of Clickers and Online Homework on Students' Achievement in General Chemistry

ERIC Educational Resources Information Center

Gebru, Misganaw T.

2012-01-01

Retention of an introductory general chemistry course material is vital for student success in future chemistry and chemistry-related courses. This study investigated the effects of clickers versus online homework on students' long-term content retention, examined the effectiveness of online homework versus no graded homework on…

Gender Differences in Student Performance in Large Lecture Classrooms Using Personal Response Systems ("Clickers") with Narrative Case Studies

ERIC Educational Resources Information Center

Kang, Hosun; Lundeberg, Mary; Wolter, Bjorn; delMas, Robert; Herreid, Clyde F.

2012-01-01

This study investigated gender differences in science learning between two pedagogical approaches: traditional lecture and narrative case studies using personal response systems ("clickers"). Thirteen instructors of introductory biology classes at 12 different institutions across the USA and Canada used two types of pedagogy (Clicker…

Evaluating Impact of Small-Group Discussion on Learning Utilizing a Classroom Response System

ERIC Educational Resources Information Center

Flosason, Thorhallur O.; McGee, Heather M.; Diener-Ludwig, Lori

2015-01-01

Classroom response systems (also referred to as clickers) can enhance learning outcomes and are generally viewed favorably by students and instructors alike. The current study used an alternating treatments design to examine whether discussing questions in small groups before responding to clicker questions during lecture improved accurate…

Using Wireless Response Systems to Replicate Behavioral Research Findings in the Classroom

ERIC Educational Resources Information Center

Cleary, Anne M.

2008-01-01

College instructors are increasingly relying on wireless clicker systems as instructional tools in the classroom. Instructors commonly use clicker systems for such classroom activities as taking attendance, giving quizzes, and taking opinion polls. However, these systems are uniquely well suited for the teaching of psychology and other courses…

Using Tagteach to Improve the Proficiency of Dance Movements

ERIC Educational Resources Information Center

Quinn, Mallory J.; Miltenberger, Raymond G.; Fogel, Victoria A.

2015-01-01

Behavioral research to enhance sports performance has been conducted in numerous sports domains and often involves feedback from the coach to the student. One promising form of feedback is the use of an acoustical stimulus such as a clicker to provide more immediate feedback. Similar to clicker training with animals, acoustical stimuli are used…

Exploring Strategic Behavior in an Oligopoly Market Using Classroom Clickers

ERIC Educational Resources Information Center

Brouhle, Keith

2011-01-01

This article discusses an innovative technique to teach strategic behavior in oligopoly markets. In the classroom exercise, students play the role of a firm that maximizes its profit given the behavior of other firms in the industry. Using classroom clickers to communicate pricing decisions, students explore first-hand the strategic nature of…

Clicking toward Better Grades: The Use of Student Response Systems in Social Work Education

ERIC Educational Resources Information Center

Voith, Laura A.; Holmes, Megan R.; Duda-Banwar, Janelle

2018-01-01

Faculty members at universities are increasingly shifting their pedagogical focus from traditional lectures to active learning by integrating academic technology such as clickers (i.e., student response systems) into classrooms. However, few studies have examined the effect of clickers on learning outcomes such as test grades, and even fewer…

Using Classroom Response Technology to Create an Active Learning Environment in Marketing Classes

ERIC Educational Resources Information Center

Muncy, James A.; Eastman, Jacqueline K.

2012-01-01

Classroom response systems (CRS), also called student/audience response systems or clickers, have been used by business instructors, particularly in larger classes, to allow instructors to ask students questions in class and have their responses immediately tabulated and reported electronically. While clickers have typically been used to measure…

An Evaluation of Student Response Systems from the Viewpoint of Instructors and Students

ERIC Educational Resources Information Center

Gok, Tolga

2011-01-01

Student response systems, often referred to as "clickers" are small hand-held devices which students may remotely respond to questions that are posed during lecture. In this research, the perspectives and lived experiences of both instructors and students who used clickers were examined. Also, the activities used by instructors were…

The Monty Hall Problem as a Class Activity Using Clickers

ERIC Educational Resources Information Center

Irons, Stephen H.

2012-01-01

Demonstrating probabilistic outcomes using real-time data is especially well-suited to larger lecture classes where one can generate large data sets easily. The difficulty comes in quickly collecting, analyzing, and displaying the information. With the advent of wireless polling technology (clickers), this difficulty is removed. In this paper we…

Understanding Clicker Discussions: Student Reasoning and the Impact of Instructional Cues

ERIC Educational Resources Information Center

Knight, Jennifer K.; Wise, Sarah B.; Southard, Katelyn M.

2013-01-01

Previous research has shown that undergraduate science students learn from peer discussions of in-class clicker questions. However, the features that characterize such discussions are largely unknown, as are the instructional factors that may lead students into productive discussions. To explore these questions, we recorded and transcribed 83…

Clickers to the Rescue: Technology Integration Helps Boost Literacy Scores

ERIC Educational Resources Information Center

Moratelli, Katelyn; DeJarnette, Nancy K.

2014-01-01

Literacy assessment scores in an urban 5th grade classroom left much to be desired. In this diverse classroom population, typical urban distractions such as poverty, crime, English as a second language, and lack of parental support contribute to extremely low literacy scores. This classroom study examined the effects of implementing clickers, a…

"Clickers" and Metacognition: How Do Electronic Response Devices ("Clickers") Influence Student Metacognition?

ERIC Educational Resources Information Center

Manke-Brady, Melanie

2012-01-01

The purpose of this study was to examine whether electronic response systems influence student metacognitions in large lecture settings, and how metacognitive processes are influenced. Moreover, this study compared electronic response systems with a low technology system and sought to establish whether differences exist in how the two response…

The Effect of "Clickers" on Attendance in an Introductory Statistics Course: An Action Research Study

ERIC Educational Resources Information Center

Amstelveen, Raoul H.

2013-01-01

The purpose of this study was to design and implement a Classroom Response System, also known as a "clicker," to increase attendance in introductory statistics courses at an undergraduate university. Since 2010, non-attendance had been prevalent in introductory statistics courses. Moreover, non-attendance created undesirable classrooms…

Using Clickers in a Large Business Class: Examining Use Behavior and Satisfaction

ERIC Educational Resources Information Center

Rana, Nripendra P.; Dwivedi, Yogesh K.

2016-01-01

As more and more institutions are integrating new technologies (e.g., audience response systems such as clickers) into their teaching and learning systems, it is becoming increasingly necessary to have a detailed understanding of the underlying mechanisms of these advanced technologies and their outcomes on student learning perceptions. We…

To Click or Not to Click

NASA Astrophysics Data System (ADS)

Abramzon, Nina; Sadaghiani, Homeyra

2009-03-01

A comparison of clickers v. flashcards in a controlled setting was done to test a) whether clickers show an improvement over flashcards in students learning the following concepts: i) Coulomb's force law and ii) magnetic fields caused by currents, and b) if students using clickers are more open towards conceptual questions and the peer instruction method compared to students using flashcards. Two classes taught concurrently by the same instructor were taught identically, except that in one class the collection of answers to concept questions was done using clickers, and in the other using flashcards. To test which students learned the concepts better, a few multiple choice questions from a standard exam used in physics education were included in the final exam of both classes, and the performance of the two classes was compared. In addition, a questionnaire was given to each class to evaluate students' opinions about the benefits of lectures including conceptual TPS questions and the use of related conceptual questions on exams. The results of the survey were compared between the two classes. The experimental design and results of the study will be presented.

Using peer discussion facilitated by clicker questions in an informal education setting: enhancing farmer learning of science.

PubMed

Smith, Michelle K; Annis, Seanna L; Kaplan, Jennifer J; Drummond, Frank

2012-01-01

Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions.

Using Peer Discussion Facilitated by Clicker Questions in an Informal Education Setting: Enhancing Farmer Learning of Science

PubMed Central

Smith, Michelle K.; Annis, Seanna L.; Kaplan, Jennifer J.; Drummond, Frank

2012-01-01

Blueberry growers in Maine attend annual Cooperative Extension presentations given by university faculty members. These presentations cover topics, such as, how to prevent plant disease and monitor for insect pests. In 2012, in order to make the sessions more interactive and promote learning, clicker questions and peer discussion were incorporated into the presentations. Similar to what has been shown at the undergraduate level, after peer discussion, more blueberry growers gave correct answers to multiple-choice questions than when answering independently. Furthermore, because blueberry growers are characterized by diverse levels of education, experience in the field etc., we were able to determine whether demographic factors were associated with changes in performance after peer discussion. Taken together, our results suggest that clicker questions and peer discussion work equally well with adults from a variety of demographic backgrounds without disadvantaging a subset of the population and provide an important learning opportunity to the least formally educated members. Our results also indicate that clicker questions with peer discussion were viewed as a positive addition to university-related informal science education sessions. PMID:23077638

How Long Can Students Pay Attention in Class? A Study of Student Attention Decline Using Clickers

ERIC Educational Resources Information Center

Bunce, Diane M.; Flens, Elizabeth A.; Neiles, Kelly Y.

2010-01-01

Students enrolled in three levels of general chemistry self-reported their attention decline during both lecture and other teaching approaches via personal response devices (clickers). Students report attention declines of 1 min or less more often than longer attention lapses. The data suggest that student engagement alternates between attention…

Developing Learners' Second Language Communicative Competence through Active Learning: Clickers or Communicative Approach?

ERIC Educational Resources Information Center

Agbatogun, Alaba Olaoluwakotansibe

2014-01-01

The purpose of this study was to compare the impact of clickers, the communicative approach and the lecture method on the communicative competence development of learners who were taught English a second language (ESL). Ninety nine pupils from three primary schools participated in the study. Quasi-experimental non-randomised pre-test posttest…

Using Clickers to Facilitate Interactive Engagement Activities in a Lecture Room for Improved Performance by Students

ERIC Educational Resources Information Center

Tlhoaele, Malefyane; Hofman, Adriaan; Naidoo, Ari; Winnips, Koos

2014-01-01

What impact can interactive engagement (IE) activities using clickers have on students' motivation and academic performance during lectures as compared to attending traditional types of lectures? This article positions the research on IE within the comprehensive model of educational effectiveness and Gagné's instructional events model. For the…

Just-in-Time or Plenty-of-Time Teaching? Different Electronic Feedback Devices and Their Effect on Student Engagement

ERIC Educational Resources Information Center

Sun, Jerry Chih-Yuan; Martinez, Brandon; Seli, Helena

2014-01-01

This study examines how incorporating different electronic feedback devices (i.e., clickers versus web-based polling) may affect specific types of student engagement (i.e., behavioral, emotional, and cognitive engagement), whether students' self-efficacy for learning and performance may differ between courses that have integrated clickers and…

Clickers as Data Gathering Tools and Students' Attitudes, Motivations, and Beliefs on Their Use in This Application

ERIC Educational Resources Information Center

Prather, Edward E.; Brissenden, Gina

2009-01-01

Members of the Center for Astronomy Education (CAE) and the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona have conducted a systematic investigation into the use of wireless, electronic personal response systems (PRS), more commonly known as "clickers," to gather research data in the large…

Technology-Enhanced Learning in Sports Education Using Clickers: Satisfaction, Performance and Immediacy

ERIC Educational Resources Information Center

Constantinou, Vaso; Ioannou, Andri

2016-01-01

The article addresses ICT in Education by describing an empirical investigation of technology-enhanced sports education. The study examines the use of clickers by 162 Judo athletes during seminars on the rules and regulations of the sport. Results are based on quantitative data collected on athletes' performances and attitudes and qualitative data…

Principles for Constructing Good Clicker Questions: Going beyond Rote Learning and Stimulating Active Engagement with Course Content

ERIC Educational Resources Information Center

Sullivan, Roberta

2009-01-01

Clickers are also referred to as classroom response systems. They are small-handheld electronic devices that resemble a television remote control, used by students to respond to questions posed by instructors. Typically, questions are provided to students using electronic on-screen presentations. Results of students' responses can be immediately…

An Action Research Study on the Effect of Interactive Technology and Active Learning on Student Performance

ERIC Educational Resources Information Center

Bear, Teresa J.

2013-01-01

This quantitative action science research study utilized a causal-comparative experimental research design in order to determine if the use of student response systems (clickers), as an active learning strategy in a community college course, improved student performance in the course. Students in the experimental group (n = 26) used clickers to…

Using Clickers to Improve Student Engagement and Performance in an Introductory Biochemistry Class

ERIC Educational Resources Information Center

Addison, Stephen; Wright, Adrienne; Milner, Rachel

2009-01-01

As part of ongoing efforts to enhance teaching practices in a large-class introductory biochemistry course, we have recently tested the effects of using a student response system (clickers) on student exam performances and engagement with the course material. We found no measurable difference in class mean composite examination score for students…

Rules of engagement-12 tips for successful use of "clickers" in the classroom.

PubMed

Premkumar, Kalyani; Coupal, Cyril

2008-01-01

Student response system or clickers is an electronic application where a receiver in the instructor's computer captures responses to questions from student keypads. Used effectively, clickers can promote learner engagement and serve to improve learning. It can be used in a variety of ways such as to provide feedback to learners and instructor, to start discussions, for peer evaluation, for formative and summative assessment, to build a learning community, and to experiment on human responses. Using our experience in the use of this technology and literature review, we provide twelve tips for successful use of the student response system. We have found these strategies useful and envisage that the application of these tips can help maximize learner engagement and learning.

Using Clickers to Increase On-Task Behaviors of Middle School Students with Behavior Problems

ERIC Educational Resources Information Center

Xin, Joy F.; Johnson, Mary L.

2015-01-01

This study examined the effect of using a remote device, a Clicker, on the on-task behavior of middle school students with behavior problems. Five students with behavior problems participated in the study. A single-subject research design with ABAB (phase A: baseline 1, phase B: intervention 1, phase A: baseline 2, phase B: intervention 2) phases…

Because You Don't Realize How Many People Have Different Experiences than You: Effects of Clicker Use for Class Discussions in Sociology

ERIC Educational Resources Information Center

Hoekstra, Angel

2015-01-01

Sociology instructors have begun adding student response systems to support conceptual application in college courses. While little has been published about how these devices affect learning behavior in our discipline, research from other fields suggests clickers may enhance learning by encouraging engagement through collaborative talk. This paper…

Perceptions of the Effects of Clicker Technology on Student Learning and Engagement: A Study of Freshmen Chemistry Students

ERIC Educational Resources Information Center

Terrion, Jenepher Lennox; Aceti, Victoria

2012-01-01

While technology--in the form of laptops and cellphones--may be the cause of much of the distraction in university and college classrooms, some, including the personal or classroom response system (PRS/CRS) or clicker, also present pedagogical opportunities to enhance student engagement. The current study explored the reactions of students to…

Research and Teaching: Eight Is Not Enough--The Level of Questioning and Its Impact on Learning in Clicker Cases

ERIC Educational Resources Information Center

Terry, David R.; Lemons, Paula; Armstrong, Norris; Brickman, Peggy; Ribbens, Eric; Herreid, Clyde Freeman

2016-01-01

Three college faculty taught large general biology classes using case studies and personal response systems (clickers). Each instructor taught the same eight cases in two different sections, except the questions within the cases differed. In one section the questions were lower order (LO) factual inquiries, and in the other they were largely…

"Clickers" and Metacognition: A Quasi-Experimental Comparative Study about Metacognitive Self-Regulation and Use of Electronic Feedback Devices

ERIC Educational Resources Information Center

Brady, Melanie; Seli, Helena; Rosenthal, Jane

2013-01-01

The purpose of this study was to establish whether electronic response systems (clickers) influence student metacognition in large lecture settings more than low-technology polling devices. In this first part of a two part mixed methods study inquiry was made into whether student metacognition was influenced and how metacognition was influenced.…

International-Domestic Student Differences in Learning: Use of Classroom Response Systems in China versus in Canada

ERIC Educational Resources Information Center

Fan, Hong; Power, Jeffrey W.; Song, Xiaofei

2017-01-01

This study compares the impact of audience response systems (clickers) on the learning experience and classroom behavior of Chinese and Canadian students. Based on differences in student learning styles, which are rooted in the differences in national cultures, we predict that clicker technology will result in a more positive learning experience,…

Improved Academic Performance and Student Perceptions of Learning through Use of a Cell Phone-Based Personal Response System

ERIC Educational Resources Information Center

Ma, Sihui; Steger, Daniel G.; Doolittle, Peter E.; Stewart, Amanda C.

2018-01-01

Personal response systems, such as clickers, have been widely used to improve the effectiveness of teaching in various classroom settings. Although hand-held clicker response systems have been the subject of multiple prior studies, few studies have focused on the use of cell phone-based personal response system (CPPRS) specifically. This study…

Applying the Extended Technology Acceptance Model to the Use of Clickers in Student Learning: Some Evidence from Macroeconomics Classes

ERIC Educational Resources Information Center

Wu, Xiaoyu; Gao, Yuan

2011-01-01

This paper applies the extended technology acceptance model (exTAM) in information systems research to the use of clickers in student learning. The technology acceptance model (TAM) posits that perceived ease of use and perceived usefulness of technology influence users' attitudes toward using and intention to use technology. Research subsequent…

Case Study Evaluating Just-In-Time Teaching and Peer Instruction Using Clickers in a Quantum Mechanics Course

ERIC Educational Resources Information Center

Sayer, Ryan; Marshman, Emily; Singh, Chandralekha

2016-01-01

Just-in-Time Teaching (JiTT) is an instructional strategy involving feedback from students on prelecture activities in order to design in-class activities to build on the continuing feedback from students. We investigate the effectiveness of a JiTT approach, which included in-class concept tests using clickers in an upper-division quantum…

Group Random Call Can Positively Affect Student In-Class Clicker Discussions

PubMed Central

Knight, Jennifer K.; Wise, Sarah B.; Sieke, Scott

2016-01-01

Understanding how instructional techniques and classroom norms influence in-class student interactions has the potential to positively impact student learning. Many previous studies have shown that students benefit from discussing their ideas with one another in class. In this study of introductory biology students, we explored how using an in-class accountability system might affect the nature of clicker-question discussions. Clicker-question discussions in which student groups were asked to report their ideas voluntarily (volunteer call) were compared with discussions in which student groups were randomly selected to report their ideas (random call). We hypothesized that the higher-accountability condition (random call) would impress upon students the importance of their discussions and thus positively influence how they interacted. Our results suggest that a higher proportion of discussions in the random call condition contained exchanges of reasoning, some forms of questioning, and both on- and off-topic comments compared with discussion in the volunteer call condition. Although group random call does not impact student performance on clicker questions, the positive impact of this instructional approach on exchanges of reasoning and other features suggests it may encourage some types of student interactions that support learning. PMID:27856544

Clickers in the large classroom: current research and best-practice tips.

PubMed

Caldwell, Jane E

2007-01-01

Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS questions are discussed, as well as methods of compensating for the reduction in lecture time that typically results from their use. Examples of ARS use occur throughout the literature and often detail positive attitudes from both students and instructors, although exceptions do exist. When used in classes, ARS clickers typically have either a benign or positive effect on student performance on exams, depending on the method and extent of their use, and create a more positive and active atmosphere in the large classroom. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. So that the reader may use clickers effectively in his or her own classroom, a set of guidelines for writing good questions and a list of best-practice tips have been culled from the literature and experienced users.

Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions

PubMed Central

Knight, Jennifer K.; Wise, Sarah B.; Rentsch, Jeremy; Furtak, Erin M.

2015-01-01

The cues undergraduate biology instructors provide to students before discussions of clicker questions have previously been shown to influence student discussion. We further explored how student discussions were influenced by interactions with learning assistants (LAs, or peer coaches). We recorded and transcribed 140 clicker-question discussions in an introductory molecular biology course and coded them for features such as the use of reasoning and types of questions asked. Students who did not interact with LAs had discussions that were similar in most ways to students who did interact with LAs. When students interacted with LAs, the only significant changes in their discussions were the use of more questioning and more time spent in discussion. However, when individual LA–student interactions were examined within discussions, different LA prompts were found to generate specific student responses: question prompts promoted student use of reasoning, while students usually stopped their discussions when LAs explained reasons for answers. These results demonstrate that LA prompts directly influence student interactions during in-class discussions. Because clicker discussions can encourage student articulation of reasoning, instructors and LAs should focus on how to effectively implement questioning techniques rather than providing explanations. PMID:26590204

Clickers in the Large Classroom: Current Research and Best-Practice Tips

PubMed Central

2007-01-01

Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS questions are discussed, as well as methods of compensating for the reduction in lecture time that typically results from their use. Examples of ARS use occur throughout the literature and often detail positive attitudes from both students and instructors, although exceptions do exist. When used in classes, ARS clickers typically have either a benign or positive effect on student performance on exams, depending on the method and extent of their use, and create a more positive and active atmosphere in the large classroom. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. So that the reader may use clickers effectively in his or her own classroom, a set of guidelines for writing good questions and a list of best-practice tips have been culled from the literature and experienced users. PMID:17339389

An EVS Clicker Based Hybrid Assessment to Engage Students with Marking Criteria

ERIC Educational Resources Information Center

Bennett, Steve; Barker, Trevor; Lilley, Mariana

2014-01-01

Over 4 iterations of a large course (>180 students) in introductory emedia design in a first year computer science course we have seen a year on year improvement. We believe this is due to the use of EVS clickers for feed-forward assessment: that is to say a method of getting the whole class to evaluate previous cohorts' submissions in public…

Can the Use of Clickers or Continuous Assessment Motivate Critical Thinking? A Case Study Based on Corporate Finance Students

ERIC Educational Resources Information Center

Morales, Lucía

2011-01-01

This study explores the use of clickers as a tool to support, encourage and motivate critical thinking in higher education students. A case study was carried out with a cohort of undergraduate students undertaking the BSc. in Accounting and Finance during the academic year 2009/10, where corporate finance was a major component. Since the students…

The Learning Environment in Clicker Classrooms: Student Processes of Learning and Involvement in Large University-Level Courses Using Student Response Systems

ERIC Educational Resources Information Center

Trees, April R.; Jackson, Michele H.

2007-01-01

To explore what social and educational infrastructure is needed to support classroom use of student response systems (Roschelle et al., 2004), this study investigated the ways in which student characteristics and course design choices were related to students' assessments of the contribution of clicker use to their learning and involvement in the…

The Bionic Clicker Mark I & II

PubMed Central

Magee, Elliott G.; Ourselin, S.; Nikitichev, Daniil; Vercauteren, T.; Vanhoestenberghe, Anne

2017-01-01

In this manuscript, we present two 'Bionic Clicker' systems, the first designed to demonstrate electromyography (EMG) based control systems for educational purposes and the second for research purposes. EMG based control systems pick up electrical signals generated by muscle activation and use these as inputs for controllers. EMG controllers are widely used in prosthetics to control limbs. The Mark I (MK I) clicker allows the wearer to change the slide of a presentation by raising their index finger. It is built around a microcontroller and a bio-signals shield. It generated a lot of interest from both the public and research community. The Mark II (MK II) device presented here was designed to be a cheaper, sleeker, and more customizable system that can be easily modified and directly transmit EMG data. It is built using a wireless capable microcontroller and a muscle sensor. PMID:28829413

The Bionic Clicker Mark I & II.

PubMed

Magee, Elliott G; Ourselin, S; Nikitichev, Daniil; Vercauteren, T; Vanhoestenberghe, Anne

2017-08-14

In this manuscript, we present two 'Bionic Clicker' systems, the first designed to demonstrate electromyography (EMG) based control systems for educational purposes and the second for research purposes. EMG based control systems pick up electrical signals generated by muscle activation and use these as inputs for controllers. EMG controllers are widely used in prosthetics to control limbs. The Mark I (MK I) clicker allows the wearer to change the slide of a presentation by raising their index finger. It is built around a microcontroller and a bio-signals shield. It generated a lot of interest from both the public and research community. The Mark II (MK II) device presented here was designed to be a cheaper, sleeker, and more customizable system that can be easily modified and directly transmit EMG data. It is built using a wireless capable microcontroller and a muscle sensor.

Evidence for teaching practice: the impact of clickers in a large classroom environment.

PubMed

Patterson, Barbara; Kilpatrick, Judith; Woebkenberg, Eric

2010-10-01

As the number of nursing students increases, the ability to actively engage all students in a large classroom is challenging and increasingly difficult. Clickers, or student response systems (SRS), are a relatively new technology in nursing education that use wireless technology and enable students to select individual responses to questions posed to them during class. The study design was a quasi-experimental comparison with one section of an adult medical-surgical course using the SRS and one receiving standard teaching. No significant differences between groups on any measure of performance were found. Focus groups were conducted to describe student perceptions of SRS. Three themes emerged: Being able to respond anonymously, validating an answer while providing immediate feedback, and providing an interactive and engaging environment. Although the clickers did not improve learning outcomes as measured by objective testing, perceptions shared by students indicated an increased degree of classroom engagement. Future research needs to examine other potential outcome variables. Copyright © 2009 Elsevier Ltd. All rights reserved.

Socratic dialogs and clicker use in an upper-division mechanics course

NASA Astrophysics Data System (ADS)

Kuo, H. Vincent; Kohl, Patrick B.; Carr, Lincoln D.

2012-02-01

The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of Mines. In the first year, the lectures were fairly traditional. In the second year the lectures were modified to include Socratic dialogs between the instructor and students. In the third year, the instructor used a personal response system and Peer Instruction-like pedagogy. All other course materials were nearly identical to an established traditional lecture course. We present results from a new instructor-constructed conceptual survey, exams, and course evaluations. We observe little change in student exam performance as lecture techniques varied, though students consistently stated clickers were "the best part of the course" from which they "learned the most." Indeed, when using clickers in this course, students were considerably more likely to become engaged than students in CSM introductory courses using the same methods.

Using TAGteach to improve the proficiency of dance movements.

PubMed

Quinn, Mallory J; Miltenberger, Raymond G; Fogel, Victoria A

2015-01-01

Behavioral research to enhance sports performance has been conducted in numerous sports domains and often involves feedback from the coach to the student. One promising form of feedback is the use of an acoustical stimulus such as a clicker to provide more immediate feedback. Similar to clicker training with animals, acoustical stimuli are used with humans to reinforce desired behavior in a procedure called TAGteach, which involves using a clicker as a conditioned reinforcer in training. The purpose of this study was to evaluate the effectiveness of TAGteach, implemented by dance teachers, to increase the fluency of 3 dance movements in a multiple baseline design across behaviors with 4 students of dance. Target behaviors included a turn, kick, and leap. The targeted dance movements remained at relatively low levels of performance during baseline and improved for each participant after the introduction of the TAGteach intervention. Implications for future research are discussed. © Society for the Experimental Analysis of Behavior.

The use of audience response system technology with limited-english-proficiency, low-literacy, and vulnerable populations.

PubMed

Keifer, Matthew C; Reyes, Iris; Liebman, Amy K; Juarez-Carrillo, Patricia

2014-01-01

Audience response systems (ARS) have long been used to improve the interactivity of educational activities. Most studies of ARS have addressed education of literate trainees. How well these devices work with low-literacy subjects is not well studied. Information gathering on the training audience is an important use of ARS and helpful in improving the targeting of training information. However, obtaining demographic information from vulnerable populations with reasons to be concerned about divulging information about themselves has not been tested. In addition, a culturally competent method to effectively collect demographic and evaluation data of this growing population is essential. This project investigated the use of ARS to gather information from Hispanic immigrant workers, many of whom are socially vulnerable and have limited English proficiency (LEP) and low-literacy. Workers attended focus groups and were asked to use ARS devices or clickers to respond to questions. Questions were both categorical (multiple choice) and open-ended numerical (text entry), and varied from simple queries to more sensitive points regarding immigration. Most workers answered the one-key response categorical questions with little difficulty. In contrast, some participants struggled when responding to numerical questions, especially when the response required pressing multiple clicker keys. An overwhelming majority of participants reported that the clickers were comfortable and easy to use despite the challenges presented by the more complex responses. The error rate increased as question complexity increased and the trend across three ordered categories of response complexity reached statistical significance. Results suggest that ARS is a viable method for gathering dichotomous or higher-order categorical information from LEP and low-literacy populations in a group setting while assuring anonymity. However, it is recommended that clickers be developed and tested with fewer, bigger, and more widely separated buttons, and less printing on the buttons for these populations. Further research is needed to determine the effectiveness of using clickers with simplified configurations in the workplace as a tool to collect data for surveys and assessments and to better engage LEP and low-literacy workers in training sessions.

Group Random Call Can Positively Affect Student In-Class Clicker Discussions.

PubMed

Knight, Jennifer K; Wise, Sarah B; Sieke, Scott

2016-01-01

Understanding how instructional techniques and classroom norms influence in-class student interactions has the potential to positively impact student learning. Many previous studies have shown that students benefit from discussing their ideas with one another in class. In this study of introductory biology students, we explored how using an in-class accountability system might affect the nature of clicker-question discussions. Clicker-question discussions in which student groups were asked to report their ideas voluntarily (volunteer call) were compared with discussions in which student groups were randomly selected to report their ideas (random call). We hypothesized that the higher-accountability condition (random call) would impress upon students the importance of their discussions and thus positively influence how they interacted. Our results suggest that a higher proportion of discussions in the random call condition contained exchanges of reasoning, some forms of questioning, and both on- and off-topic comments compared with discussion in the volunteer call condition. Although group random call does not impact student performance on clicker questions, the positive impact of this instructional approach on exchanges of reasoning and other features suggests it may encourage some types of student interactions that support learning. © 2016 J. K. Knight et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions.

PubMed

Knight, Jennifer K; Wise, Sarah B; Rentsch, Jeremy; Furtak, Erin M

2015-01-01

The cues undergraduate biology instructors provide to students before discussions of clicker questions have previously been shown to influence student discussion. We further explored how student discussions were influenced by interactions with learning assistants (LAs, or peer coaches). We recorded and transcribed 140 clicker-question discussions in an introductory molecular biology course and coded them for features such as the use of reasoning and types of questions asked. Students who did not interact with LAs had discussions that were similar in most ways to students who did interact with LAs. When students interacted with LAs, the only significant changes in their discussions were the use of more questioning and more time spent in discussion. However, when individual LA-student interactions were examined within discussions, different LA prompts were found to generate specific student responses: question prompts promoted student use of reasoning, while students usually stopped their discussions when LAs explained reasons for answers. These results demonstrate that LA prompts directly influence student interactions during in-class discussions. Because clicker discussions can encourage student articulation of reasoning, instructors and LAs should focus on how to effectively implement questioning techniques rather than providing explanations. © 2015 J. K Knight et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Clickers at UMass: a successful program of campus-wide implementation

NASA Astrophysics Data System (ADS)

Schneider, Stephen

2006-12-01

In the early 1990s, the Physics Department of the University of Massachusetts was a testing ground for one of the forerunners of the modern classroom response systems. Today, UMass is one of largest users of the wireless descendants of this system, with “clickers” being used across all disciplines. In Astronomy (and many other departments) we use clickers primarily in our large lecture classrooms. We have found that they can be used to (a) engage students in making predictions about classroom experiments. (b) encourage cooperative work with other students to develop mathematical and reasoning skills. (c) help students explore their own misconceptions. (d) All of the above. [correct answer!] Our early uses of clickers showed that simple testing of student knowledge was often perceived negatively as, in effect, “just taking attendance.” However, when students are challenged with difficult and interesting problems, the classroom response system is a positive addition to classroom teaching. Several successful examples, using demos, experiments, and even horoscopes, are shown, and the process involved in developing a strong campus-wide program at UMass is described.

The effects of dorsal bundle lesions on serial and trace conditioning.

PubMed

Tsaltas, E; Preston, G C; Gray, J A

1983-12-01

The performance of rats with neurotoxic lesions of the dorsal ascending noradrenergic bundle (DB) was compared with that of sham-operated control animals under two behavioural conditions. Animals with DB lesions were slower than controls to acquire a classically-conditioned emotional response (conditioned suppression) with a trace interval interposed between the clicker conditioned stimulus (CS) and the shock reinforcer. However, if the latter half of the trace interval was filled by a second stimulus, a light, the DB-lesioned animals acquired conditioned suppression to the clicker faster than did controls under the same conditions. These results are discussed in terms of the attentional theory of DB function.

Understanding Clicker Discussions: Student Reasoning and the Impact of Instructional Cues

PubMed Central

Knight, Jennifer K.; Wise, Sarah B.; Southard, Katelyn M.

2013-01-01

Previous research has shown that undergraduate science students learn from peer discussions of in-class clicker questions. However, the features that characterize such discussions are largely unknown, as are the instructional factors that may lead students into productive discussions. To explore these questions, we recorded and transcribed 83 discussions among groups of students discussing 34 different clicker questions in an upper-level developmental biology class. Discussion transcripts were analyzed for features such as making claims, questioning, and explaining reasoning. In addition, transcripts were categorized by the quality of reasoning students used and for performance features, such as percent correct on initial vote, percent correct on revote, and normalized learning change. We found that the majority of student discussions included exchanges of reasoning that used evidence and that many such exchanges resulted in students achieving the correct answer. Students also had discussions in which ideas were exchanged, but the correct answer not achieved. Importantly, instructor prompts that asked students to use reasoning resulted in significantly more discussions containing reasoning connected to evidence than without such prompts. Overall, these results suggest that these upper-level biology students readily employ reasoning in their discussions and are positively influenced by instructor cues. PMID:24297291

Use of an audience response system (ARS) in a dual-campus classroom environment.

PubMed

Medina, Melissa S; Medina, Patrick J; Wanzer, Donald S; Wilson, Jane E; Er, Nelson; Britton, Mark L

2008-04-15

To implement an audience response system in a dual-campus classroom that aggregated data during graded (attendance and quizzes) and non-graded classroom activities (formative quizzes, case discussions, examination reviews, and team activities) and explore its strengths, weaknesses, and impact on active learning. After extensive research, an appropriate audience response system was selected and implemented in a dual-classroom setting for a third-year required PharmD course. Students were assigned a clicker and training and policies regarding clicker use were reviewed. Activities involving clicker use were carefully planned to simultaneously engage students in both classrooms in real time. Focus groups were conducted with students to gather outcomes data. Students and faculty members felt that the immediate feedback the automated response system (ARS) provided was most beneficial during non-graded activities. Student anxiety increased with use of ARS during graded activities due to fears regarding technology failure, user error, and academic integrity. ARS is a viable tool for increasing active learning in a doctor of pharmacy (PharmD) program, especially when used for non-graded class activities. Faculty members should proceed cautiously with using ARS for graded classroom activities and develop detailed and documented policies for ARS use.

Interactive Spherical Projection Presentations teach students about the Moon

NASA Astrophysics Data System (ADS)

Sherman, S. B.; Pilger, E.; James, B.; Au, C.; Lum, K.; Gillis-Davis, J. J.

2011-12-01

Using data from Clementine, Lunar Orbiter, Lunar Prospector, as well as the Lunar Reconnaissance Orbiter (LRO) mission we are creating multimedia applications for the Magic Planet (MP) and Science on a Sphere (SOS), spherical displays for digital media, for the Moon. Presenting the data on this innovative and stimulating medium captures the interest, stimulates curiosity, and inspires scientific learning in children, as well as general audiences. One such presentation is an interactive game where the audience uses "clickers" to vote on the location of their own lunar base determined by available resources, such as proximity to water ice, illumination (source of solar power), TiO,2, (oxygen production) and hydrogen abundances as well as local topography. The interactive nature accommodates a variety of knowledge levels and can be adapted in real-time accordingly. The clickers are used as an assessment tool as well as a means for audience to control the direction of the application. As an assessment tool audience members can make predictions and answer questions using the clicker. In addition, the audience can use the clickers to vote on what they want to do, see, or go next. Having control over the direction of the application increases the audiences' involvement and therefore interest in the activity. Both uses of the clickers engage the audience and they become active participants rather than passive observers. Undergraduates from the University of Hawaii and Leeward Community College, and a high school student from Moanalua High School, are actively involved in the design and execution of these applications. Their input help us to anticipate areas of interest, field test ease of use, and determine areas of potential confusion. In addition, their involvement in this project is intended to increase and foster their interest in planetary science, and/or another STEM related field, while at the same time gain practical experience. The applications are designed to run on either a SOS or a MP and will be available to anyone who has access to either device via the internet. The goals of this project are to: 1. Increase the general public's understanding of planetary science and awareness of NASA missions by engaging audiences with displays using the latest NASA data sets of the Moon onto the SOS or MP, and 2. Promote interest in science, engineering, and/or technology careers through exposure to the current LRO mission and the scientific findings.

Use of an Audience Response System (ARS) in a Dual-Campus Classroom Environment

PubMed Central

Medina, Patrick J; Wanzer, Donald S; Wilson, Jane E; Er, Nelson; Britton, Mark L

2008-01-01

Objectives To implement an audience response system in a dual-campus classroom that aggregated data during graded (attendance and quizzes) and non-graded classroom activities (formative quizzes, case discussions, examination reviews, and team activities) and explore its strengths, weaknesses, and impact on active learning. Design After extensive research, an appropriate audience response system was selected and implemented in a dual-classroom setting for a third-year required PharmD course. Students were assigned a clicker and training and policies regarding clicker use were reviewed. Activities involving clicker use were carefully planned to simultaneously engage students in both classrooms in real time. Focus groups were conducted with students to gather outcomes data. Assessment Students and faculty members felt that the immediate feedback the automated response system (ARS) provided was most beneficial during non-graded activities. Student anxiety increased with use of ARS during graded activities due to fears regarding technology failure, user error, and academic integrity. Summary ARS is a viable tool for increasing active learning in a doctor of pharmacy (PharmD) program, especially when used for non-graded class activities. Faculty members should proceed cautiously with using ARS for graded classroom activities and develop detailed and documented policies for ARS use. PMID:18483604

Technology Talks: clickers and gender in the classroom

NASA Astrophysics Data System (ADS)

Willoughby, Shannon

2007-05-01

Clickers are gaining popularity around college campuses, but research on clicker use in the classroom has been limited thus far. However, the manner in which clickers are used in the classroom seems to vary widely. Mark James^1 studied use of grading incentive in different sections of astronomy, with students in some sections getting points simply for clicking any answer, and other sections earning more points for clicking the correct answer. In our study, different sections again had different grading schema and groups were recorded periodically during discussions. Two points were given for a correct answer (1 point for incorrect) in section one, and two points for any answer in section two. Similar to James' results, we have found that students in section 1 are more likely overall to choose the correct answer than students in section 2. In section 2, students are more likely to choose the answer they think is correct, possibly because there is not threat of losing points due to choosing incorrectly. Talking amongst group members was encouraged in both sections, and 7 randomly chosen groups were recorded during the semester. There were 3 recording all semester. The recorded data was broken down by gender, in order to measure how gender dynamics affected the dialogue. Preliminary results show that group members were all contributing equally to the discussions, regardless of the overall gender makeup of the group, or the section (and hence the grading scheme). This result seems to be at odds with that found by Adams^2 et al. (2002), which involved classroom observations of student groups. Additional data will be analyzed from this course and further compared to the findings of Adams. *M. James, American Journal of Physics, 74, 689 (2006). *J. P. Adams, G. Brissenden, et al. Astronomy Education Review 1, 25 (2002). To cite this abstract, use the following reference: http://meetings.aps.org/link/BAPS.2007.NWS07.E1.5

Potential Use of Classroom Response Systems (CRS, Clickers) in Foods, Nutrition, and Dietetics Higher Education.

PubMed

Gould, Susan Martin

2016-10-01

Although hundreds of articles have been published about the use of classroom response systems (CRS, clickers) in higher education, few address the use in foods, nutrition, and dietetics courses, especially upper-division, major courses. This technology has the potential to increase student engagement, motivation, assessment, and, possibly, learning. Thoughtfully designed questions may stimulate discussions, especially about challenging nutrition topics. This article presents the viability and potential benefits for the use of CRS in foods, nutrition, and dietetics classes through a brief literature summary, overview of the author's experiences, and guidance for implementing this technology. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

The influence of the application of personal response systems on the effects of teaching and learning physics at the high school level

NASA Astrophysics Data System (ADS)

Binek, Sławomir; Kimla, Damian; Jarosz, Jerzy

2017-01-01

We report on the effectiveness of using interactive personal response systems in teaching physics in secondary schools. Our research were conducted over the period of 2013-2016 using the system called clickers. The idea is based on a reciprocal interaction allowing one to ask questions and receive immediate responses from all the students simultaneously. Our investigation has confirmed this method to be highly effective and powerful. In particular, students’ ability to acquire knowledge increased with the time spent using clickers. We have successfully applied the system also to entire physics courses. As a result, a positive feedback from students has been observed: not only did they learn more but also the teachers were able to improve their own methods.

The impact of a Classroom Performance System on learning gains in a biology course for science majors

NASA Astrophysics Data System (ADS)

Marin, Nilo Eric

This study was conducted to determine if the use of the technology known as Classroom Performance System (CPS), specifically referred to as "Clickers", improves the learning gains of students enrolled in a biology course for science majors. CPS is one of a group of developing technologies adapted for providing feedback in the classroom using a learner-centered approach. It supports and facilitates discussion among students and between them and teachers, and provides for participation by passive students. Advocates, influenced by constructivist theories, claim increased academic achievement. In science teaching, the results have been mixed, but there is some evidence of improvements in conceptual understanding. The study employed a pretest-posttest, non-equivalent groups experimental design. The sample consisted of 226 participants in six sections of a college biology course at a large community college in South Florida with two instructors trained in the use of clickers. Each instructor randomly selected their sections into CPS (treatment) and non-CPS (control) groups. All participants filled out a survey that included demographic data at the beginning of the semester. The treatment group used clicker questions throughout, with discussions as necessary, whereas the control groups answered the same questions as quizzes, similarly engaging in discussion where necessary. The learning gains were assessed on a pre/post-test basis. The average learning gains, defined as the actual gain divided by the possible gain, were slightly better in the treatment group than in the control group, but the difference was statistically non-significant. An Analysis of Covariance (ANCOVA) statistic with pretest scores as the covariate was conducted to test for significant differences between the treatment and control groups on the posttest. A second ANCOVA was used to determine the significance of differences between the treatment and control groups on the posttest scores, after controlling for sex, GPA, academic status, experience with clickers, and instructional style. The results indicated a small increase in learning gains but these were not statistically significant. The data did not support an increase in learning based on the use of the CPS technology. This study adds to the body of research that questions whether CPS technology merits classroom adaptation.

Using tablets for real-time formative assessment in large-enrollment introductory courses

NASA Astrophysics Data System (ADS)

Ruskell, Todd

2013-04-01

Many large-enrollment introductory physics courses now use personal response devices (clickers) to engage students during class and collect data for real-time formative assessment. However, most systems only allow for multiple-choice or in some cases numeric or simple text answers. A program called inkSurvey allows faculty to ask more open-ended questions and students can submit both text and graphical responses from tablet computers. This provides faculty much greater insight into a student's problem-solving process. In our pilot project standard clickers were used in the first half of a calculus-based physics I course, and in the second half of the semester, tablets and inkSurvey were used to collect formative assessment data. We will report on initial impressions of both the faculty and students regarding the relative utility and effectiveness of each tool.

The impact of blended learning on student performance in a cardiovascular pharmacotherapy course.

PubMed

McLaughlin, Jacqueline E; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M; Rodgers, Jo E

2015-03-25

To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance.

The Benefits of a Real-Time Web-Based Response System for Enhancing Engaged Learning in Classrooms and Public Science Events.

PubMed

Sarvary, Mark A; Gifford, Kathleen M

2017-01-01

Large introduction to neuroscience classes and small science cafés have the same goal: bridging the gap between the presenter and the audience to convey the information while being engaging. Early classroom response systems became the cornerstone of flipped and engaged learning. These "clickers" helped turn lectures into dialogues, allowing the presenter to become a facilitator rather than a "sage on the stage." Rapid technological developments, especially the increase of computing power opened up new opportunities, moving these systems from a clicker device onto cellphones and laptops. This allowed students to use their own devices, and instructors to use new question types, such as clicking on a picture or ranking concepts. A variety of question types makes the learning environment more engaging, allows better examples for creative and critical thinking, and facilitates assessment. Online access makes these response systems scalable, bringing the strength of formative assessments and surveys to public science communication events, neuroscience journal clubs and distance learning. In addition to the new opportunities, online polling systems also create new challenges for the presenters. For example, allowing mobile devices in the classroom can be distracting. Here, a web-based, real-time response system called Poll Everywhere was compared to iClickers, highlighting the benefits and the pitfalls of both systems. In conclusion, the authors observe that the benefits of web-based response systems outweigh the challenges, and this form of digital pedagogy can help create a rich dialogue with the audience in large classrooms as well as in public science events.

Conceptests for a Chemical Engineering Thermodynamics Course

ERIC Educational Resources Information Center

Falconer, John L.

2007-01-01

Examples of conceptests and suggestions for preparing them for use in an undergraduate, chemical engineering thermodynamics course are presented. Conceptests, combined with hand-held transmitters (clickers), is an effective method to engage students in class. This method motivates students, improves their functional understanding of…

Supporting active learning in an undergraduate geotechnical engineering course using group-based audience response systems quizzes

NASA Astrophysics Data System (ADS)

Donohue, Shane

2014-01-01

The use of audience response systems (ARSs) or 'clickers' in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-based ARS quizzes have been integrated into an undergraduate civil engineering course on foundation design. Overall, the ARS summary quizzes were very well received by the students. Feedback obtained from the students indicates that the majority believed the group-based quizzes were useful activities, which helped to improve their understanding of course materials, encouraged self-assessment, and assisted preparation for their summative examination. Providing students with clickers does not, however, necessarily guarantee the class will be engaged with the activity. If an ARS activity is to be successful, careful planning and design must be carried out and modifications adopted where necessary, which should be informed by the literature and relevant student feedback.

The Impact of Blended Learning on Student Performance in a Cardiovascular Pharmacotherapy Course

PubMed Central

McLaughlin, Jacqueline E.; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M.

2015-01-01

Objective. To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. Design. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Assessment. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. Conclusion. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance. PMID:25861105

Does Whole-Word Multimedia Software Support Literacy Acquisition?

ERIC Educational Resources Information Center

Karemaker, Arjette M.; Pitchford, Nicola J.; O'Malley, Claire

2010-01-01

This study examined the extent to which multimedia features of typical literacy learning software provide added benefits for developing literacy skills compared with typical whole-class teaching methods. The effectiveness of the multimedia software Oxford Reading Tree (ORT) for Clicker in supporting early literacy acquisition was investigated…

Chasm Crossed? Clicker Use in Postsecondary Chemistry Education

ERIC Educational Resources Information Center

Gibbons, Rebecca E.; Laga, Emily E.; Leon, Jessica; Villafan~e, Sachel M.; Stains, Marilyne; Murphy, Kristen; Raker, Jeffrey R.

2017-01-01

Research on classroom response systems (CRSs) in chemical education has primarily focused on the development of evidence-based strategies for implementation and novel practitioner uses of CRSs in instructional practice. Our national survey of postsecondary chemistry faculty extends these discussions, providing a broad-based understanding of the…

Implementing Social Norm Pedagogy to Impact Students' Personal Health Behavior

ERIC Educational Resources Information Center

Kramer, Mary M.; Stover, Sheri

2015-01-01

This quantitative exploratory research study describes the incorporation of Social Norms as a unique pedagogical method in an undergraduate Health Behaviors course (N = 32). With the use of an audience response system (clickers), students anonymously answered health-behavior related questions. Aggregate data from the class was compared to state…

Using Audience Response Devices for Extension Programming

ERIC Educational Resources Information Center

de Koff, Jason P.

2013-01-01

Audience response devices (ARDs), or "clickers," have traditionally been used in the classroom to take attendance, provide testing of current knowledge and knowledge gain, and assist with review of course topics. The ARDs were used at a recent Extension conference, which provided an opportunity to test how well this tool worked. Though…

The Progression of Podcasting/Vodcasting in a Technical Physics Class

ERIC Educational Resources Information Center

Glanville, Y. J.

2010-01-01

Technology such as Microsoft PowerPoint presentations, clickers, podcasting, and learning management suites is becoming prevalent in classrooms. Instructors are using these media in both large lecture hall settings and small classrooms with just a handful of students. Traditionally, each of these media is instructor driven. For instance,…

Designing a Mobile-App-Based Collaborative Learning System

ERIC Educational Resources Information Center

Cheong, Christopher; Bruno, Vince; Cheong, France

2012-01-01

An important aspect of education is to promote higher-order thinking skills to learners. However, in the lecture environment, learners are passively engaged and it is unlikely for higher-order thinking to occur. Although interventions such as "clickers" can be used to increase engagement in lectures, this does not necessarily promote…

Clickers and Formative Feedback at University Lectures

ERIC Educational Resources Information Center

Egelandsdal, Kjetil; Krumsvik, Rune Johan

2017-01-01

Lecturing is often criticized for being a monological and student passive way of teaching. However, digital technology such as Student Response Systems (SRS) can be used to reconstruct the traditional lecturing format. During a series of five two-hour lectures in "qualitative methods" for first year psychology students, we used SRS to…

Developing Problem-Solving Skills through Retrosynthetic Analysis and Clickers in Organic Chemistry

ERIC Educational Resources Information Center

Flynn, Alison B.

2011-01-01

A unique approach to teaching and learning problem-solving and critical-thinking skills in the context of retrosynthetic analysis is described. In this approach, introductory organic chemistry students, who typically see only simple organic structures, undertook partial retrosynthetic analyses of real and complex synthetic targets. Multiple…

Evaluating the Effectiveness of a Personal Response System in the Classroom

ERIC Educational Resources Information Center

Shaffer, Dennis M.; Collura, Michael J.

2009-01-01

We evaluated the effectiveness of the use of an electronic personal response system (or "clickers") during an introductory psychology lecture on perceptual constancy. We graphed and projected student responses to questions during the lecture onto a large-screen display in Microsoft PowerPoint. The distributions of answers corresponded…

Does Clicker Technology Improve Student Learning?

ERIC Educational Resources Information Center

Fike, David; Fike, Renea; Lucio, Krystal

2012-01-01

This prospective, intervention-based study was conducted to assess the impact of in-class review methods on student learning outcomes in a course preparing pre-service teachers for the Texas Pedagogy and Professional Responsibilities teacher certification exam. Students were tested on midterm and end-of-term exams comprised of questions similar to…

Using "Clicker 5" to Enhance Emergent Literacy in Young Learners

ERIC Educational Resources Information Center

Parette, Howard P.; Hourcade, Jack J.; Dinelli, Jenny M.; Boeckmann, Nichole M.

2009-01-01

Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between children's early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target five key emergent literacy skills. The rapid rise in the breadth and depth of educational…

Emotion, Engagement, and Case Studies

ERIC Educational Resources Information Center

Herreid, Clyde Freeman; Terry, David R.; Lemons, Paula; Armstrong, Norris; Brickman, Peggy; Ribbens, Eric

2014-01-01

Three college faculty taught large general biology classes using case studies and personal response systems (clickers). Each instructor taught the same eight cases in two different sections, except the questions within the cases differed. In one section the questions were lower order (LO) factual inquiries, and in the other they were largely…

An evaluation of U.S. strawberry producers trait prioritization—evidence from audience clicker surveys

USDA-ARS?s Scientific Manuscript database

Studies evaluating the relative importance of strawberry traits to U.S. strawberry producers are limited. The strawberry traits included in this study were fruit skin color, fruit size, fruit flavor, fruit firmness, shelf life at retail, open plant canopy, productivity, extended harvest season, roo...

STEM for Non-STEM Majors: Enhancing Science Literacy in Large Classes

ERIC Educational Resources Information Center

Jin, Guang; Bierma, Tom

2013-01-01

This study evaluated a strategy using "clickers," POGIL (process oriented guided inquiry learning), and a focused science literacy orientation in an applied science course for non-STEM undergraduates taught in large classes. The effectiveness of these interventions in improving the science literacy of students was evaluated using a…

The Psychometric Properties of Classroom Response System Data: A Case Study

ERIC Educational Resources Information Center

Kortemeyer, Gerd

2016-01-01

Classroom response systems (often referred to as "clickers") have slowly gained adoption over the recent decade; however, critics frequently doubt their pedagogical value starting with the validity of the gathered responses: There is concern that students simply "click" random answers. This case study looks at different…

Want to Reduce Guessing and Cheating While Making Students Happier? Give More Exams!

ERIC Educational Resources Information Center

Laverty, James T.; Bauer, Wolfgang; Kortemeyer, Gerd; Westfall, Gary

2012-01-01

It is almost universally agreed that more frequent formative assessment (homework, clicker questions, practice tests, etc.) leads to better student performance and generally better course evaluations. There is, however, only anecdotal evidence that the same would be true for more frequent summative assessment (exams). There maybe many arguments…

The Use of Echolocation as a Mobility Aid for Blind Persons.

ERIC Educational Resources Information Center

Boehm, R.

1986-01-01

The value of echolocation for enhancing mobility of the blind was examined with five blind subjects and 11 sighted, blindfolded subjects. A hand held clicker provided the sounds for navigation through an unfamiliar hallway. Results indicated the blind subjects were better able to identify obstacles correctly using reflected sounds. (Author/DB)

New Scenarios for Audience Response Systems in University Lectures

ERIC Educational Resources Information Center

Schön, Daniel; Kopf, Stephan; Klinger, Melanie; Guthier, Benjamin

2016-01-01

Mobile devices like smartphones and tablet PCs are widely used among university students and can be used for audience response systems (clicker systems) to improve teaching. Modern implementations of these systems are no longer limited to plain multiple-choice questions, but enable the lecturers to perform a variety of teaching scenarios. We…

Classroom Voting Questions to Stimulate Discussions in Precalculus

ERIC Educational Resources Information Center

Cline, Kelly; Zullo, Holly; Huckaby, David A.; Storm, Christopher; Stewart, Ann

2018-01-01

Classroom voting can be an effective way to stimulate student discussions. In this pedagogy, the instructor poses a multiple-choice question to the class, and then allows a few minutes for consideration and small-group discussion before students vote, either with clickers, cell phones, or a non-electronic method. After the vote the instructor…

Using Asynchronous Electronic Surveys to Help In-Class Revision: A Case Study

ERIC Educational Resources Information Center

Tong, Vincent C. H.

2012-01-01

Synchronous e-voting systems (commonly known as "clickers") have become increasingly popular as they can be used to enhance interactivity in lectures. Asynchronous electronic surveys (AESs), unlike these voting system, usually serve as a method of gathering feedback before or after teaching sessions. This paper describes and evaluates a project…

Academic Achievements and Satisfaction of the Clicker-Aided Flipped Business English Writing Class

ERIC Educational Resources Information Center

Zhonggen, Yu; Guifang, Wang

2016-01-01

The flipped classroom has been achieving a great success in teaching innovation. This study, aiming to determine the effectiveness of the flipped model in business English writing course, combined the quantitative with the qualitative research methods. Participants were randomly selected from undergraduate students majoring in business English.…

Using Astronomical Photographs to Investigate Misconceptions about Galaxies and Spectra: Question Development for Clicker Use

ERIC Educational Resources Information Center

Lee, Hyunju; Schneider, Stephen E.

2015-01-01

Many topics in introductory astronomy at the college or high-school level rely implicitly on using astronomical photographs and visual data in class. However, students bring many preconceptions to their understanding of these materials that ultimately lead to misconceptions, and the research about students' interpretation of astronomical images…

Improving Communicative Competence with "Clickers": Acceptance/Attitudes among Nigerian Primary School Teachers

ERIC Educational Resources Information Center

Agbatogun, Alaba Olaoluwakotansibe

2014-01-01

This study examined the predictive power of teachers' perceived usefulness (PU), perceived ease of use (PEU), behavioural intention (BI) to use personal response system (PRS) and computer experience (CE) on teachers' acceptance and attitude towards using PRS in improving communicative competence in the classroom where English is taught as a second…

The Power of a Mouse!

ERIC Educational Resources Information Center

Wash, Pamela D.

2012-01-01

Student response systems (SRS) or clickers have become the norm in K-12 classrooms as an assessment tool as well as a means to increase class participation. Like most technologies, there are varying platforms and manufacturers of SRS mobile devices ranging in cost from approximately $1500 to $3000. In spring 2010, Microsoft launched a free…

Using Astronomical Photographs to Investigate Misconceptions about Galaxies and Spectra: Question Development for Clicker Use

ERIC Educational Resources Information Center

Lee, Hyunju; Schneider, Stephen E.

2015-01-01

Many topics in introductory astronomy at the college or high-school level rely implicitly on using astronomical photographs and visual data in class. However, students bring many preconceptions to their understanding of these materials that ultimately lead to misconceptions, and research about students' interpretation of astronomical images has…

Encouraging College Student Active Engagement in Learning: The Influence of Response Methods

ERIC Educational Resources Information Center

Barr, Michele L.

2014-01-01

The purpose of this study was to examine the use of two student response methods within selected college lecture halls. Kinesiology majors from three universities were asked to respond to questions during two consecutive lectures, one using "clickers" and the other using hand-raising. Participation and comprehension rates were…

Benefits of Using Online Student Response Systems in Japanese EFL Classrooms

ERIC Educational Resources Information Center

Mork, Cathrine-Mette

2014-01-01

Online student response systems (OSRSs) are fast replacing classroom response systems (CRSs), also known as personal or audience response systems or "clickers". OSRSs can more easily be implemented in the classroom because they are web-based and allow students to use any browser and device to do the "clicking" required to…

Lecture Rule No. 1: Cell Phones ON, Please! A Low-Cost Personal Response System for Learning and Teaching

ERIC Educational Resources Information Center

Lee, Albert W. M.; Ng, Joseph K. Y.; Wong, Eva Y. W.; Tan, Alfred; Lau, April K. Y.; Lai, Stephen F. Y.

2013-01-01

phone, that can be used to replace the "clicker" as a personal response device. Our mobile phone-based response system (iQlickers) collects and analyzes the answers or opinions sent in by the students as SMS (short message service) messages. The statistic of the…

Instructing Students in Academic Integrity

ERIC Educational Resources Information Center

Craig, Paul A.; Federici, Elizabeth; Buehler, Marianne A.

2010-01-01

Plagiarism is a great temptation to students in this digital age, in areas ranging from the purchase of term papers on the internet to improper citing of sources in reports to the inappropriate use of clickers in the classroom. The authors have explored attitudes about academic integrity among college science students using a survey that was…

Does Displaying the Class Results Affect Student Discussion during Peer Instruction?

PubMed Central

Strauss, Eric A.; Downey, Nicholas; Galbraith, Anne; Jeanne, Robert; Cooper, Scott

2010-01-01

The use of personal response systems, or clickers, is increasingly common in college classrooms. Although clickers can increase student engagement and discussion, their benefits also can be overstated. A common practice is to ask the class a question, display the responses, allow the students to discuss the question, and then collect the responses a second time. In an introductory biology course, we asked whether showing students the class responses to a question biased their second response. Some sections of the course displayed a bar graph of the student responses and others served as a control group in which discussion occurred without seeing the most common answer chosen by the class. If students saw the bar graph, they were 30% more likely to switch from a less common to the most common response. This trend was more pronounced in true/false questions (38%) than multiple-choice questions (28%). These results suggest that observing the most common response can bias a student's second vote on a question and may be misinterpreted as an increase in performance due to student discussion alone. PMID:20516358

[AN EDUCATIONAL EXPERIENCE BASED ON CLICKERS].

PubMed

García Rodríguez, Jose Juan; Lara Domínguez, Pilar A; Torres Pérez, Luis Francisco

2015-05-01

Active learning or self-learning increases the student's participation and commitment to his studies; these conditions are necessary to improve academic performance. An intervention has been designed based on the experience in the use of clickers in other universities, but without the actual technology. This work has been performed in the School of Nursing affiliated to the University of Malaga (UMA) on students enrolled in their second year of Degree in Adult Nursing Course I. Three sessions of multiple-choice questions were scheduled on the subject "distance learning" in which master classes were not taught. The answers were collected on paper templates. We wanted to determine the degree of relationship between the attendance of sessions and the results obtained by students in the final examination of the subject, as well as, the questions dedicated to assess the "distance learning" matter. The results support a significant statistical difference in the correct answers by students according to the number of sessions attended. These differences are highest among students who did not attend any session and those who attended the three planned sessions.

“Chickens Are a Lot Smarter than I Originally Thought”: Changes in Student Attitudes to Chickens Following a Chicken Training Class

PubMed Central

Hazel, Susan J.; O’Dwyer, Lisel; Ryan, Terry

2015-01-01

Simple Summary Our attitudes to animals are linked to our beliefs about their cognitive abilities, such as intelligence and capacity to experience emotional states. In this study, undergraduate students were surveyed on their attitudes to chickens pre- and post- a practical class in which they learnt to clicker train chickens. Students were more likely to agree that chickens are intelligent and easy to teach tricks to, and that chickens feel emotions such as boredom, frustration and happiness, following the practical class. Similar workshops may be an effective method to improve animal training skills, and promote more positive attitudes to specific animal species. Abstract A practical class using clicker training of chickens to apply knowledge of how animals learn and practice skills in animal training was added to an undergraduate course. Since attitudes to animals are related to their perceived intelligence, surveys of student attitudes were completed pre- and post- the practical class, to determine if (1) the practical class changed students’ attitudes to chickens and their ability to experience affective states, and (2) any changes were related to previous contact with chickens, training experience or gender. In the post- versus pre-surveys, students agreed more that chickens are easy to teach tricks to, are intelligent, and have individual personalities and disagreed more that they are difficult to train and are slow learners. Following the class, they were more likely to believe chickens experience boredom, frustration and happiness. Females rated the intelligence and ability to experience affective states in chickens more highly than males, although there were shifts in attitude in both genders. This study demonstrated shifts in attitudes following a practical class teaching clicker training in chickens. Similar practical classes may provide an effective method of teaching animal training skills and promoting more positive attitudes to animals. PMID:26479388

Book review: Darwinian agriculture: How understanding evolution can improve agriculture by R. Ford Dennison

USDA-ARS?s Scientific Manuscript database

Agricultural research continually seeks to increase productivity while protecting soil, water and genetic resources. The book Darwinian Agriculture: How Understanding Evolution Can Improve Agriculture, by R. Ford Dennison, delivers a thought-provoking view of how principles of ecology and evolution ...

Evolution Acceptance and Epistemological Beliefs of College Biology Students

ERIC Educational Resources Information Center

Borgerding, Lisa A.; Deniz, Hasan; Anderson, Elizabeth Shevock

2017-01-01

Evolutionary theory is central to biology, and scientifically accurate evolution instruction is promoted within national and state standards documents. Previous literature has identified students' epistemological beliefs as potential predictors of evolution acceptance. The present work seeks to explore more directly how student views of evolution…

Science, Evolution, and Creationism

ERIC Educational Resources Information Center

National Academies Press, 2008

2008-01-01

How did life evolve on Earth? The answer to this question can help us understand our past and prepare for our future. Although evolution provides credible and reliable answers, polls show that many people turn away from science, seeking other explanations with which they are more comfortable. In the book "Science, Evolution, and…

Influence of Audience Response System Technology on Student Performance in Organic Chemistry Lecture Class

ERIC Educational Resources Information Center

Lyubartseva, Ganna

2013-01-01

The use of audience response system (commonly known as clickers) supports communication and interactivity in class by allowing the instructor to ask thought-provoking questions and encouraging students to articulate and reflect their thinking, reveal misconceptions, probe the knowledge and follow their progress in the course. Recent studies on the…

Clickers in the Classroom: The Use of Student Response Systems in Teaching Psychology

ERIC Educational Resources Information Center

Watling, Rosamond; Clarke, Richard; Rowell, Christopher

2014-01-01

Student response systems (SRSs) have been used in a number of disciplines in higher education and, generally, the literature reports this technology leading to very positive outcomes for student engagement and learning. Learning outcomes are particularly enhanced if the technology is used to promote higher order cognitive skills. Here, we discuss…

Click or Clique? Using Educational Technology to Address Students' Anxieties about Peer Evaluation

ERIC Educational Resources Information Center

Walker, Ruth; Barwell, Graham

2009-01-01

Peer bias is recognised as a primary factor in negative student perceptions of peer assessment strategies. This study trialled the use of classroom response systems, widely known as clickers, in small seminar classes in order to actively engage students in their subject's assessment process while providing the anonymity that would lessen the…

Clickers and CATs: Using Learner Response Systems for Formative Assessments in the Classroom

ERIC Educational Resources Information Center

Briggs, Charlotte L.; Keyek-Franssen, Deborah

2010-01-01

Formative assessment can play a critical role in fostering student success by engaging students in their own learning process, focusing their attention on what really matters, and helping instructors adjust to student learning needs in real time. Classroom assessment techniques (CATs) are a powerful formative assessment tool, and many CATs can be…

"Clickers" and HACCP: Educating a Diverse Food Industry Audience with Technology

ERIC Educational Resources Information Center

Shaw, Angela; Mendonca, Aubrey; Daraba, Aura

2015-01-01

Hazard Analysis Critical Control Points (HACCP) is a systematic approach to food safety education for the food industry. To receive a HACCP certificate, participants must receive an 80% or higher on the final examination. Language barriers, educational levels, and age have been noted as primary reasons for not passing the final examination.…

Effect of Personal Response Systems on Student Perception and Academic Performance in Courses in a Health Sciences Curriculum

ERIC Educational Resources Information Center

FitzPatrick, Kathleen A.; Finn, Kevin E.; Campisi, Jay

2011-01-01

To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human…

Bring-Your-Own-Device: Turning Cell Phones into Forces for Good

ERIC Educational Resources Information Center

Imazeki, Jennifer

2014-01-01

Over the last few years, classroom response systems (or "clickers") have become increasingly common. Although most systems require students to use a standalone handheld device, bring-your-own-device (BYOD) systems allow students to use devices they already own (e.g., a cell phone, tablet or laptop) to submit responses via text message or…

An Innovative Dialogue about College Drinking: Developing an Immediate Response Technology Model for Health Promotion

ERIC Educational Resources Information Center

LeGreco, Marianne; Hess, Aaron; Lederman, Linda C.; Schuwerk, Tara; LaValley, Angela G.

2010-01-01

New communication technologies, including personal response "clickers," have become increasingly popular across college campuses as a way to promote a wide range of practices. This paper calls attention to the need for communication models that account for the usefulness of these new technologies, especially as they relate to health promotion,…

Supporting Active Learning in an Undergraduate Geotechnical Engineering Course Using Group-Based Audience Response Systems Quizzes

ERIC Educational Resources Information Center

Donohue, Shane

2014-01-01

The use of audience response systems (ARSs) or "clickers" in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-based ARS…

Effect of Using Smartphones as Clickers and Tablets as Digital Whiteboards on Students' Engagement and Learning

ERIC Educational Resources Information Center

Remón, Javier; Sebastián, Víctor; Romero, Enrique; Arauzo, Jesús

2017-01-01

This work addresses the use of tablets and smartphones to enhance both student learning and engagement. Tablets were tested as potential substitutes for digital whiteboards, while smartphones were tested as potential survey media in the classroom using a question and answer method. Two teaching strategies were evaluated and compared: (1)…

Addressing Common Student Errors with Classroom Voting in Multivariable Calculus

ERIC Educational Resources Information Center

Cline, Kelly; Parker, Mark; Zullo, Holly; Stewart, Ann

2012-01-01

One technique for identifying and addressing common student errors is the method of classroom voting, in which the instructor presents a multiple-choice question to the class, and after a few minutes for consideration and small group discussion, each student votes on the correct answer, often using a hand-held electronic clicker. If a large number…

Can Clicking Promote Learning?: Measuring Student Learning Performance Using Clickers in the Undergraduate Information Systems Class

ERIC Educational Resources Information Center

Rana, Nripendra P.; Dwivedi, Yogesh K.

2017-01-01

Purpose: The purpose of this paper is to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance. Design/methodology/approach: Students of an undergraduate business course of a British university took part in the survey. The survey questionnaire was distributed to…

Creating Discussions with Classroom Voting in Linear Algebra

ERIC Educational Resources Information Center

Cline, Kelly; Zullo, Holly; Duncan, Jonathan; Stewart, Ann; Snipes, Marie

2013-01-01

We present a study of classroom voting in linear algebra, in which the instructors posed multiple-choice questions to the class and then allowed a few minutes for consideration and small-group discussion. After each student in the class voted on the correct answer using a classroom response system, a set of clickers, the instructor then guided a…

I Like the Way This Feels: Using Classroom Response System Technology to Enhance Tactile Learners' Introductory American Government Experience

ERIC Educational Resources Information Center

Ulbig, Stacy G.

2016-01-01

Do individual-level student learning styles affect appreciation for and benefit from the use of classroom response system technology? This research investigates the benefit of in-class electronic classroom response systems ("classroom clickers"). With these systems, students answer questions posed to them in a PowerPoint presentation…

Helping When They Are Listening: A Midterm Study Skills Intervention for "Introductory Psychology"

ERIC Educational Resources Information Center

Cathey, Christie L.; Visio, Michelle E; Whisenhunt, Brooke L.; Hudson, Danae L.; Shoptaugh, Carol F.

2016-01-01

This study examined the effectiveness of a study skills training session offered at midterm to students enrolled in a large section of "Introductory Psychology." In the training session, students watched a series of five, short videos on effective learning and answered related clicker questions that encouraged them to reflect their own…

Using Clickers in Class. The Role of Interactivity, Active Collaborative Learning and Engagement in Learning Performance

ERIC Educational Resources Information Center

Blasco-Arcas, Lorena; Buil, Isabel; Hernandez-Ortega, Blanca; Sese, F. Javier

2013-01-01

As more and more educational institutions are integrating new technologies (e.g. audience response systems) into their learning systems to support the learning process, it is becoming increasingly necessary to have a thorough understanding of the underlying mechanisms of these advanced technologies and their consequences on student learning…

Line Up, Line Up: Using Technology to Align and Enhance Peer Learning and Assessment in a Student Centred Foundation Organic Chemistry Module

ERIC Educational Resources Information Center

Ryan, Barry J.

2013-01-01

This paper describes how three technologies were utilised in combination to align student learning and assessment as part of a case study. Multiple choice questions (MCQs) were central to all these technologies. The peer learning technologies; Personal Response Devices (a.k.a. "Clickers") and "PeerWise"…

Comparing Student Learning in the Team-Based Learning Classroom with Different Team Reporting Methods

ERIC Educational Resources Information Center

Johnson, Staci Neas

2017-01-01

The increase in classroom technology has resulted in the use of clickers and other audience response systems (ARS) for simultaneous reporting of choices in the teambased learning (TBL) classroom. A variety of techniques and practices using ARS technology in TBL courses has been noted. Learning gains in the TBL classroom with ARS reporting has not…

Bringing (Century-Old) Technology into the Classroom. Part I: Teaching Mechanics and Thermodynamics with Antiques

ERIC Educational Resources Information Center

Jewett, John W., Jr.

2015-01-01

The notion of bringing technology into the classroom has been the subject of many recent presentations at conferences and papers in physics teaching journals. The use of devices such as laptops, smartphones, tablets, and clickers is rising in today's classrooms and laboratories. PhET simulations have been available online for over a decade. A…

Clicking to Learn: A Case Study of Embedding Radio-Frequency Based Clickers in an Introductory Management Information Systems Course

ERIC Educational Resources Information Center

Nelson, Matthew L.; Hauck, Roslin V.

2008-01-01

The challenges associated with teaching a core introductory management information systems (MIS) course are well known (large class sizes serving a majority of non-MIS majors, sustaining student interests, encouraging class participation, etc.). This study offers a mechanism towards managing these challenges through the use of a simple and…

Classroom Response Systems Have Not "Crossed the Chasm": Estimating Numbers of Chemistry Faculty Who Use Clickers

ERIC Educational Resources Information Center

Emenike, Mary E.; Holme, Thomas A.

2012-01-01

Results of a national survey of faculty usage of assessment tools are presented and framed within the concept of the technology adoption life cycle. Specifically, the use of classroom response systems as reported by survey participants suggests that the adoption of this technique in chemistry is still at the "early adopters" stage, or perhaps is…

The Impact of Anonymous and Assigned Use of Student Response Systems on Student Achievement

ERIC Educational Resources Information Center

Poole, Dawn

2012-01-01

This study examined the impact of two approaches to use of student response systems (SRSs) on achievement in a study designed to better understand effective use of the devices. One condition was anonymous use of SRSs, in which graduate students selected a random clicker when entering the classroom. The second condition assigned devices to students…

Analyzing Student Confidence in Classroom Voting with Multiple Choice Questions

ERIC Educational Resources Information Center

Stewart, Ann; Storm, Christopher; VonEpps, Lahna

2013-01-01

The purpose of this paper is to present results of a recent study in which students voted on multiple choice questions in mathematics courses of varying levels. Students used clickers to select the best answer among the choices given; in addition, they were also asked whether they were confident in their answer. In this paper we analyze data…

Using a Personal Response System as an In-Class Assessment Tool in the Teaching of Basic College Chemistry

ERIC Educational Resources Information Center

Chen, Tzy-Ling; Lan, Yu-Li

2013-01-01

Since the introduction of personal response systems (PRS) (also referred to as "clickers") nearly a decade ago, their use has been extensively adopted on college campuses, and they are particularly popular with lecturers of large classes. Available evidence supports that PRS offers a promising avenue for future developments in pedagogy,…

Pausing the Classroom Lecture: The Use of Clickers to Facilitate Student Engagement

ERIC Educational Resources Information Center

Dong, Jian-Jie; Hwang, Wu-Yuin; Shadiev, Rustam; Chen, Ginn-Yein

2017-01-01

In a big classroom, it is not easy for instructors to be aware of whether or not all students are engaged in the lecture and who has difficulty understanding learning content. One way in which the engagement between instructor/lecturer and students in the classroom is via technology designed to facilitate this. A computer system, making use of…

"Chickens Are a Lot Smarter than I Originally Thought": Changes in Student Attitudes to Chickens Following a Chicken Training Class.

PubMed

Hazel, Susan J; O'Dwyer, Lisel; Ryan, Terry

2015-08-21

A practical class using clicker training of chickens to apply knowledge of how animals learn and practice skills in animal training was added to an undergraduate course. Since attitudes to animals are related to their perceived intelligence, surveys of student attitudes were completed pre- and post- the practical class, to determine if (1) the practical class changed students' attitudes to chickens and their ability to experience affective states, and (2) any changes were related to previous contact with chickens, training experience or gender. In the post- versus pre-surveys, students agreed more that chickens are easy to teach tricks to, are intelligent, and have individual personalities and disagreed more that they are difficult to train and are slow learners. Following the class, they were more likely to believe chickens experience boredom, frustration and happiness. Females rated the intelligence and ability to experience affective states in chickens more highly than males, although there were shifts in attitude in both genders. This study demonstrated shifts in attitudes following a practical class teaching clicker training in chickens. Similar practical classes may provide an effective method of teaching animal training skills and promoting more positive attitudes to animals.

Different Reward Structures to Motivate Student Interaction with Electronic Response Systems in Astronomy

NASA Astrophysics Data System (ADS)

Len, Patrick M.

Electronic response systems ("clickers") are used in introductory astronomy classes as a real-time assessment tool. Different reward structures for student responses to clicker questions are used to motivate individual participation or group collaboration before responding. The impact of two reward structures on student behavior and learning is investigated. This study finds that a success-bonus incentive (in which individual participation points are doubled when the class attains a threshold success rate) strongly motivated students to collaborate, whereas a participation-only credit (no success-bonus) incentive resulted in one-third of the students answering individually without collaboration. With a participation-only incentive, students who answered individually ("self-testers") were found to have more positive attitudes toward astronomy and science, and higher self-confidence in their learning than students who interacted before answering without a success-bonus incentive ("collaborators"). These collaborators experienced downward shifts in attitudes and self-confidence, in contrast to the static attitudes and self-confidence of self-testers. The implication is that students with little or no background in science prefer to answer collaboratively rather than independently and that these students are also negatively impacted by a one-semester introductory astronomy course.

Learning Analytics at Low Cost: At-Risk Student Prediction with Clicker Data and Systematic Proactive Interventions

ERIC Educational Resources Information Center

Choi, Samuel P. M.; Lam, S. S.; Li, Kam Cheong; Wong, Billy T. M.

2018-01-01

While learning analytics (LA) practices have been shown to be practical and effective, most of them require a huge amount of data and effort. This paper reports a case study which demonstrates the feasibility of practising LA at a low cost for instructors to identify at-risk students in an undergraduate business quantitative methods course.…

Enhanced Recognition of Written Words and Enjoyment of Reading in Struggling Beginner Readers through Whole-Word Multimedia Software

ERIC Educational Resources Information Center

Karemaker, Arjette; Pitchford, Nicola J.; O'Malley, Claire

2010-01-01

The effectiveness of a reading intervention using the whole-word multimedia software "Oxford Reading Tree (ORT) for Clicker" was compared to a reading intervention using traditional ORT Big Books. Developing literacy skills and attitudes towards learning to read were assessed in a group of 17 struggling beginner readers aged 5-6 years. Each child…

Is Group Polling Better? An Investigation of the Effect of Individual and Group Polling Strategies on Students' Academic Performance, Anxiety, and Attention

ERIC Educational Resources Information Center

Sun, Jerry Chih-Yuan; Chen, Ariel Yu-Zhen; Yeh, Katherine Pin-Chen; Cheng, Yu-Ting; Lin, Yu-Yan

2018-01-01

The purpose of this study was to investigate the effect of polling technologies (clickers or tablets) integrated with strategies (individual or group) on students' academic performance, anxiety, and attention. The participants were 34 students enrolled in an educational research methodology course. The anxiety scale, pre- and in-class quizzes,…

The use of high technology in STEM education

NASA Astrophysics Data System (ADS)

Lakshminarayanan, Vasudevan; McBride, Annette C.

2015-10-01

There has been a huge increase in the use of high technology in education. In this paper we discuss some aspects of technology that have major applications in STEM education, namely, (a) virtual reality systems, (b) personal electronic response systems aka "clickers", (c) flipped classrooms, (d) mobile learning "m-Learning", (e) massive open online courses "MOOCS", (f) internet-of-things and (g) cloud computing.

The Influence of the Application of Personal Response Systems on the Effects of Teaching and Learning Physics at the High School Level

ERIC Educational Resources Information Center

Binek, Slawomir; Kimla, Damian; Jarosz, Jerzy

2017-01-01

We report on the effectiveness of using interactive personal response systems in teaching physics in secondary schools. Our research were conducted over the period of 2013-2016 using the system called clickers. The idea is based on a reciprocal interaction allowing one to ask questions and receive immediate responses from all the students…

Using Plickers Cooperate with Peer Instruction to Promote Students' Discussion in Introductory Physics Course

ERIC Educational Resources Information Center

Wuttiprom, Sura; Toeddhanya, Khanti; Buachoom, Aakapong; Wuttisela, Karntarat

2017-01-01

In decades Peer Instruction (PI) has been confirmed that it can improve students' conceptual understanding. Anyway the main problem for using PI is an audience responding system which is required for gathering students' answer, to enhance the learning process of PI instead of using Clickers which cost about 40 USD per item. In this work we decided…

The influence of previous subject experience on interactions during peer instruction in an introductory physics course: A mixed methods analysis

NASA Astrophysics Data System (ADS)

Vondruska, Judy A.

Over the past decade, peer instruction and the introduction of student response systems has provided a means of improving student engagement and achievement in large-lecture settings. While the nature of the student discourse occurring during peer instruction is less understood, existing studies have shown student ideas about the subject, extraneous cues, and confidence level appear to matter in the student-student discourse. Using a mixed methods research design, this study examined the influence of previous subject experience on peer instruction in an introductory, one-semester Survey of Physics course. Quantitative results indicated students in discussion pairs where both had previous subject experience were more likely to answer clicker question correctly both before and after peer discussion compared to student groups where neither partner had previous subject experience. Students in mixed discussion pairs were not statistically different in correct response rates from the other pairings. There was no statistically significant difference between the experience pairs on unit exam scores or the Peer Instruction Partner Survey. Although there was a statistically significant difference between the pre-MPEX and post-MPEX scores, there was no difference between the members of the various subject experience peer discussion pairs. The qualitative study, conducted after the quantitative study, helped to inform the quantitative results by exploring the nature of the peer interactions through survey questions and a series of focus groups discussions. While the majority of participants described a benefit to the use of clickers in the lecture, their experience with their discussion partners varied. Students with previous subject experience tended to describe peer instruction more positively than students who did not have previous subject experience, regardless of the experience level of their partner. They were also more likely to report favorable levels of comfort with the peer instruction experience. Students with no previous subject experience were more likely to describe a level of discomfort being assigned a stranger for a discussion partner and were more likely to report communication issues with their partner. Most group members, regardless of previous subject experience, related deeper discussions occurring when partners did not initially have the same answer to the clicker questions.

Reconciling genetic evolution and the associative learning account of mirror neurons through data-acquisition mechanisms.

PubMed

Lotem, Arnon; Kolodny, Oren

2014-04-01

An associative learning account of mirror neurons should not preclude genetic evolution of its underlying mechanisms. On the contrary, an associative learning framework for cognitive development should seek heritable variation in the learning rules and in the data-acquisition mechanisms that construct associative networks, demonstrating how small genetic modifications of associative elements can give rise to the evolution of complex cognition.

Researcher, Teacher, Education Researcher: The Evolution of a University Geoscience Instructor

ERIC Educational Resources Information Center

Owens, Katharine D.; Steer, David; McConnell, David

2006-01-01

This case study describes a professor's evolution from geoscience researcher to effective teacher to education researcher. The article details his initial beliefs about teaching, looks at the factors that prompted him to seek a different teaching approach, and enumerates the supports and challenges that he had on his journey. Factors essential to…

Printable Silicon Nanomembranes for Solar-Powered, Bi-Directional Phased-Array-Antenna Communication System on Flexible Substrates

DTIC Science & Technology

2013-04-01

Identification (RFID), Large Area Flexible Displays, Electronic Paper, Bio - Sensors , Large Area Conformal and Flexible Antennas, Smart and Interactive Textiles...Lepeshkin, R. W. Boyd, C. Chase, and J. E. Fajardo, “An environmental sensor based on an integrated optical whispering gallery mode disk resonator ...Ubiquitous Sensor Networks (USN), Vehicle Clickers Readers, Real Time Locating Systems, Lighting, Photovoltaics etc. FA9550-11-C-0014 STTR Phase II

Evolution of Humans: Understanding the Nature and Methods of Science through Cooperative Learning

ERIC Educational Resources Information Center

Lee, Yeung Chung

2011-01-01

This article describes the use of an enquiry-based approach to the study of human evolution in a practical context, integrating role-playing, jigsaw cooperative learning and scientific argumentation. The activity seeks to unravel the evolutionary relationships of five hominids and one ape from rather "messy" evidence. This approach enhanced the…

Inclusive Education in Progress: Policy Evolution in Four European Countries

ERIC Educational Resources Information Center

Smyth, Fiona; Shevlin, Michael; Buchner, Tobias; Biewer, Gottfried; Flynn, Paula; Latimier, Camille; Šiška, Jan; Toboso-Martín, Mario; Rodríguez Díaz, Susana; Ferreira, Miguel A. V.

2014-01-01

This paper seeks to compare the evolution of inclusive education policy in the four countries of an EU-funded research project (QualiTYDES) operating under the shared policy environment of the UN, EU and European Commission. A shared policy cannot of course be assumed to result in common legislative or provisional outcomes at national level. The…

The evolution of lethal intergroup violence

PubMed Central

Kelly, Raymond C.

2005-01-01

Recent findings and analyses in evolutionary biology, archaeology, and ethnology provide a favorable conjuncture for examining the evolution of lethal intergroup violence among hominids during the 2.9-million-year Paleolithic time span. Here, I seek to identify and investigate the main turning points in this evolutionary trajectory and to delineate the periodization that follows from this inquiry. PMID:16129826

The evolution of lethal intergroup violence.

PubMed

Kelly, Raymond C

2005-10-25

Recent findings and analyses in evolutionary biology, archaeology, and ethnology provide a favorable conjuncture for examining the evolution of lethal intergroup violence among hominids during the 2.9-million-year Paleolithic time span. Here, I seek to identify and investigate the main turning points in this evolutionary trajectory and to delineate the periodization that follows from this inquiry.

Distinguishing Science from Non-Science: Preservice Elementary Teachers' Perspectives on Evolution, Creationism, and Intelligent Design

ERIC Educational Resources Information Center

Binns, Ian C.; Bloom, Mark A.

2017-01-01

Biological evolution stands out as critically important content for K-12 education as it is considered a cornerstone of the biological sciences. Yet, it remains one of the most socially controversial topics related to science education. In this exploratory study, we are seeking to understand the ways elementary preservice teachers (PSTs) use their…

A Case Study of Liberal Arts Colleges in the 21st Century: Understanding Organizational Change and Evolution in Higher Education

ERIC Educational Resources Information Center

Baker, Vicki L.; Baldwin, Roger G.

2015-01-01

We draw upon the evolutionary model of change in order to examine the organizational transformation of three liberal arts colleges (Albion College, Allegheny College, Kenyon College). Relying on our prior research (Baker, Baldwin, & Makker, 2012), we seek to continue our exploration and understanding of the evolution occurring in the important…

Evolution and personal religious belief: Christian biology-related majors' search for reconciliation at a Christian university

NASA Astrophysics Data System (ADS)

Winslow, Mark William

The goal of this study was to explore how Christian biology-related majors at a Christian university perceive the apparent conflicts between their understanding of evolution and their religious beliefs, and how their faith, as a structural-developmental system for ordering and making meaning of the world, plays a role in the mediating process. This naturalistic study utilized a case study design of 15 participants specified as undergraduate biology-related majors or recent biology-related graduates from a midwestern Christian university who had completed an upper-level course on evolution. Data were collected through semi-structured interviews that investigated participants' faith and their views on creationism and evolution. Fowler's theory of faith development and Parks' model of college students' faith was extensively used. Additional data were collected through an Evolution Attitudes Survey and a position paper on evolution as an assignment in the evolution course. Data analysis revealed patterns that were organized into themes and sub-themes that were the major outcomes of the study. Most participants were raised to believe in creationism, but came to accept evolution through an extended process of evaluating the scientific evidence in support of evolution, negotiating the literalness of Genesis, recognizing evolution as a non-salvation issue, and observing professors as role models of Christians who accept evolution. Participants remained committed to their personal religious beliefs despite apprehension that accompanied the reconciliation process in accepting evolution. Most participants operated from the perspective that science and religion are separate and interacting domains. Faith played an important role in how participants reconciled their understanding of evolution and their personal religious beliefs. Participants who operated in conventional faith dismissed contentious issues or collapsed dichotomies in an effort to avoid ambiguity and perceived tensions. Participants who operated in young adult and adult faith tended to confront their perceived tensions and worked towards reconciling their understanding of evolution and their personal religious beliefs. The rich description of this naturalistic study lends heuristic insight to researchers and educators seeking an understanding of the complex processes by which Christian biology-related majors approach learning about evolution and seek reconciliation between their understanding of evolution and their personal religious beliefs.

Using Clickers in the Classroom to Increase the Level of Student Interaction

DTIC Science & Technology

2008-12-01

CRS)— commonly known as “clickers” or “ key -pads” in the United States and “handsets” or “zappers” in the United Kingdom (Barber & Njus, 2007)—are...and Menachem Jona believe “experience is the best teacher” and “ the best teachers are typically the best storytellers ” (Schank & Jona, 1991). Keeping...completion (Wlodkowski, 1978). If one area of student motivation breaks down, the entire process may come to a complete halt (Christophel, 1990

Co-Evolution of User and Organizational Interfaces: A Longitudinal Case Study of WWW Dissemination of National Statistics.

ERIC Educational Resources Information Center

Marchionini, Gary

2002-01-01

Describes how user interfaces for the Bureau of Labor Statistics (BLS) web site evolved over a 5-year period along with the larger organizational interface and how this co-evolution has influenced the institution. Interviews with BLS staff and transaction log analysis are the foci of this study, as well as user information-seeking studies and user…

Evolution of the Knoxville Transportation Brokerage System

DOT National Transportation Integrated Search

1976-10-01

A demonstration project designed to explore the feasibility and transportation service impacts of the transportation brokerage concept is currently underway in Knoxville, Tennessee. The transportation broker seeks to identify and match transportation...

Seeking the Light: Gravity Without the Influence of Gravity

NASA Technical Reports Server (NTRS)

Sack, Fred; Kern, Volker; Reed, Dave; Etheridge, Guy (Technical Monitor)

2002-01-01

All living things sense gravity like humans might sense light or sound. The Biological Research In Canisters (BRIC-14) experiment, explores how moss cells sense and respond to gravity and light. This experiment studies how gravity influences the internal structure of moss cells and seeks to understand the influences of the spaceflight environment on cell growth. This knowledge will help researchers understand the role of gravity in the evolution of cells and life on earth.

Assessing Multimedia Influences on Student Responses Using a Personal Response System

NASA Astrophysics Data System (ADS)

Gray, Kyle; Owens, Katharine; Liang, Xin; Steer, David

2012-06-01

To date, research to date on personal response systems (clickers) has focused on external issues pertaining to the implementation of this technology or broadly measured student learning gains rather than investigating differences in the responses themselves. Multimedia learning makes use of both words and pictures, and research from cognitive psychology suggests that using both words and illustrations improves student learning. This study analyzed student response data from 561 students taking an introductory earth science course to determine whether including an illustration in a clicker question resulted in a higher percentage of correct responses than questions that did not include a corresponding illustration. Questions on topics pertaining to the solid earth were categorized as illustrated questions if they contained a picture, or graph and text- only if the question only contained text. For each type of question, we calculated the percentage of correct responses for each student and compared the results to student ACT-reading, math, and science scores. A within-groups, repeated measures analysis of covariance with instructor as the covariate yielded no significant differences between the percentage of correct responses to either the text-only or the illustrated questions. Similar non-significant differences were obtained when students were grouped into quartiles according to their ACT-reading, -math, and -science scores. These results suggest that the way in which a conceptest question is written does not affect student responses and supports the claim that conceptest questions are a valid formative assessment tool.

OnlineTED.com--a novel web-based audience response system for higher education. A pilot study to evaluate user acceptance.

PubMed

Kühbeck, Felizian; Engelhardt, Stefan; Sarikas, Antonio

2014-01-01

Audience response (AR) systems are increasingly used in undergraduate medical education. However, high costs and complexity of conventional AR systems often limit their use. Here we present a novel AR system that is platform independent and does not require hardware clickers or additional software to be installed. "OnlineTED" was developed at Technische Universität München (TUM) based on Hypertext Preprocessor (PHP) with a My Structured Query Language (MySQL)-database as server- and Javascript as client-side programming languages. "OnlineTED" enables lecturers to create and manage question sets online and start polls in-class via a web-browser. Students can participate in the polls with any internet-enabled device (smartphones, tablet-PCs or laptops). A paper-based survey was conducted with undergraduate medical students and lecturers at TUM to compare "OnlineTED" with conventional AR systems using clickers. "OnlineTED" received above-average evaluation results by both students and lecturers at TUM and was seen on par or superior to conventional AR systems. The survey results indicated that up to 80% of students at TUM own an internet-enabled device (smartphone or tablet-PC) for participation in web-based AR technologies. "OnlineTED" is a novel web-based and platform-independent AR system for higher education that was well received by students and lecturers. As a non-commercial alternative to conventional AR systems it may foster interactive teaching in undergraduate education, in particular with large audiences.

The evolution of dorsal-ventral patterning mechanisms in insects.

PubMed

Lynch, Jeremy A; Roth, Siegfried

2011-01-15

The gene regulatory network (GRN) underpinning dorsal-ventral (DV) patterning of the Drosophila embryo is among the most thoroughly understood GRNs, making it an ideal system for comparative studies seeking to understand the evolution of development. With the emergence of widely applicable techniques for testing gene function, species with sequenced genomes, and multiple tractable species with diverse developmental modes, a phylogenetically broad and molecularly deep understanding of the evolution of DV axis formation in insects is feasible. Here, we review recent progress made in this field, compare our emerging molecular understanding to classical embryological experiments, and suggest future directions of inquiry.

Student Teachers' Approaches to Teaching Biological Evolution

NASA Astrophysics Data System (ADS)

Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

2015-06-01

Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

OnlineTED.com − a novel web-based audience response system for higher education. A pilot study to evaluate user acceptance

PubMed Central

Kühbeck, Felizian; Engelhardt, Stefan; Sarikas, Antonio

2014-01-01

Background and aim: Audience response (AR) systems are increasingly used in undergraduate medical education. However, high costs and complexity of conventional AR systems often limit their use. Here we present a novel AR system that is platform independent and does not require hardware clickers or additional software to be installed. Methods and results: “OnlineTED” was developed at Technische Universität München (TUM) based on Hypertext Preprocessor (PHP) with a My Structured Query Language (MySQL)-database as server- and Javascript as client-side programming languages. “OnlineTED” enables lecturers to create and manage question sets online and start polls in-class via a web-browser. Students can participate in the polls with any internet-enabled device (smartphones, tablet-PCs or laptops). A paper-based survey was conducted with undergraduate medical students and lecturers at TUM to compare "OnlineTED" with conventional AR systems using clickers. "OnlineTED" received above-average evaluation results by both students and lecturers at TUM and was seen on par or superior to conventional AR systems. The survey results indicated that up to 80% of students at TUM own an internet-enabled device (smartphone or tablet-PC) for participation in web-based AR technologies. Summary and Conclusion: “OnlineTED” is a novel web-based and platform-independent AR system for higher education that was well received by students and lecturers. As a non-commercial alternative to conventional AR systems it may foster interactive teaching in undergraduate education, in particular with large audiences. PMID:24575156

Student performance and course evaluations before and after use of the Classroom Performance System ™ in a third-year veterinary radiology course.

PubMed

Hecht, Silke; Adams, W H; Cunningham, M A; Lane, I F; Howell, N E

2013-01-01

Effective teaching of veterinary radiology can be challenging in a traditional classroom environment. Audience response systems, colloquially known as "clickers," provide a means of encouraging student interaction. The purpose of this study was to compare student performance and course evaluations before and after using the Classroom Performance System™ in the third-year (fifth semester) didactic radiology course at the University of Tennessee College of Veterinary Medicine. Overall student performance was assessed by comparing median numeric final course grades (%) between years without and with use of the Classroom Performance System™. Grades of students were determined for individual instructors' sections. Student evaluations of the radiology course were compared for the years available (2007-2010). Student interactions were also evaluated subjectively by instructors who used the Classroom Performance System™. There was a significant difference (p = 0.009) between the median student grade before (2005 - 2008, median 82.2%; interquartile range 77.6-85.7%; range 61.9-95.5%) and after use of the classroom performance system (2009-2010, median 83.6%; interquartile range 79.9-87.9%; range 68.2-93.2%). There was no statistically significant difference in median student grades for individual instructors over the study period. The radiology course student evaluation scores were significantly higher in years where the Classroom Performance System™ was used in comparison to previous years (P = 0.019). Subjectively, students appeared more involved when using clickers. Findings indicated that the Classroom Performance System™ may be a useful tool for enhancing veterinary radiology education. © 2012 Veterinary Radiology & Ultrasound.

Exobiology: The NASA program

NASA Technical Reports Server (NTRS)

Rummel, John D.; Harper, Lynn; Andersen, Dale

1992-01-01

The goal of NASA's Exobiology Program is to understand the origin, evolution, and distribution of life in the universe. To do this, the Exobiology Program seeks to provide a critical framework and some key research to allow NASA to bear the combined talents and capabilities of the agency and the scientific community, and the unique opportunities afforded by space exploration. To provide structure and direction to the quest for answers, the Exobiology Program has instituted a comprehensive research program divided into four elements which are being implemented at several of NASA's research centers and in the university community. These program elements correspond to the four major epochs in the evolution of living systems: (1) cosmic evolution of the biogenic compounds; (2) prebiotic evolution; (3) origin and early evolution of life; and (4) evolution of advanced life. The overall research program is designed to trace the pathways leading from the origin of the universe through the major epochs in the story of life.

Current Status of Research in Teaching and Learning Evolution: II. Pedagogical Issues

NASA Astrophysics Data System (ADS)

Smith, Mike U.

2010-06-01

This is the second of two articles that address recent scholarship about teaching and learning about evolution. This second review seeks to summarize this state of affairs and address the implications of this work for the classroom by addressing four basic questions: (1) What is evolution?/What components of the theory are important at the introductory level? (2) Why do students and members of the public at large need to understand evolution? (3) What makes evolution difficult to teach and learn? and (4) What promising instructional approaches have been developed and tested? The paper will also focus on concerns about both the research designs and the measures used in this work. Based on this review, I will then propose a set of pedagogical implications and recommendations for the classroom instructor and call for studies to address specific gaps identified.

Everyone's answering: using technology to increase classroom participation.

PubMed

Filer, Debra

2010-01-01

A study was designed to assess the impact of a wireless technology known as an audience response system (ARS), commonly known clickers, on learning and student engagement in a nursing classroom. Students in the control group responded verbally to questions posed during lectures, while students in the intervention groups responded anonymously using the ARS. Although no significant improvement in postlecture quizzes was noted, students in ARS-enhanced lectures reported significantly higher satisfaction scores. The use of ARS promoted a sense of comfort, encouraged participation, and motivated students to answer questions and interact with the subject matter.

ECOSYSTEM MANAGEMENT: DESPERATELY SEEKING A PARADIGM

EPA Science Inventory

Two competing views of ecosystem management have emerged. One is that ecosystem management is another stage in the continual evolution of the basic management paradigm - one that natural resource managers have followed in North America for a century. The other view is that ecosys...

Science with the James Webb Space Telescope

NASA Technical Reports Server (NTRS)

Gardner, Jonathan P.

2006-01-01

The scientific capabilities of the James Webb Space Telescope (JWST) fall into four themes. The End of the Dark Ages: First Light and Reionization theme seeks to identify the first luminous sources to form and to determine the ionization history of the universe. The Assembly of Galaxies theme seeks to determine how galaxies and the dark matter, gas, stars, metals, morphological structures, and active nuclei within them evolved from the epoch of reionization to the present. The Birth of Stars and Protoplanetary Systems theme seeks to unravel the birth and early evolution of stars, from infall onto dustenshrouded protostars, to the genesis of planetary systems. Planetary Systems and the Origins of Life theme seeks to determine the physical and chemical properties of planetary systems around nearby stars and of our own, and investigate the potential for life in those systems. To enable these for science themes, JWST will be a large (6.5m) cold (50K) telescope with four instruments, capable of imaging and spectroscopy from 0.6 to 27 microns wavelength.

Promoting entrepreneurship among informatics engineering students: insights from a case study

NASA Astrophysics Data System (ADS)

Fernandes, João M.; Afonso, Paulo; Fonte, Victor; Alves, Victor; Ribeiro, António Nestor

2017-01-01

Universities seek to promote entrepreneurship through effective education approaches, which need to be in permanent evolution. Nevertheless, the literature in entrepreneurship education lacks empirical evidence. This article discusses relevant issues related to promoting entrepreneurship in the software field, based on the experience of a 15-European Credit Transfer and Accumulation System course. This course seeks to instil in the students the recognition of the need to reconcile technical and business visions, organisational and commercial aspects, most of which have never been addressed previously. A series of semi-structured interviews made it possible to obtain relevant insights about the teaching-learning process underlying this course and its evolution over a seven-year period. Materials related with this course have been analysed, namely guidelines produced by the teachers and deliverables produced by the students. This article discusses the dimensions that were identified as fundamental for promoting entrepreneurship skills in the field of software, namely teamwork, project engagement, and contact with the market.

Test sensitivity is important for detecting variability in pointing comprehension in canines.

PubMed

Pongrácz, Péter; Gácsi, Márta; Hegedüs, Dorottya; Péter, András; Miklósi, Adám

2013-09-01

Several articles have been recently published on dogs' (Canis familiaris) performance in two-way object choice experiments in which subjects had to find hidden food by utilizing human pointing. The interpretation of results has led to a vivid theoretical debate about the cognitive background of human gestural signal understanding in dogs, despite the fact that many important details of the testing method have not yet been standardized. We report three experiments that aim to reveal how some procedural differences influence adult companion dogs' performance in these tests. Utilizing a large sample in Experiment 1, we provide evidence that neither the keeping conditions (garden/house) nor the location of the testing (outdoor/indoor) affect a dogs' performance. In Experiment 2, we compare dogs' performance using three different types of pointing gestures. Dogs' performance varied between momentary distal and momentary cross-pointing but "low" and "high" performer dogs chose uniformly better than chance level if they responded to sustained pointing gestures with reinforcement (food reward and a clicking sound; "clicker pointing"). In Experiment 3, we show that single features of the aforementioned "clicker pointing" method can slightly improve dogs' success rate if they were added one by one to the momentary distal pointing method. These results provide evidence that although companion dogs show a robust performance at different testing locations regardless of their keeping conditions, the exact execution of the human gesture and additional reinforcement techniques have substantial effect on the outcomes. Consequently, researchers should standardize their methodology before engaging in debates on the comparative aspects of socio-cognitive skills because the procedures they utilize may differ in sensitivity for detecting differences.

Assessing Student Behaviors and Motivation for Actively Learning Biology

NASA Astrophysics Data System (ADS)

Moore, Michael Edward

Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is why active learning is such an effective instructional tool and the limits of this instructional method’s ability to influence performance. This dissertation builds a case in three steps for why active learning is an effective instructional tool. In step one, I assessed the influence of different types of active learning (clickers, group activities, and whole class discussions) on student engagement behavior in one semester of two different introductory biology courses and found that active learning positively influenced student engagement behavior significantly more than lecture. For step two, I examined over four semesters whether student engagement behavior was a predictor of performance and found participation (engagement behavior) in the online (video watching) and in-class course activities (clicker participation) that I measure were significant predictors of performance. In the third, I assessed whether certain active learning satisfied the psychological needs that lead to students’ intrinsic motivation to participate in those activities when compared over two semesters and across two different institutions of higher learning. Findings from this last step show us that student’s perceptions of autonomy, competency, and relatedness in doing various types of active learning are significantly higher than lecture and consistent across two institutions of higher learning. Lastly, I tie everything together, discuss implications of the research, and address future directions for research on biology student motivation and behavior.

Promoting Entrepreneurship among Informatics Engineering Students: Insights from a Case Study

ERIC Educational Resources Information Center

Fernandes, João M.; Afonso, Paulo; Fonte, Victor; Alves, Victor; Ribeiro, António Nestor

2017-01-01

Universities seek to promote entrepreneurship through effective education approaches, which need to be in permanent evolution. Nevertheless, the literature in entrepreneurship education lacks empirical evidence. This article discusses relevant issues related to promoting entrepreneurship in the software field, based on the experience of a…

Vitamin D in foods: an evolution of knowledge (chapter 60)

USDA-ARS?s Scientific Manuscript database

Accurate data for vitamin D in foods are essential to support epidemiological and clinical studies seeking to identify associations between total vitamin D “exposure” and health outcomes that require quantification of dietary intake, and also to inform health professionals about wise food choices fo...

University-Industry Relationships in Dentistry: Past, Present, Future.

ERIC Educational Resources Information Center

Barnett, Michael L.

2002-01-01

Presents an overview of the evolution of academic-industry partnerships in dentistry and their value to each of the partners; discusses details to be considered by investigators seeking to work with industry; and reviews some of the issues and dilemmas that can arise from academic-industry interactions. (EV)

Teaching Cultural History from Primary Events

ERIC Educational Resources Information Center

Carson, Robert N.

2004-01-01

This article explores the relationship between specific cultural events such as Galileo's work with the pendulum and a curriculum design that seeks to establish in skeletal form a comprehensive epic narrative about the co-evolution of cultural systems and human consciousness. The article explores some of the challenges and some of the strategies…

Online activities to optimize in person learning

NASA Astrophysics Data System (ADS)

Stelzer, Tim

Students' unprecedented access to content on the web is providing a unique opportunity to transform the role lectures in education, moving the focus from content delivery to helping students synthesize the content into knowledge. We have introduced a variety of activities to facilitate this transformation at the University of Illinois, including web-based preflight assessments of student understanding before lecture, peer instruction (clickers) to assess and facilitate student understanding during lecture, and web-based multimedia pre-lectures designed to provide students with content before lecture. In this talk I will discuss the pedagogical motivation for introducing these activities, and the impact they have had at the University of Illinois. .

Man-made Boards Technology Trends based on TRIZ Evolution Theory

NASA Astrophysics Data System (ADS)

Yu, Huiling; Fan, Delin

China is one of the world's largest manufacturers and consumers of man-made board applications. A systematic and efficient method of foreseeing future technology trends and their evolutionary potentials is a key task that can help companies guide their planning and allocate their resources. Application of the law of evolution with a S-shaped curve could contribute essentially to the accuracy of the long-term forecast. This research seeks to determine the current stage and the position on the S-curve of man-made board technology in China on the TRIZ evolution theo ryand introduce a methodology which combines patent analysis and technology life cycle forecasting to find a niche space of man-made technology development in China.

Teaching about the Global Environment at a Jesuit Liberal Arts University

NASA Astrophysics Data System (ADS)

Dahl, E. E.

2012-12-01

Teaching about global environmental issues is often reserved to courses in environmental and/or geoscience departments. Universities that do not have departments that fall into these categories may be missing out on educating both science and non-science students about these important and timely issues. Loyola University Maryland is a private Jesuit liberal arts University with no environmental or geoscience department and prior to 2008 had no courses that focused on the science of global environmental issues. Global Environment in a course offered by the Chemistry Department that fills this niche. The course is designed for a general non-science audience, though the course content is also appropriate for science students. The primary goal of the course is for students to learn the basics about how the Earth system works and how our changing climate is related to biodiversity, pollution, water availability and society. The course is designated a diversity course which is a course that fulfills the University's call "to prepare students … to pursue justice by making an action-oriented response to the needs of the world." All students at Loyola University Maryland are required to take one diversity course. For this class, the diversity focus is environmental justice which is brought into the course through lectures, discussions and student projects. By bringing societal impacts into a science course the students can better understand why the environment is important and our actions affect both ourselves and others. The course has also evolved over four iterations into a course that maximizes student involvement while minimizing student angst. One way that this is accomplished is by eliminating tests and substituting daily quizzes using a student response system (clickers). Clickers are also used to poll students and to review what information the students are retaining. Students are able to self-guide their own learning in the course by creating a portfolio focusing on a topic of their choosing that fits within the course content. During class time, recent issues and examples are utilized to promote student discussion and thinking. The course also incorporates active learning such as playing games in class to demonstrate concepts, incorporating field trips into the course, and making posters to share what students have learned with the rest of the university community for Earth Day. To date, 94 students have completed the course which has an enrollment limit of 24 students per semester. These students represent primarily the business school (30%), humanities (38%) and social sciences (27%); however a few natural science majors have also taken the course. About half of the students that have taken the course have been either business (30%) or communications majors (19%). This presentation will feature the techniques and materials used in the course as well as some of the data related to the population and majors served, data from the clicker system and student responses to the course through evaluations and comments.

Science with the James Webb Space Telescope

NASA Technical Reports Server (NTRS)

Gardner, Jonathan P.

2010-01-01

The scientific capabilities of the James Webb Space Telescope (JWST) fall into four themes. The End of the Dark Ages: First Light and Reionization theme seeks to identify the first luminous sources to form and to determine the ionization history of the universe. The Assembly of Galaxies theme seeks to determine how galaxies and the dark matter, gas, stars, metals, morphological structures, and active nuclei within them evolved from the epoch of reionization to the present. The Birth of Stars and Protoplanetary Systems theme seeks to unravel the birth and early evolution of stars, from infall onto dust-enshrouded protostars, to the genesis of planetary systems. The Planetary Systems and the Origins of Life theme seeks to determine the physical and chemical properties of planetary systems around nearby stars and of our own, and investigate the potential for life in those systems. To enable these for science themes, JWST will be a large (6.6m) cold (50K) telescope launched to the second Earth-Sun Lagrange point in 2014. It is the successor to the Hubble Space Telescope, and is a partnership of NASA, ESA and CSA.

An Autonomous System for Experimental Evolution of Microbial Cultures: Test Results Using Ultraviolet-C Radiation and Escherichia Coli.

NASA Technical Reports Server (NTRS)

Ouandji, Cynthia; Wang, Jonathan; Arismendi, Dillon; Lee, Alonzo; Blaich, Justin; Gentry, Diana

2017-01-01

At its core, the field of microbial experimental evolution seeks to elucidate the natural laws governing the history of microbial life by understanding its underlying driving mechanisms. However, observing evolution in nature is complex, as environmental conditions are difficult to control. Laboratory-based experiments for observing population evolution provide more control, but manually culturing and studying multiple generations of microorganisms can be time consuming, labor intensive, and prone to inconsistency. We have constructed a prototype, closed system device that automates the process of directed evolution experiments in microorganisms. It is compatible with any liquid microbial culture, including polycultures and field samples, provides flow control and adjustable agitation, continuously monitors optical density (OD), and can dynamically control environmental pressures such as ultraviolet-C (UV-C) radiation and temperature. Here, the results of the prototype are compared to iterative exposure and survival assays conducted using a traditional hood, UV-C lamp, and shutter system.

Transition Characteristic Analysis of Traffic Evolution Process for Urban Traffic Network

PubMed Central

Chen, Hong; Li, Yang

2014-01-01

The characterization of the dynamics of traffic states remains fundamental to seeking for the solutions of diverse traffic problems. To gain more insights into traffic dynamics in the temporal domain, this paper explored temporal characteristics and distinct regularity in the traffic evolution process of urban traffic network. We defined traffic state pattern through clustering multidimensional traffic time series using self-organizing maps and construct a pattern transition network model that is appropriate for representing and analyzing the evolution progress. The methodology is illustrated by an application to data flow rate of multiple road sections from Network of Shenzhen's Nanshan District, China. Analysis and numerical results demonstrated that the methodology permits extracting many useful traffic transition characteristics including stability, preference, activity, and attractiveness. In addition, more information about the relationships between these characteristics was extracted, which should be helpful in understanding the complex behavior of the temporal evolution features of traffic patterns. PMID:24982969

Establishing the Basis for a CIS (Computer Information Systems) Undergraduate Program: On Seeking the Body of Knowledge

ERIC Educational Resources Information Center

Longenecker, Herbert E., Jr.; Babb, Jeffry; Waguespack, Leslie J.; Janicki, Thomas N.; Feinstein, David

2015-01-01

The evolution of computing education spans a spectrum from "computer science" ("CS") grounded in the theory of computing, to "information systems" ("IS"), grounded in the organizational application of data processing. This paper reports on a project focusing on a particular slice of that spectrum commonly…

The Origin and Evolution of Life in Pakistani High School Biology

ERIC Educational Resources Information Center

Asghar, Anila; Wiles, Jason R.; Alters, Brian

2010-01-01

This study seeks to inform science education practitioners and researchers in the West about apparent attempts to reconcile science and religion in Pakistan's public school curriculum. We analysed the national high school science curriculum and biology textbooks (English) used in the Government schools in Pakistan, where Islamic faith is the…

Evolution of an Intelligent Deductive Logic Tutor Using Data-Driven Elements

ERIC Educational Resources Information Center

Mostafavi, Behrooz; Barnes, Tiffany

2017-01-01

Deductive logic is essential to a complete understanding of computer science concepts, and is thus fundamental to computer science education. Intelligent tutoring systems with individualized instruction have been shown to increase learning gains. We seek to improve the way deductive logic is taught in computer science by developing an intelligent,…

Creating Special Events

ERIC Educational Resources Information Center

deLisle, Lee

2009-01-01

"Creating Special Events" is organized as a systematic approach to festivals and events for students who seek a career in event management. This book looks at the evolution and history of festivals and events and proceeds to the nuts and bolts of event management. The book presents event management as the means of planning, organizing, directing,…

Section 504 in American Public Schools: An Ongoing Response to Change

ERIC Educational Resources Information Center

Schraven, Jodie; Jolly, Jennifer L.

2010-01-01

This paper seeks to specifically focus on the evolution of civil rights case law and legislation as it pertains to educating students with disabilities, specifically the often implemented but poorly understood Section 504 provisions. The purpose of this paper is to examine historical influences that precipitated the implementation of Section 504…

Exploring New Directions: Title I in the Year 2000.

ERIC Educational Resources Information Center

Puma, Michael J.; Drury, Darrel W.

This report takes stock of the present Title I program, identifies the most promising approaches to educating the nation's disadvantaged children, and offers guidance to policymakers seeking to improve Title I's effectiveness. The report draws upon hundreds of studies, evaluations, and other documents, and details the evolution of the Title I…

Astrobiology: Life in Extreme Environments

ERIC Educational Resources Information Center

Kaur, Preeti

2011-01-01

Astrobiology is the study of the origin, evolution and distribution of life in the universe. It seeks to answer two important scientific questions: how did we get here and are we alone in the universe? Scientists begin by studying life on Earth and its limits. The discovery of extremophiles on Earth capable of surviving extremes encourages the…

A Computational Lens on Design Research

ERIC Educational Resources Information Center

Hoyles, Celia; Noss, Richard

2015-01-01

In this commentary, we briefly review the collective effort of design researchers to weave theory with empirical results, in order to gain a better understanding of the processes of learning. We seek to respond to this challenging agenda by centring on the evolution of one sub-field: namely that which involves investigations within a…

New Focus, Same Mission

ERIC Educational Resources Information Center

Stuart, Reginald

2010-01-01

Bloomfield College, started in the mid-1800s by the Presbyterian Church as a school for German ministers immigrating to the United States, today proudly stands among the nation's predominantly Black colleges. It is a status the small private college did not seek and only fully embraced after a painful evolution marked by racial demographic changes…

The Reel Deal In 3D: The Spatio-Temporal Evolution of YSO Jets

NASA Astrophysics Data System (ADS)

Frank, Adam

2014-10-01

Jets are a ubiquitous phenomena in astrophysics, though in most cases their central engines are unresolvable. Thus the structure of the jets often acts as a proxy for understanding the objects creating them. Jets are also of interest in their own right, serving as critical examples of rapidly evolving astrophysical magnetized plasma systems. And while millions of CPU hours {at least} have been spent simulating the kinds of astrophysical plasma dynamics that occur routinely in jets, we rarely have had the chance to study their real-time evolution. In this proposal we seek to use a unique multi-epoch HST dataset of protostellar jets to carry forward an innovative theoretical, numerical and laboratory-based study of magnetized outflows and the plasma processes which determine their evolution. Our work will make direct and detailed contact with these HST data sets and will articulate newly-observed features of jet dynamics that have not been possible to explore before. Using numerical simulations and laboratory plasma studies we seek to articulate the full 3-D nature of new behaviors seen in the HST data. Our collaboration includes the use of scaled laboratory plasma experiments with hypersonic magnetized radiative jets. The MHD experiments have explored how jets break up into clumps via kink-mode instabilities. Therefore such experiments are directly relevant to the initial conditions in our models.

Evolution: like any other science it is predictable.

PubMed

Morris, Simon Conway

2010-01-12

Evolutionary biology rejoices in the diversity of life, but this comes at a cost: other than working in the common framework of neo-Darwinian evolution, specialists in, for example, diatoms and mammals have little to say to each other. Accordingly, their research tends to track the particularities and peculiarities of a given group and seldom enquires whether there are any wider or deeper sets of explanations. Here, I present evidence in support of the heterodox idea that evolution might look to a general theory that does more than serve as a tautology ('evolution explains evolution'). Specifically, I argue that far from its myriad of products being fortuitous and accidental, evolution is remarkably predictable. Thus, I urge a move away from the continuing obsession with Darwinian mechanisms, which are entirely uncontroversial. Rather, I emphasize why we should seek explanations for ubiquitous evolutionary convergence, as well as the emergence of complex integrated systems. At present, evolutionary theory seems to be akin to nineteenth-century physics, blissfully unaware of the imminent arrival of quantum mechanics and general relativity. Physics had its Newton, biology its Darwin: evolutionary biology now awaits its Einstein.

The International Space Station Evolution Data Book: An Overview and Status

NASA Technical Reports Server (NTRS)

Antol, Jeffrey; Jorgensen, Catherine A.

1999-01-01

The evolution and enhancement of the International Space Station (ISS) is currently being planned in conjunction with the on-orbit construction of the baseline configuration. Three principal areas have been identified that will contribute to the evolution of ISS: Pre-Planned Program Improvement (P3I), Utilization & Commercialization, and Human Exploration and Development of Space (HEDS) missions. The ISS Evolution Strategy, under development by the Spacecraft and Sensors Branch of NASA Langley Research Center, seeks to coordinate the P3I technology development with Commercialization/Utilization activities and HEDS advanced mission accommodation to provide synergistic technology developments for all three areas. The focal point of this proposed strategy is the ISS Evolution Data Book (EDB), a tool for aiding the evolution and enhancement of ISS beyond Assembly Complete. This paper will discuss the strategy and provide an overview of the EDB, describing the contents of each section. It will also discuss potential applications of the EDB and present an example Design Reference Mission (DRM). The latest status of the EDB and the plans for completing and enhancing the book will also be summarized.

[Analysis of the implementation of Nursing Assistance Systematization in a rehabilitation unit].

PubMed

Neves, Rinaldo de Souza; Shimizu, Helena Eri

2010-01-01

This study seeks to analyze the execution of the Infirmary Attendance Systematization Nursing stages through an exploratory, qualitative and retrospective approach. The retrospective analysis took place using 25 medic reports containing 25 historical reports, 12 diagnosis reports, 100 prescriptions and 100 nursing evolution reports. The results demonstrated the many difficulties the nurses faced to make Nursing Assistance Systematization operational. Although all Nursing Assistance Systematization stages were accomplished - historical, diagnosis, prescription, evolution and nursing - it was verified a larger frequency in filling prescription and historical related forms and a lesser one related with evolution and diagnosis related forms. In short, Nursing Assistance Systematization procedures still are fragmentized, showing the need to reorganize this attendance methodology attendance, and, above all, to invest in continuous nursing training to improve the customer care services quality.

Improving 1D Stellar Models with 3D Atmospheres

NASA Astrophysics Data System (ADS)

Mosumgaard, Jakob Rørsted; Silva Aguirre, Víctor; Weiss, Achim; Christensen-Dalsgaard, Jørgen; Trampedach, Regner

2017-10-01

Stellar evolution codes play a major role in present-day astrophysics, yet they share common issues. In this work we seek to remedy some of those by the use of results from realistic and highly detailed 3D hydrodynamical simulations of stellar atmospheres. We have implemented a new temperature stratification extracted directly from the 3D simulations into the Garching Stellar Evolution Code to replace the simplified atmosphere normally used. Secondly, we have implemented the use of a variable mixing-length parameter, which changes as a function of the stellar surface gravity and temperature - also derived from the 3D simulations. Furthermore, to make our models consistent, we have calculated new opacity tables to match the atmospheric simulations. Here, we present the modified code and initial results on stellar evolution using it.

The Progression of Podcasting/Vodcasting in a Technical Physics Class

NASA Astrophysics Data System (ADS)

Glanville, Y. J.

2010-11-01

Technology such as Microsoft PowerPoint presentations, clickers, podcasting, and learning management suites is becoming prevalent in classrooms. Instructors are using these media in both large lecture hall settings and small classrooms with just a handful of students. Traditionally, each of these media is instructor driven. For instance, podcasting (audio recordings) provided my technical physics course with supplemental notes to accompany a traditional algebra-based physics lecture. Podcasting is an ideal tool for this mode of instruction, but podcasting/vodcasting is also an ideal technique for student projects and student-driven learning. I present here the various podcasting/vodcasting projects my students and I have undertaken over the last few years.

Language Students and Their Technologies: Charting the Evolution 2006-2011

ERIC Educational Resources Information Center

Steel, Caroline H.; Levy, Mike

2013-01-01

This paper has two key objectives. Firstly, it seeks to record the technologies in current use by learners of a range of languages at an Australian university in 2011. Data was collected via a large-scale survey of 587 foreign language students across ten languages at The University of Queensland, Brisbane, Australia. Notably the data…

Understanding and Supporting Online Communities of Practice: Lessons Learned from Wikipedia

ERIC Educational Resources Information Center

Zhao, Xiaoli; Bishop, M. J.

2011-01-01

In order to seek more effective ways to design and support online communities of practice, we examined how Wikipedia, a large-scale online community of practice, is developed and emerges over time. We conducted a Delphi study to explore the social, organizational, and technical factors that Wikipedia experts believe have supported the evolution of…

Children and Youth: The Evolution of At Risk to "High Promise" Youth

ERIC Educational Resources Information Center

Child & Youth Services, 2007

2007-01-01

It is impossible to make global generalisations about children and youth from a phenomenological inquiry into the experiences of such a limited number of participants in just one city, Limerick, Ireland, and one case, St. Augustine's. The goal of phenomenological research is, however, not to seek generalisations but to expose the individual case,…

Evolution or Integration: What Is the Current State of Library Services for Distance Learners?

ERIC Educational Resources Information Center

Behr, Michele D.; Hayward, Julie L.

2016-01-01

Are services that were once intended to be exclusively available to the distance learning population now typically available for all users in a university community? This article seeks to investigate this question using two different methods. First, an unobtrusive study of 100 library Websites was conducted to determine whether these libraries…

Connectedness Is Key: The Evolution of a Process-Driven High School Program

ERIC Educational Resources Information Center

Nitza, Amy; Dobias, Brian

2015-01-01

This article discusses a collaborative project to improve freshman transition into a high school and to increase connectedness among high school students. What started out for the authors, a high school guidance counselor and a counselor educator, as two independent projects on similar topics, evolved in a scholarly partnership that seeks to link…

Health Education in Saudi Arabia

PubMed Central

Al-Hashem, Anwar

2016-01-01

This article provides a historical overview of the evolution of health education in Saudi Arabia. It outlines milestones in the development of the health education profession and traces the roles of various health sectors and their achievements in the health education field. Additionally, this review seeks to describe the status of health education professionals in Saudi Arabia. PMID:27606106

F-Expansion Method and New Exact Solutions of the Schrödinger-KdV Equation

PubMed Central

Filiz, Ali; Ekici, Mehmet; Sonmezoglu, Abdullah

2014-01-01

F-expansion method is proposed to seek exact solutions of nonlinear evolution equations. With the aid of symbolic computation, we choose the Schrödinger-KdV equation with a source to illustrate the validity and advantages of the proposed method. A number of Jacobi-elliptic function solutions are obtained including the Weierstrass-elliptic function solutions. When the modulus m of Jacobi-elliptic function approaches to 1 and 0, soliton-like solutions and trigonometric-function solutions are also obtained, respectively. The proposed method is a straightforward, short, promising, and powerful method for the nonlinear evolution equations in mathematical physics. PMID:24672327

F-expansion method and new exact solutions of the Schrödinger-KdV equation.

PubMed

Filiz, Ali; Ekici, Mehmet; Sonmezoglu, Abdullah

2014-01-01

F-expansion method is proposed to seek exact solutions of nonlinear evolution equations. With the aid of symbolic computation, we choose the Schrödinger-KdV equation with a source to illustrate the validity and advantages of the proposed method. A number of Jacobi-elliptic function solutions are obtained including the Weierstrass-elliptic function solutions. When the modulus m of Jacobi-elliptic function approaches to 1 and 0, soliton-like solutions and trigonometric-function solutions are also obtained, respectively. The proposed method is a straightforward, short, promising, and powerful method for the nonlinear evolution equations in mathematical physics.

An investigation of short haul air transportation in the southeastern United States

NASA Technical Reports Server (NTRS)

Kanafani, A.; Yuan, H. S.

1977-01-01

The specific objectives of this stage of the study are numerous. First, an attempt is made to characterize the travel patterns in the study region, both in terms of origin destination patterns, and connecting and through trip patterns. Second, the structure of the air service in the region is characterized in an attempt to develop an understanding of the evolution of the short haul air transportation network. Finally, a look is taken at the socioeconomic environment of Atlanta and the region in order to seek an explanation for the historic evolution of short haul air travel activities and the rather high growth rates experienced in recent years.

Evolution: like any other science it is predictable

PubMed Central

Conway Morris, Simon

2010-01-01

Evolutionary biology rejoices in the diversity of life, but this comes at a cost: other than working in the common framework of neo-Darwinian evolution, specialists in, for example, diatoms and mammals have little to say to each other. Accordingly, their research tends to track the particularities and peculiarities of a given group and seldom enquires whether there are any wider or deeper sets of explanations. Here, I present evidence in support of the heterodox idea that evolution might look to a general theory that does more than serve as a tautology (‘evolution explains evolution’). Specifically, I argue that far from its myriad of products being fortuitous and accidental, evolution is remarkably predictable. Thus, I urge a move away from the continuing obsession with Darwinian mechanisms, which are entirely uncontroversial. Rather, I emphasize why we should seek explanations for ubiquitous evolutionary convergence, as well as the emergence of complex integrated systems. At present, evolutionary theory seems to be akin to nineteenth-century physics, blissfully unaware of the imminent arrival of quantum mechanics and general relativity. Physics had its Newton, biology its Darwin: evolutionary biology now awaits its Einstein. PMID:20008391

Student Misconceptions about Newtonian Mechanics: Origins and Solutions through Changes to Instruction

NASA Astrophysics Data System (ADS)

Adair, Aaron Michael

In order for Physics Education Research (PER) to achieve its goals of significant learning gains with efficient methods, it is necessary to figure out what are the sorts of preexisting issues that students have prior to instruction and then to create teaching methods that are best able to overcome those problems. This makes it necessary to figure out what is the nature of student physics misconceptions---prior beliefs that are both at variance to Newtonian mechanics and also prevent a student from properly cognizing Newtonian concepts. To understand the prior beliefs of students, it is necessary to uncover their origins, which may allow instructors to take into account the sources for ideas of physics that are contrary to Newtonian mechanics understanding. That form of instruction must also induce the sorts of metacognitive processes that allow students to transition from their previous conceptions to Newtonian ones, let alone towards those of modern physics. In this paper, the notions of basic dynamics that are common among first-year college students are studied and compared with previous literature. In particular, an analysis of historical documents from antiquity up to the early modern period shows that these conceptions were rather widespread and consistent over thousands of years and in numerous cultural contexts. This is one of the only analyses in PER that considers the original languages of some of these texts, along with appropriate historical scholarship. Based on the consistent appearance of these misconceptions, a test and interview module was devised to help elucidate the feelings students have that may relate to fictitious forces. The test looked at one-dimensional motion and forces. The first part of the interview asked each student about their answers to the test questions, while the second part asked how students felt when undergoing three cases of constant acceleration in a car. We determined that students confabulated relative motion with the experience of force; students claim to feel a force in the direction of relative motion even when the actual force is in the opposite direction. The interview process also showed how students had both their intuitive sense of physics as well as Newtonian concepts from instruction, and how each model was activated could be influenced by questions from the interviewer. In order to investigate how changes to instructional method and pedagogy may affect students' ability to overcome their non-Newtonian intuitions, an experimental lecturing series was devised that used individual voting machines ("clickers") to increase class participation and dialog in a fashion that was more student-centered. The experimental section also had video recordings of the lectures as well as concept-based video homework solutions. The initial availability of the videos hindered early use, and overall students rarely used these additions. The clicker system also had technical issues due to the volume of students and an interface that was not streamlined. Nonetheless, the results showed the experimental section to have significantly greater learning gains (d > 0.5, p ˜ 0.01), and we determined that this was most likely due to the clicker system.

[Criteria for somatization studied in an outpatient clinic for general internal medicine].

PubMed

van Hemert, A M; Speckens, A E; Rooijmans, H G; Bolk, J H

1996-06-08

To compare the evolution of bodily symptoms and the frequency of medical consultation using three different operational definitions of 'somatization'. Descriptive follow-up study. General Internal Medicine Outpatient Clinic of Leiden University Hospital, the Netherlands. Information about physical and psychic symptoms and about the somatic-medical diagnosis was collected in a group of 158 newly referred patients. The concept of 'somatization' was operationalized in three ways: a) seeking medical consultation for somatically unexplained symptoms; b) seeking medical consultation for somatically unexplained symptoms combined with an anxiety disorder or a depressive disorder according to the 'present state examination'; c) seeking medical consultation for somatically unexplained symptoms combined with a somatization disorder or hypochondria according to the Diagnostic and statistical manual of mental disorders (DSM) III R criteria. After a follow-up period of 1.2 years, information was collected from the entire study group about the evolution of the physical symptoms and the frequency of medical consultation. Patients with somatically unexplained symptoms combined with a somatization disorder or hypochondria were characterized in the follow-up by numerous physical symptoms and a high frequency of medical consultation. Compared with the other patients with unexplained symptoms, they visited the general practitioner during the follow-up period 2.5 times as often, saw specialists twice as often and were admitted to a 'somatic' hospital, 6 times as often. Using criteria of low restrictiveness for somatization, a large group of patients were identified with a relatively normal (average) illness behaviour. Using more restrictive criteria led to identification of a smaller group with more extreme illness behaviour.

Operational Initiative in Theory and Doctrine

DTIC Science & Technology

2015-05-21

1984 Paret translation of On War uses the term initiative with far more frequency than the original German text ; given that Paret contextually...logical evolution of thought throughout doctrine, from core texts and dominant military theory prior to 1905 through the current catalogued system...Unfortunately, no such cohesive map currently exists; rather, military theorists have charted the terrain of initiative piecemeal. This section seeks to

Attention Deficit Disorder--A New Age Yuppie Disorder or an Age Old Human Characteristic Essential for Our Survival?

ERIC Educational Resources Information Center

Orgill, Anna A.

This brief paper suggests that Attention Deficit Disorder (ADD) may result from a specific "novelty seeking" gene which has been associated over the history of man's evolution with a biological advantage in situations where energy, risk taking, and creativity are essentials. It reviews research on the genetics of ADD which suggest that novelty…

Pop-Up Retailing: The Design, Implementation, and Five-Year Evolution of an Experiential Learning Project

ERIC Educational Resources Information Center

Burgess, Brigitte

2012-01-01

Educators continually seek innovative methods by which to engage students. Kolb's experiential learning theory was a catalyst for designing and incorporating a pop-up retail consignment store into a junior level retail promotion course. After five years of use and refinement, the project has proven to be a powerful method to engage students in the…

Evolution of a Journal: Outing Some Ghosts from the Closet

ERIC Educational Resources Information Center

McDermott, John F.

2004-01-01

In this article, the author seeks to review the history of The Journal of The American Academy of Child and Adolescent Psychiatry, it's many changes and struggles. Some would maintain that in its early years, the JAACAP was filled with clinically useful case vignettes. But then, their story goes, it took a sharp turn to the left, and now is packed…

The Design and Evolution of the Akamai Workforce Initiative: An External Review

ERIC Educational Resources Information Center

St. John, Mark; Castori, Pam

2014-01-01

The Akamai Workforce Initiative (AWI) is a program that seeks to develop a skilled local STEM workforce to meet the needs of Hawai'i's growing high-tech industry. Launched as an internship program in 2002, AWI is the result of a long-term collaboration among the University of California Santa Cruz's Institute for Scientist and Engineer Educators…

Five Encounters with "El Sistema" International: A Venezuelan Marvel Becomes a Global Movement

ERIC Educational Resources Information Center

Booth, Eric; Tunstall, Tricia

2014-01-01

Genuine worldwide movements for social change are rare in human history. Even more rare is the phenomenon of a worldwide movement for social change through art, with teaching artists at the forefront. This article presents the evolution of such a movement now, in the global blossoming of "El Sistema," a program that seeks to change the…

Revealing the paradox of drug reward in human evolution

PubMed Central

Sullivan, Roger J; Hagen, Edward H; Hammerstein, Peter

2008-01-01

Neurobiological models of drug abuse propose that drug use is initiated and maintained by rewarding feedback mechanisms. However, the most commonly used drugs are plant neurotoxins that evolved to punish, not reward, consumption by animal herbivores. Reward models therefore implicitly assume an evolutionary mismatch between recent drug-profligate environments and a relatively drug-free past in which a reward centre, incidentally vulnerable to neurotoxins, could evolve. By contrast, emerging insights from plant evolutionary ecology and the genetics of hepatic enzymes, particularly cytochrome P450, indicate that animal and hominid taxa have been exposed to plant toxins throughout their evolution. Specifically, evidence of conserved function, stabilizing selection, and population-specific selection of human cytochrome P450 genes indicate recent evolutionary exposure to plant toxins, including those that affect animal nervous systems. Thus, the human propensity to seek out and consume plant neurotoxins is a paradox with far-reaching implications for current drug-reward theory. We sketch some potential resolutions of the paradox, including the possibility that humans may have evolved to counter-exploit plant neurotoxins. Resolving the paradox of drug reward will require a synthesis of ecological and neurobiological perspectives of drug seeking and use. PMID:18353749

Identifying User Interaction Patterns in E-Textbooks

PubMed Central

Saarinen, Santeri; Turunen, Markku; Mikkilä-Erdmann, Mirjamaija; Erdmann, Norbert; Yrjänäinen, Sari; Keskinen, Tuuli

2015-01-01

We introduce a new architecture for e-textbooks which contains two navigational aids: an index and a concept map. We report results from an evaluation in a university setting with 99 students. The interaction sequences of the users were captured during the user study. We found several clusters of user interaction types in our data. Three separate user types were identified based on the interaction sequences: passive user, term clicker, and concept map user. We also discovered that with the concept map interface users started to interact with the application significantly sooner than with the index interface. Overall, our findings suggest that analysis of interaction patterns allows deeper insights into the use of e-textbooks than is afforded by summative evaluation. PMID:26605377

Identifying User Interaction Patterns in E-Textbooks.

PubMed

Saarinen, Santeri; Heimonen, Tomi; Turunen, Markku; Mikkilä-Erdmann, Mirjamaija; Raisamo, Roope; Erdmann, Norbert; Yrjänäinen, Sari; Keskinen, Tuuli

2015-01-01

We introduce a new architecture for e-textbooks which contains two navigational aids: an index and a concept map. We report results from an evaluation in a university setting with 99 students. The interaction sequences of the users were captured during the user study. We found several clusters of user interaction types in our data. Three separate user types were identified based on the interaction sequences: passive user, term clicker, and concept map user. We also discovered that with the concept map interface users started to interact with the application significantly sooner than with the index interface. Overall, our findings suggest that analysis of interaction patterns allows deeper insights into the use of e-textbooks than is afforded by summative evaluation.

"Willing Enthusiasts" or "Lame Ducks"? Issues in Teacher Professional Development Policy in England and Wales 1910-1975

ERIC Educational Resources Information Center

Robinson, Wendy; Bryce, Marie

2013-01-01

Though there is a well-established body of research in the field of teacher professional development, it is characterised by a real dearth of any detailed historical analysis. This paper seeks to address this gap, by offering a new historical analysis of a case study of the evolution of organised teacher professional development in England and…

Expansion and retrenchment of the Swedish welfare state: a long-term approach.

PubMed

Buendía, Luis

2015-01-01

In this article, we will undertake a long-term analysis of the evolution of the Swedish welfare state, seeking to explain that evolution through the use of a systemic approach. That is, our approach will consider the interrelations between economic growth (EG), the sociopolitical institutional framework (IF), and the welfare state (WS)-understood as a set of institutions embracing the labor market and its regulation, the tax system, and the so-called social wage-in order to find the main variables that elucidate its evolution. We will show that the expansive phase of the Swedish welfare state can be explained by the symbiotic relationships developed in the WS-EG-IF interaction, whereas the period of welfare state retrenchment is one result of changes operating within the sociopolitical IF and EG bases. © The Author(s) 2015 Reprints and permissions:]br]sagepub.co.uk/journalsPermissions.nav.

Seeking Synthesis: The Integrative Problem in Understanding Language and Its Evolution.

PubMed

Dale, Rick; Kello, Christopher T; Schoenemann, P Thomas

2016-04-01

We discuss two problems for a general scientific understanding of language, sequences and synergies: how language is an intricately sequenced behavior and how language is manifested as a multidimensionally structured behavior. Though both are central in our understanding, we observe that the former tends to be studied more than the latter. We consider very general conditions that hold in human brain evolution and its computational implications, and identify multimodal and multiscale organization as two key characteristics of emerging cognitive function in our species. This suggests that human brains, and cognitive function specifically, became more adept at integrating diverse information sources and operating at multiple levels for linguistic performance. We argue that framing language evolution, learning, and use in terms of synergies suggests new research questions, and it may be a fruitful direction for new developments in theory and modeling of language as an integrated system. Copyright © 2016 Cognitive Science Society, Inc.

The contribution of statistical physics to evolutionary biology.

PubMed

de Vladar, Harold P; Barton, Nicholas H

2011-08-01

Evolutionary biology shares many concepts with statistical physics: both deal with populations, whether of molecules or organisms, and both seek to simplify evolution in very many dimensions. Often, methodologies have undergone parallel and independent development, as with stochastic methods in population genetics. Here, we discuss aspects of population genetics that have embraced methods from physics: non-equilibrium statistical mechanics, travelling waves and Monte-Carlo methods, among others, have been used to study polygenic evolution, rates of adaptation and range expansions. These applications indicate that evolutionary biology can further benefit from interactions with other areas of statistical physics; for example, by following the distribution of paths taken by a population through time. Copyright © 2011 Elsevier Ltd. All rights reserved.

Generation of Synthetic Copolymer Libraries by Combinatorial Assembly on Nucleic Acid Templates.

PubMed

Kong, Dehui; Yeung, Wayland; Hili, Ryan

2016-07-11

Recent advances in nucleic acid-templated copolymerization have expanded the scope of sequence-controlled synthetic copolymers beyond the molecular architectures witnessed in nature. This has enabled the power of molecular evolution to be applied to synthetic copolymer libraries to evolve molecular function ranging from molecular recognition to catalysis. This Review seeks to summarize different approaches available to generate sequence-defined monodispersed synthetic copolymer libraries using nucleic acid-templated polymerization. Key concepts and principles governing nucleic acid-templated polymerization, as well as the fidelity of various copolymerization technologies, will be described. The Review will focus on methods that enable the combinatorial generation of copolymer libraries and their molecular evolution for desired function.

The evolution of postpairing male mate choice.

PubMed

Lyu, Nan; Servedio, Maria R; Lloyd, Huw; Sun, Yue-Hua

2017-06-01

An increasing number of empirical studies in animals have demonstrated male mate choice. However, little is known about the evolution of postpairing male choice, specifically which occurs by differential allocation of male parental care in response to female signals. We use a population genetic model to examine whether such postpairing male mate choice can evolve when males face a trade-off between parental care and extra-pair copulations (EPCs). Specifically, we assume that males allocate more effort to providing parental care when mated to preferred (signaling) females, but they are then unable to allocate additional effort to seek EPCs. We find that both male preference and female signaling can evolve in this situation, under certain conditions. First, this evolution requires a relatively large difference in parental investment between males mated to preferred versus nonpreferred females. Second, whether male choice and female signaling alleles become fixed in a population versus cycle in their frequencies depends on the additional fecundity benefits from EPCs that are gained by choosy males. Third, less costly female signals enable both signaling and choice alleles to evolve under more relaxed conditions. Our results also provide a new insight into the evolution of sexual conflict over parental care. © 2017 The Author(s). Evolution published by Wiley Periodicals, Inc. on behalf of The Society for the Study of Evolution.

D-amphetamine stimulates unconditioned exploration/approach behaviors in crayfish: towards a conserved evolutionary function of ancestral drug reward

PubMed Central

Alcaro, Antonio; Panksepp, Jaak; Huber, Robert

2012-01-01

In mammals, rewarding properties of drugs depend on their capacity to activate a dopamine-mediated appetitive motivational seeking state—a system that allows animals to pursue and find all kinds of objects and events needed for survival. With such states strongly conserved in evolution, invertebrates have recently been developed into a powerful model in addiction research, where a shared ancestral brain system for the acquisition of reward can mediate drug addiction in many species. A conditioned place preference paradigm has illustrated that crayfish seek out environments that had previously been paired with psychostimulant and opioid administration. The present work demonstrates that the administration of d-amphetamine stimulates active explorative behaviors in crayfish through the action of the drug within their head ganglion. Crayfish, with a modularly organized and experimentally accessible, ganglionic nervous system offers a unique model to investigate (1) the fundamental, biological mechanisms of addictive drug reward; (2) how an appetitive/seeking disposition is implemented in a simple neural system, and (3) how it mediates the rewarding actions of major drugs of abuse. PMID:21504757

Prevention of food allergy.

PubMed

du Toit, George; Tsakok, Teresa; Lack, Simon; Lack, Gideon

2016-04-01

The past few decades have witnessed an increase in the prevalence of IgE-mediated food allergy (FA). For prevention strategies to be effective, we need to understand the causative factors underpinning this rise. Genetic factors are clearly important in the development of FA, but given the dramatic increase in prevalence over a short period of human evolution, it is unlikely that FA arises through germline genetic changes alone. A plausible hypothesis is that 1 or more environmental exposures, or lack thereof, induce epigenetic changes that result in interruption of the default immunologic state of tolerance. Strategies for the prevention of FA might include primary prevention, which seeks to prevent the onset of IgE sensitization; secondary prevention, which seeks to interrupt the development of FA in IgE-sensitized children; and tertiary prevention, which seeks to reduce the expression of end-organ allergic disease in children with established FA. This review emphasizes the prevention of IgE-mediated FA through dietary manipulation, among other strategies; in particular, we focus on recent interventional studies in this field. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

KSC-11415f07

NASA Image and Video Library

1997-09-21

The Cassini spacecraft awaits placement of its payload fairing at Launch Pad 40 at Cape Canaveral Air Station (CCAS) to protect Cassini during launch. Scheduled for launch in mid-October, the Cassini mission is a joint US-European four-year orbital surveillance of Saturn's atmosphere and magnetosphere, its rings, and its moons, seeks insight into the origins and evolution of the early solar system. NASA’s Jet Propulsion Laboratory is managing the Cassini project

KSC-11415f06

NASA Image and Video Library

1997-09-21

The Cassini spacecraft awaits placement of its payload fairing at Launch Pad 40 at Cape Canaveral Air Station (CCAS) to protect Cassini during launch. Scheduled for launch in mid-October, the Cassini mission is a joint US-European four-year orbital surveillance of Saturn's atmosphere and magnetosphere, its rings, and its moons, seeks insight into the origins and evolution of the early solar system. NASA’s Jet Propulsion Laboratory is managing the Cassini project

Hearing the Community: Evolution of a Nutrition and Physical Activity Program for African American Women to Improve Weight.

PubMed

Nelson, David; Harris, Angelique; Horner-Ibler, Barbara; Harris, Kimberly Salas; Burns, Edith

2016-01-01

Listening to the needs of the community is an important step toward reducing health disparities. Researchers may need to adjust their methods to maximize participation and benefit to the community. This report describes how the project team adjusted its approach to a weight loss intervention to support a community of African American women seeking to improve their health.

Investigating the Origin and Evolution of Venus with In Situ Mass Spectrometry

NASA Technical Reports Server (NTRS)

Trainer, M. G.; Mahaffy, P. R.; Brinckerhoff, W. B.; Johnson, N. M.; Glaze, L. S.

2014-01-01

The exploration of Venus continues to be a top priority of planetary science. The Planetary Decadal Survey goals for inner-planet exploration seek to discern the origin and diversity of terrestrial planets, understand how the evolution of terrestrial planets relates to the evolution of life, and explore the processes that control climate on Earth-like planets [1]. These goals can only be realized through continued and extensive exploration of Venus, the most mysterious of the terrestrial planets, remarkably different from the Earth despite the gross similarities between these twin planets. It is unknown if this apparent divergence was intrinsic, programmed during accretion from distinct nebular reservoirs, or a consequence of either measured or catastrophic processes during planetary evolution. Even if the atmosphere of Venus is a more recent development, its relationship to the resurfacing of the planets enigmatic surface is not well understood. Resolving such uncertainties directly addresses the hypothesis of a more clement, possibly water-rich era in Venus past as well as whether Earth could become more Venus-like in the future.

Investigating the Origin and Evolution of Venus with In Situ Mass Spectrometry

NASA Technical Reports Server (NTRS)

Trainer, M. G.; Mahaffy, P. R.; Brinckerhoff, W. B.; Johnson, N. M.; Glaze, L. S.

2015-01-01

The exploration of Venus continues to be a top priority of planetary science. The Planetary Decadal Survey goals for inner-planet exploration seek to discern the origin and diversity of terrestrial planets, understand how the evolution of terrestrial planets relates to the evolution of life, and explore the processes that control climate on Earth-like planets. These goals can only be realized through continued and extensive exploration of Venus, the most mysterious of the terrestrial planets, remarkably different from the Earth despite the gross similarities between these "twin planets". It is unknown if this apparent divergence was intrinsic, programmed during accretion from distinct nebular reservoirs, or a consequence of either measured or catastrophic processes during planetary evolution. Even if the atmosphere of Venus is a more "recent" development, its relationship to the resurfacing of the planet's enigmatic surface is not well understood. Resolving such uncertainties directly addresses the hypothesis of a more clement, possibly water-rich era in Venus' past as well as whether Earth could become more Venus-like in the future.

Investigating the Origin and Evolution of Venus with in Situ Mass Spectrometry

NASA Technical Reports Server (NTRS)

Trainer, M. G.; Mahaffy, P. R.; Brinckerhoff, W. B.; Johnson, N. M.; Glaze, L. S.

2016-01-01

The exploration of Venus continues to be a top priority of planetary science. The Planetary Decadal Survey goals for inner-planet exploration seek to discern the origin and diversity of terrestrial planets, understand how the evolution of terrestrial planets relates to the evolution of life, and explore the processes that control climate on Earth-like planets. These goals can only be realized through continued and extensive exploration of Venus, the most mysterious of the terrestrial planets, remarkably different from the Earth despite the gross similarities between these "twin planets". It is unknown if this apparent divergence was intrinsic, programmed during accretion from distinct nebular reservoirs, or a consequence of either measured or catastrophic processes during planetary evolution. Even if the atmosphere of Venus is a more "recent" development, its relationship to the resurfacing of the planet's enigmatic surface is not well understood. Resolving such uncertainties directly addresses the hypothesis of a more clement, possibly water-rich era in Venus' past as well as whether Earth could become more Venus-like in the future.

Innovation in Astronomy Education

NASA Astrophysics Data System (ADS)

Pasachoff, Jay M.; Ros, Rosa M.; Pasachoff, Naomi

2013-01-01

Preface; Part I. General Strategies for Effective Teaching: Introduction; 1. Main objectives of SpS2; 2. Learning astronomy by doing astronomy; 3. Hands-on Universe-Europe; 4. Life on Earth in the atmosphere of the Sun; 5. A model of teaching astronomy to pre-service teachers; 6. How to teach, learn about, and enjoy astronomy; 7. Clickers: a new teaching tool of exceptional promise; 8. Educational opportunities in pro-am collaboration; 9. Teaching history of astronomy to second-year engineering students; 10. Teaching the evolution of stellar and Milky Way concepts through the ages; 11. Educational efforts of the International Astronomical Union; 12. Astronomy in culture; 13. Light pollution: a tool for astronomy education; 14. Astronomy by distance learning; 15. Edible astronomy demonstrations; 16. Amateur astronomers as public outreach partners; 17. Does the Sun rotate around Earth or Earth rotate around the Sun?; 18. Using sounds and sonifications for astronomy outreach; 19. Teaching astronomy and the crisis in science education; 20. Astronomy for all as part of a general education; Poster abstracts; Part II. Connecting Astronomy with the Public: Introduction; 21. A status report from the Division XII working group; 22. Outreach using media; 23. Astronomy podcasting; 24. IAU's communication strategy, hands-on science communication, and the communication of the planet definition discussion; 25. Getting a word in edgeways: the survival of discourse in audiovisual astronomy; 26. Critical evaluation of the new Hall of Astronomy; 27. Revitalizing astronomy teaching through research on student understanding; Poster abstracts; Part III. Effective Use of Instruction and Information Technology: Introduction; 28. ESO's astronomy education program; 29. U.S. student astronomy research and remote observing projects; 30. Global network of autonomous observatories dedicated to student research; 31. Remote telescopes in education: report of an Australian study; 32. Visualizing large astronomical data holdings; Poster abstracts; Part IV. Practical Issues Connected with the Implementation of the 2003 IAU Resolution: Introduction; 33. Stellar evolution for students of Moscow University; 34. Astronomy for everybody: An approach from the CASAO/NAUH view; 35. Toward a new program in astronomy education in secondary schools in Turkey; 36. Universe awareness for young children; 37. Education in Egypt and Egyptian responses to eclipses; 38. Astronomy in the cultural heritage of African societies; 39. Education at the Pierre Auger Observatory: the cinema as a tool in science education; 40. Freshman seminars: interdisciplinary engagements in astronomy; 41. Astronomy for teachers; Poster abstracts; Conclusion.

Innovation in Astronomy Education

NASA Astrophysics Data System (ADS)

Pasachoff, Jay M.; Ros, Rosa M.; Pasachoff, Naomi

2008-07-01

Preface; Part I. General Strategies for Effective Teaching: Introduction; 1. Main objectives of SpS2; 2. Learning astronomy by doing astronomy; 3. Hands-on Universe-Europe; 4. Life on Earth in the atmosphere of the Sun; 5. A model of teaching astronomy to pre-service teachers; 6. How to teach, learn about, and enjoy astronomy; 7. Clickers: a new teaching tool of exceptional promise; 8. Educational opportunities in pro-am collaboration; 9. Teaching history of astronomy to second-year engineering students; 10. Teaching the evolution of stellar and Milky Way concepts through the ages; 11. Educational efforts of the International Astronomical Union; 12. Astronomy in culture; 13. Light pollution: a tool for astronomy education; 14. Astronomy by distance learning; 15. Edible astronomy demonstrations; 16. Amateur astronomers as public outreach partners; 17. Does the Sun rotate around Earth or Earth rotate around the Sun?; 18. Using sounds and sonifications for astronomy outreach; 19. Teaching astronomy and the crisis in science education; 20. Astronomy for all as part of a general education; Poster abstracts; Part II. Connecting Astronomy with the Public: Introduction; 21. A status report from the Division XII working group; 22. Outreach using media; 23. Astronomy podcasting; 24. IAU's communication strategy, hands-on science communication, and the communication of the planet definition discussion; 25. Getting a word in edgeways: the survival of discourse in audiovisual astronomy; 26. Critical evaluation of the new Hall of Astronomy; 27. Revitalizing astronomy teaching through research on student understanding; Poster abstracts; Part III. Effective Use of Instruction and Information Technology: Introduction; 28. ESO's astronomy education program; 29. U.S. student astronomy research and remote observing projects; 30. Global network of autonomous observatories dedicated to student research; 31. Remote telescopes in education: report of an Australian study; 32. Visualizing large astronomical data holdings; Poster abstracts; Part IV. Practical Issues Connected with the Implementation of the 2003 IAU Resolution: Introduction; 33. Stellar evolution for students of Moscow University; 34. Astronomy for everybody: An approach from the CASAO/NAUH view; 35. Toward a new program in astronomy education in secondary schools in Turkey; 36. Universe awareness for young children; 37. Education in Egypt and Egyptian responses to eclipses; 38. Astronomy in the cultural heritage of African societies; 39. Education at the Pierre Auger Observatory: the cinema as a tool in science education; 40. Freshman seminars: interdisciplinary engagements in astronomy; 41. Astronomy for teachers; Poster abstracts; Conclusion.

Combining Distance and Face-To Teaching and Learning in Spatial Computations

NASA Astrophysics Data System (ADS)

Gulland, E.-K.; Schut, A. G. T.; Veenendaal, B.

2011-09-01

Retention and passing rates as well as student engagement in computer programming and problem solving units are a major concern in tertiary spatial science courses. A number of initiatives were implemented to improve this. A pilot study reviews the changes made to the teaching and learning environment, including the addition of new resources and modifications to assessments, and investigates their effectiveness. In particular, the study focuses on the differences between students studying in traditional, oncampus mode and distance, e-learning mode. Student results and retention rates from 2009-2011, data from in-lecture clicker response units and two anonymous surveys collected in 2011 were analysed. Early results indicate that grades improved for engaged students but pass rates or grades of the struggling cohort of students did not improve significantly.

Is Teaching Simple Surgical Skills Using an Operant Learning Program More Effective Than Teaching by Demonstration?

PubMed

Levy, I Martin; Pryor, Karen W; McKeon, Theresa R

2016-04-01

A surgical procedure is a complex behavior that can be constructed from foundation or component behaviors. Both the component and the composite behaviors built from them are much more likely to recur if it they are reinforced (operant learning). Behaviors in humans have been successfully reinforced using the acoustic stimulus from a mechanical clicker, where the clicker serves as a conditioned reinforcer that communicates in a way that is language- and judgment-free; however, to our knowledge, the use of operant-learning principles has not been formally evaluated for acquisition of surgical skills. Two surgical tasks were taught and compared using two teaching strategies: (1) an operant learning methodology using a conditioned, acoustic reinforcer (a clicker) for positive reinforcement; and (2) a more classical approach using demonstration alone. Our goal was to determine whether a group that is taught a surgical skill using an operant learning procedure would more precisely perform that skill than a group that is taught by demonstration alone. Two specific behaviors, "tying the locking, sliding knot" and "making a low-angle drill hole," were taught to the 2014 Postgraduate Year (PGY)-1 class and first- and second-year medical students, using an operant learning procedure incorporating precise scripts along with acoustic feedback. The control groups, composed of PGY-1 and -2 nonorthopaedic surgical residents and first- and second-year medical students, were taught using demonstration alone. The precision and speed of each behavior was recorded for each individual by a single experienced surgeon, skilled in operant learning. The groups were then compared. The operant learning group achieved better precision tying the locking, sliding knot than did the control group. Twelve of the 12 test group learners tied the knot and precisely performed all six component steps, whereas only four of the 12 control group learners tied the knot and correctly performed all six component steps (the test group median was 10 [range, 10-10], the control group median was 0 [range, 0-10], p = 0.004). However, the median "time to tie the first knot" for the test group was longer than for the control group (test group median 271 seconds [range, 184-626 seconds], control group median 163 seconds [range 93-900 seconds], p = 0.017), whereas the "time to tie 10 of the locking, sliding knots" was the same for both groups (test group mean 95 seconds ± SD = 15 [range, 67-120 seconds], control group mean 95 seconds ± SD = 28 [range, 62-139 seconds], p = 0.996). For the low-angle drill hole test, the test group more consistently achieved the ideal six-step behavior for precisely drilling the low-angle hole compared with the control group (p = 0.006 for the median number of technique success comparison with an odds ratio [at the 95% confidence interval] of 82.3 [29.1-232.8]). The mean time to drill 10 low-angle holes was not different between the test group (mean 193 seconds ± SD = 26 [range, 153-222 seconds]) and the control group (mean 146 seconds ± SD = 63 [range, 114-294 seconds]) (p = 0.084). Operant learning occurs as the behavior is constructed and is highly reinforced with the result measured, not in the time saved, but in the ultimate outcome of an accurately built complex behavior. Level II, therapeutic study.

Rethinking programme evaluation in health professions education: beyond 'did it work?'.

PubMed

Haji, Faizal; Morin, Marie-Paule; Parker, Kathryn

2013-04-01

For nearly 40 years, outcome-based models have dominated programme evaluation in health professions education. However, there is increasing recognition that these models cannot address the complexities of the health professions context and studies employing alternative evaluation approaches that are appearing in the literature. A similar paradigm shift occurred over 50 years ago in the broader discipline of programme evaluation. Understanding the development of contemporary paradigms within this field provides important insights to support the evolution of programme evaluation in the health professions. In this discussion paper, we review the historical roots of programme evaluation as a discipline, demonstrating parallels with the dominant approach to evaluation in the health professions. In tracing the evolution of contemporary paradigms within this field, we demonstrate how their aim is not only to judge a programme's merit or worth, but also to generate information for curriculum designers seeking to adapt programmes to evolving contexts, and researchers seeking to generate knowledge to inform the work of others. From this evolution, we distil seven essential elements of educational programmes that should be evaluated to achieve the stated goals. Our formulation is not a prescriptive method for conducting programme evaluation; rather, we use these elements as a guide for the development of a holistic 'programme of evaluation' that involves multiple stakeholders, uses a combination of available models and methods, and occurs throughout the life of a programme. Thus, these elements provide a roadmap for the programme evaluation process, which allows evaluators to move beyond asking whether a programme worked, to establishing how it worked, why it worked and what else happened. By engaging in this process, evaluators will generate a sound understanding of the relationships among programmes, the contexts in which they operate, and the outcomes that result from them. © Blackwell Publishing Ltd 2013.

Crosscutting Development- EVA Tools and Geology Sample Acquisition

NASA Technical Reports Server (NTRS)

2011-01-01

Exploration to all destinations has at one time or another involved the acquisition and return of samples and context data. Gathered at the summit of the highest mountain, the floor of the deepest sea, or the ice of a polar surface, samples and their value (both scientific and symbolic) have been a mainstay of Earthly exploration. In manned spaceflight exploration, the gathering of samples and their contextual information has continued. With the extension of collecting activities to spaceflight destinations comes the need for geology tools and equipment uniquely designed for use by suited crew members in radically different environments from conventional field geology. Beginning with the first Apollo Lunar Surface Extravehicular Activity (EVA), EVA Geology Tools were successfully used to enable the exploration and scientific sample gathering objectives of the lunar crew members. These early designs were a step in the evolution of Field Geology equipment, and the evolution continues today. Contemporary efforts seek to build upon and extend the knowledge gained in not only the Apollo program but a wealth of terrestrial field geology methods and hardware that have continued to evolve since the last lunar surface EVA. This paper is presented with intentional focus on documenting the continuing evolution and growing body of knowledge for both engineering and science team members seeking to further the development of EVA Geology. Recent engineering development and field testing efforts of EVA Geology equipment for surface EVA applications are presented, including the 2010 Desert Research and Technology Studies (Desert RATs) field trial. An executive summary of findings will also be presented, detailing efforts recommended for exotic sample acquisition and pre-return curation development regardless of planetary or microgravity destination.

Effect of Resin-modified Glass Ionomer Cement Dispensing/Mixing Methods on Mechanical Properties.

PubMed

Sulaiman, T A; Abdulmajeed, A A; Altitinchi, A; Ahmed, S N; Donovan, T E

2018-03-23

Resin-modified glass ionomer cements (RMGIs) are often used for luting indirect restorations. Hand-mixing traditional cements demands significant time and may be technique sensitive. Efforts have been made by manufacturers to introduce the same cement using different dispensing/mixing methods. It is not known what effects these changes may have on the mechanical properties of the dental cement. The purpose of this study was to evaluate the mechanical properties (diametral tensile strength [DTS], compressive strength [CS], and fracture toughness [FT]) of RMGIs with different dispensing/mixing systems. The RMGI specimens (n=14)-RelyX Luting (hand mix), RelyX Luting Plus (clicker-hand mix), RelyX Luting Plus (automix) (3M ESPE), GC Fuji PLUS (capsule-automix), and GC FujiCEM 2 (automix) (GC)-were prepared for each mechanical test and examined after thermocycling (n=7/subgroup) for 20,000 cycles to the following: DTS, CS (ISO 9917-1) and FT (ISO standard 6872; Single-edge V-notched beam method). Specimens were mounted and loaded with a universal testing machine until failure occurred. Two-/one-way analysis of variance followed by Tukey honestly significantly different post hoc test was used to analyze data for statistical significance ( p<0.05). The interaction effect of both dispensing/mixing method and thermocycling was significant only for the CS test of the GC group ( p<0.05). The different dispensing/mixing methods had no effect on the DTS of the tested cements. The CS of GC Fuji PLUS was significantly higher than that of the automix version ( p<0.05). The FT decreased significantly when switching from RelyX (hand mix) to RelyX Luting Plus (clicker-hand mix) and to RelyX Luting Plus (automix) ( p<0.05). Except in the case of the DTS of the GC group and the CS of GC Fuji PLUS, thermocycling had a significant effect reducing the mechanical properties of the RMGI cements ( p<0.05). Introducing alternative dispensing/mixing methods for mixing RMGIs to reduce time and technique sensitivity may affect mechanical properties and is brand dependent.

Combining Human Computing and Machine Learning to Make Sense of Big (Aerial) Data for Disaster Response.

PubMed

Ofli, Ferda; Meier, Patrick; Imran, Muhammad; Castillo, Carlos; Tuia, Devis; Rey, Nicolas; Briant, Julien; Millet, Pauline; Reinhard, Friedrich; Parkan, Matthew; Joost, Stéphane

2016-03-01

Aerial imagery captured via unmanned aerial vehicles (UAVs) is playing an increasingly important role in disaster response. Unlike satellite imagery, aerial imagery can be captured and processed within hours rather than days. In addition, the spatial resolution of aerial imagery is an order of magnitude higher than the imagery produced by the most sophisticated commercial satellites today. Both the United States Federal Emergency Management Agency (FEMA) and the European Commission's Joint Research Center (JRC) have noted that aerial imagery will inevitably present a big data challenge. The purpose of this article is to get ahead of this future challenge by proposing a hybrid crowdsourcing and real-time machine learning solution to rapidly process large volumes of aerial data for disaster response in a time-sensitive manner. Crowdsourcing can be used to annotate features of interest in aerial images (such as damaged shelters and roads blocked by debris). These human-annotated features can then be used to train a supervised machine learning system to learn to recognize such features in new unseen images. In this article, we describe how this hybrid solution for image analysis can be implemented as a module (i.e., Aerial Clicker) to extend an existing platform called Artificial Intelligence for Disaster Response (AIDR), which has already been deployed to classify microblog messages during disasters using its Text Clicker module and in response to Cyclone Pam, a category 5 cyclone that devastated Vanuatu in March 2015. The hybrid solution we present can be applied to both aerial and satellite imagery and has applications beyond disaster response such as wildlife protection, human rights, and archeological exploration. As a proof of concept, we recently piloted this solution using very high-resolution aerial photographs of a wildlife reserve in Namibia to support rangers with their wildlife conservation efforts (SAVMAP project, http://lasig.epfl.ch/savmap ). The results suggest that the platform we have developed to combine crowdsourcing and machine learning to make sense of large volumes of aerial images can be used for disaster response.

Human influences on evolution, and the ecological and societal consequences

PubMed Central

Hendry, Andrew P.; Svensson, Erik I.

2017-01-01

Humans have dramatic, diverse and far-reaching influences on the evolution of other organisms. Numerous examples of this human-induced contemporary evolution have been reported in a number of ‘contexts’, including hunting, harvesting, fishing, agriculture, medicine, climate change, pollution, eutrophication, urbanization, habitat fragmentation, biological invasions and emerging/disappearing diseases. Although numerous papers, journal special issues and books have addressed each of these contexts individually, the time has come to consider them together and thereby seek important similarities and differences. The goal of this special issue, and this introductory paper, is to promote and expand this nascent integration. We first develop predictions as to which human contexts might cause the strongest and most consistent directional selection, the greatest changes in evolutionary potential, the greatest genetic (as opposed to plastic) changes and the greatest effects on evolutionary diversification. We then develop predictions as to the contexts where human-induced evolutionary changes might have the strongest effects on the population dynamics of the focal evolving species, the structure of their communities, the functions of their ecosystems and the benefits and costs for human societies. These qualitative predictions are intended as a rallying point for broader and more detailed future discussions of how human influences shape evolution, and how that evolution then influences species traits, biodiversity, ecosystems and humans. This article is part of the themed issue ‘Human influences on evolution, and the ecological and societal consequences’. PMID:27920373

Enzyme Recruitment and Its Role in Metabolic Expansion

PubMed Central

2015-01-01

Although more than 109 years have passed since the existence of the last universal common ancestor, proteins have yet to reach the limits of divergence. As a result, metabolic complexity is ever expanding. Identifying and understanding the mechanisms that drive and limit the divergence of protein sequence space impact not only evolutionary biologists investigating molecular evolution but also synthetic biologists seeking to design useful catalysts and engineer novel metabolic pathways. Investigations over the past 50 years indicate that the recruitment of enzymes for new functions is a key event in the acquisition of new metabolic capacity. In this review, we outline the genetic mechanisms that enable recruitment and summarize the present state of knowledge regarding the functional characteristics of extant catalysts that facilitate recruitment. We also highlight recent examples of enzyme recruitment, both from the historical record provided by phylogenetics and from enzyme evolution experiments. We conclude with a look to the future, which promises fruitful consequences from the convergence of molecular evolutionary theory, laboratory-directed evolution, and synthetic biology. PMID:24483367

Defining Life

PubMed Central

2010-01-01

Abstract Any definition is intricately connected to a theory that gives it meaning. Accordingly, this article discusses various definitions of life held in the astrobiology community by considering their connected “theories of life.” These include certain “list” definitions and a popular definition that holds that life is a “self-sustaining chemical system capable of Darwinian evolution.” We then act as “anthropologists,” studying what scientists do to determine which definition-theories of life they constructively hold as they design missions to seek non-terran life. We also look at how constructive beliefs about biosignatures change as observational data accumulate. And we consider how a definition centered on Darwinian evolution might itself be forced to change as supra-Darwinian species emerge, including in our descendents, and consider the chances of our encountering supra-Darwinian species in our exploration of the Cosmos. Last, we ask what chemical structures might support Darwinian evolution universally; these structures might be universal biosignatures. Key Words: Evolution—Life—Life detection—Biosignatures. Astrobiology 10, 1021–1030. PMID:21162682

Assessing gender differences in response system questions for an introductory physics course

NASA Astrophysics Data System (ADS)

Richardson, Chris T.; O'Shea, Brian W.

2013-03-01

In this work, we investigate whether gender differences are present in the iClicker student response system during introductory physics lectures in an engaged environment. We find that men and women are equally likely to respond to questions correctly and in the same amount of time. We also find that both genders make use of multiple responses in the same timescale, however, the average number of responses for a given question is significantly higher for men than women. Upon analyzing these responses, we also find men are slightly more likely than women to change their response, while the response base station is open. Both genders benefit from peer instruction by answering more quickly and correctly. The connection between previously documented timescale differences, differences in ungraded responses, and their implications for the classroom environment are discussed.

Implementing ILDs and Assessment in Small-enrollment, Calculus-based Physics Classes -- Lessons, Observations and Open Questions

NASA Astrophysics Data System (ADS)

Mason-McCaffrey, Deborah

2011-04-01

At Salem State, we offer a Physics minor, but most of our teaching load is support courses for other science majors and a lab sequence which satisfies the University's core education requirement. In three years of using assessments and ILDs in small-enrollment calculus-based Physics classes, there has been a significant implementation learning curve, there are encouraging results, a few cautions, and still some open questions to report. ILDs can be highly effective teaching tools. They do require significant advance preparation as well as a safe environment for student participation. Motivating students to do their best on assessment pre- and post-tests can also be difficult. Strategies for motivating assessment performance, experiments using clickers to encourage participation in ILDs, and modifying and developing home-grown ILDs are discussed.

Proceedings of the Astrobiology Science Conference 2010. Evolution and Life: Surviving Catastrophes and Extremes on Earth and Beyond

NASA Technical Reports Server (NTRS)

2010-01-01

The Program of the 2010 Astrobiology Science Conference: Evolution and Life: Surviving Catastrophes and Extremes on Earth and Beyond, included sessions on: 50 Years of Exobiology and Astrobiology: Greatest Hits; Extraterrestrial Molecular Evolution and Pre-Biological Chemistry: From the Interstellar Medium to the Solar System I; Human Exploration, Astronaut Health; Diversity in Astrobiology Research and Education; Titan: Past, Present, and Future; Energy Flow in Microbial Ecosystems; Extraterrestrial Molecular Evolution and Prebiological Chemistry: From the Interstellar Medium to the Solar System II; Astrobiology in Orbit; Astrobiology and Interdisciplinary Communication; Science from Rio Tinto: An Acidic Environment; Can We Rule Out Spontaneous Generation of RNA as the Key Step in the Origin of Life?; How Hellish Was the Hadean Earth?; Results from ASTEP and Other Astrobiology Field Campaigns I; Prebiotic Evolution: From Chemistry to Life I; Adaptation of Life in Hostile Space Environments; Extrasolar Terrestrial Planets I: Formation and Composition; Collaborative Tools and Technology for Astrobiology; Results from ASTEP and Other Astrobiology Field Campaigns II; Prebiotic Evolution: From Chemistry to Life II; Survival, Growth, and Evolution of Microrganisms in Model Extraterrestrial Environments; Extrasolar Terrestrial Planets II: Habitability and Life; Planetary Science Decadal Survey Update; Astrobiology Research Funding; Bioessential Elements Through Space and Time I; State of the Art in Life Detection; Terrestrial Evolution: Implications for the Past, Present, and Future of Life on Earth; Psychrophiles and Polar Environments; Life in Volcanic Environments: On Earth and Beyond; Geochronology and Astrobiology On and Off the Earth; Bioessential Elements Through Space and Time II; Origins and Evolution of Genetic Systems; Evolution of Advanced Life; Water-rich Asteroids and Moons: Composition and Astrobiological Potential; Impact Events and Evolution; A Warm, Wet Mars?; Titan Versus Europa - Potential for Astrobiology; Habitability Potential of Mars; Biosignatures: Tools and Development I; Origins of Molecular Asymmetry, Homochirality, and Life Detection; Deserts and Evaporite Basins and Associated Microbialite Systems; Ancient Life and Synthetic Biology: Crossroad of the Past and Future; Biosignatures: Tools and Development II; Free Oxygen: Proxies, Causes, and Consequences; Life in Modern Microbialite Systems - Function and Adaptation; Hydrothermal Systems and Organosynthesis Processes: Origin and Evolution of Life; Where Should We Go on Mars to Seek Signs of Life?; Search for Intelligent Life I. Innovative SETI Observing Programs and Future Directions; Integrating Astrobiology Research Across and Beyond the Community; Education in Astrobiology in K-12; Search for Intelligent Life II. Global Engagement and Interstellar Message Construction; Poster sessions included: Extraterrestrial Molecular Evolution and Pre-Biological Chemistry; Prebiotic Evolution: From Chemistry to Life; RNA World; Terrestrial Evolution: Implications for the Past, Present, and Future of Life on Earth; Hydrothermal Systems and Organosynthesis Processes: Origin and Evolution of Life; Virology and Astrobiology; Horizontal Genetic Transfer and Properties of Ancestral Organisms; Life in Volcanic Environments: On Earth and Beyond; Impact Events and Evolution; Evolution of Advanced Life; Evolution of Intelligent Life; Education in Astrobiology in K-12; Origins of Molecular Asymmetry, Homochirality, and Life Detection; Astrobiology and Interdisciplinary Communication; Diversity in Astrobiology Research and Education; Integrating Astrobiology Research Across and Beyond the Community; Policy and Societal Issues: Dealing with Potential Bumps in the Astrobiology Road Ahead; Results from ASTEP and Other Astrobiology Field Campaigns; Energy Flow in Microbial Ecosystems; Psychrophiles and Polar Environments; Deserts and Evaporite Basins and Associated Microbialite stems; Life in Modern Microbialite Systems - Function and Adaptation; Free Oxygen: Proxies, Causes, and Consequences; Bioessential Elements Through Space and Time; Water-rich Asteroids and Moons: Composition and Astrobiological Potential; Biosignatures: Tools and Developments; Robotics and Instrumentation for Astrobiology; State of the Art in Life Detection; Astrobiology in Orbit; Survival, Growth, and Evolution of Microrganisms in Model Extraterrestrial Evolution; Search for Intelligent Life; Habitability Potential of Mars; How and Where Should We Seek Signs of Life on Mars?; Titan: Past, Present, and Future; Extrasolar Terrestrial Planets: Formation, Composition, Diversity, Habitability and Life; Human Exploration, Astronaut Health; Science from Rio Tinto: An Acidic Environment and Adaptation of Life in Hostile Space Environments;

Curious parallels and curious connections--phylogenetic thinking in biology and historical linguistics.

PubMed

Atkinson, Quentin D; Gray, Russell D

2005-08-01

In The Descent of Man (1871), Darwin observed "curious parallels" between the processes of biological and linguistic evolution. These parallels mean that evolutionary biologists and historical linguists seek answers to similar questions and face similar problems. As a result, the theory and methodology of the two disciplines have evolved in remarkably similar ways. In addition to Darwin's curious parallels of process, there are a number of equally curious parallels and connections between the development of methods in biology and historical linguistics. Here we briefly review the parallels between biological and linguistic evolution and contrast the historical development of phylogenetic methods in the two disciplines. We then look at a number of recent studies that have applied phylogenetic methods to language data and outline some current problems shared by the two fields.

Floral mimicry enhances pollen export: the evolution of pollination by sexual deceit outside of the orchidaceae.

PubMed

Ellis, Allan G; Johnson, Steven D

2010-11-01

Although the majority of flowering plants achieve pollination by exploiting the food‐seeking behavior of animals, some use alternative ploys that exploit their mate‐seeking behavior. Sexual deception is currently known only from the Orchidaceae and almost always involves pollination by male hymenoptera. An outstanding problem has been to identify the selective factors in plants that favor exploitation of mating versus feeding behaviors in pollinators. Here we show that the insectlike petal ornaments on inflorescences of the daisy Gorteria diffusa elicit copulation attempts from male bombyliid flies and that the intensity of the mating response varies across geographical floral morphotypes, suggesting a continuum in reliance on feeding through mating responses for pollination. Using pollen analogues applied to a morphotype with prominent insectlike petal ornaments, we demonstrate that mate‐seeking male flies are several‐fold more active and export significantly more pollen than females. These results suggest that selection for traits that exploit insect mating behavior can occur through the male component of plant fitness and conclusively demonstrates pollination by sexual deception in Gorteria, making this the first confirmed report of sexual deception outside of the Orchidaceae.

The macroevolutionary consequences of phenotypic integration: from development to deep time.

PubMed

Goswami, A; Smaers, J B; Soligo, C; Polly, P D

2014-08-19

Phenotypic integration is a pervasive characteristic of organisms. Numerous analyses have demonstrated that patterns of phenotypic integration are conserved across large clades, but that significant variation also exists. For example, heterochronic shifts related to different mammalian reproductive strategies are reflected in postcranial skeletal integration and in coordination of bone ossification. Phenotypic integration and modularity have been hypothesized to shape morphological evolution, and we extended simulations to confirm that trait integration can influence both the trajectory and magnitude of response to selection. We further demonstrate that phenotypic integration can produce both more and less disparate organisms than would be expected under random walk models by repartitioning variance in preferred directions. This effect can also be expected to favour homoplasy and convergent evolution. New empirical analyses of the carnivoran cranium show that rates of evolution, in contrast, are not strongly influenced by phenotypic integration and show little relationship to morphological disparity, suggesting that phenotypic integration may shape the direction of evolutionary change, but not necessarily the speed of it. Nonetheless, phenotypic integration is problematic for morphological clocks and should be incorporated more widely into models that seek to accurately reconstruct both trait and organismal evolution.

Biogeochemical control points in a water-limited critical zone

NASA Astrophysics Data System (ADS)

Chorover, J.; Brooks, P. D.; Gallery, R. E.; McIntosh, J. C.; Olshansky, Y.; Rasmussen, C.

2017-12-01

The routing of water and carbon through complex terrain is postulated to control structure evolution in the sub-humid critical zone of the southwestern US. By combining measurements of land-atmosphere exchange, ecohydrologic partitioning, and subsurface biogeochemistry, we seek to quantify how a heterogeneous (in time and space) distribution of "reactants" impacts both short-term (sub-)catchment response (e.g., pore and surface water chemical dynamics) and long-term landscape evolution (e.g., soil geochemistry/morphology and regolith weathering depth) in watersheds underlain by rhyolite and schist. Instrumented pedons in convergent, planar, and divergent landscape positions show distinct depth-dependent responses to precipitation events. Wetting front propagation, dissolved carbon flux and associated biogeochemical responses (e.g., pulses of CO2 production, O2 depletion, solute release) vary with topography, revealing the influence of lateral subsidies of water and carbon. The impacts of these episodes on the evolution of porous media heterogeneity is being investigated by statistical analysis of pore water chemistry, chemical/spectroscopic studies of solid phase organo-mineral products, sensor-derived water characteristic curves, and quantification of co-located microbial community activity/composition. Our results highlight the interacting effects of critical zone structure and convergent hydrologic flows in the evolution of biogeochemical control points.

The macroevolutionary consequences of phenotypic integration: from development to deep time

PubMed Central

Goswami, A.; Smaers, J. B.; Soligo, C.; Polly, P. D.

2014-01-01

Phenotypic integration is a pervasive characteristic of organisms. Numerous analyses have demonstrated that patterns of phenotypic integration are conserved across large clades, but that significant variation also exists. For example, heterochronic shifts related to different mammalian reproductive strategies are reflected in postcranial skeletal integration and in coordination of bone ossification. Phenotypic integration and modularity have been hypothesized to shape morphological evolution, and we extended simulations to confirm that trait integration can influence both the trajectory and magnitude of response to selection. We further demonstrate that phenotypic integration can produce both more and less disparate organisms than would be expected under random walk models by repartitioning variance in preferred directions. This effect can also be expected to favour homoplasy and convergent evolution. New empirical analyses of the carnivoran cranium show that rates of evolution, in contrast, are not strongly influenced by phenotypic integration and show little relationship to morphological disparity, suggesting that phenotypic integration may shape the direction of evolutionary change, but not necessarily the speed of it. Nonetheless, phenotypic integration is problematic for morphological clocks and should be incorporated more widely into models that seek to accurately reconstruct both trait and organismal evolution. PMID:25002699

The problem of the Grand Unification Theory

NASA Astrophysics Data System (ADS)

Treder, H.-J.

The evolution and fundamental questions of physical theories unifying the gravitational, electromagnetic, and quantum-mechanical interactions are explored, taking Pauli's aphorism as a motto: 'Let no man join what God has cast asunder.' The contributions of Faraday and Riemann, Lorentz, Einstein, and others are discussed, and the criterion of Pauli is applied to Grand Unification Theories (GUT) in general and to those seeking to link gravitation and electromagnetism in particular. Formal mathematical symmetry principles must be shown to have real physical relevance by predicting measurable phenomena not explainable without a GUT; these phenomena must be macroscopic because gravitational effects are to weak to be measured on the microscopic level. It is shown that empirical and theoretical studies of 'gravomagnetism', 'gravoelectricity', or possible links between gravoelectrity and the cosmic baryon assymmetry eventually lead back to basic questions which appear philosophical or purely mathematical but actually challenge physics to seek verifiable answers.

Cosmic Origins Program Annual Technology Report

NASA Technical Reports Server (NTRS)

Pham, Bruce Thai; Neff, Susan Gale

2015-01-01

What is the Cosmic Origins (COR) Program? From ancient times, humans have looked up at the night sky and wondered: Are we alone? How did the universe come to be? How does the universe work? COR focuses on the second question. Scientists investigating this broad theme seek to understand the origin and evolution of the universe from the Big Bang to the present day, determining how the expanding universe grew into a grand cosmic web of dark matter enmeshed with galaxies and pristine gas, forming, merging, and evolving over time. COR also seeks to understand how stars and planets form from clouds in these galaxies to create the heavy elements that are essential to life starting with the first generation of stars to seed the universe, and continuing through the birth and eventual death of all subsequent generations of stars. The COR Programs purview includes the majority of the field known as astronomy, from antiquity to the present.

Program Annual Technology Report: Cosmic Origins Program Office

NASA Technical Reports Server (NTRS)

Pham, Thai; Neff, Susan

2017-01-01

What is the Cosmic Origins (COR) Program? From ancient times, humans have looked up at the night sky and wondered: Are we alone? How did the universe come to be? How does the universe work? COR focuses on the second question. Scientists investigating this broad theme seek to understand the origin and evolution of the universe from the Big Bang to the present day, determining how the expanding universe grew into a grand cosmic web of dark matter enmeshed with galaxies and pristine gas, forming, merging, and evolving over time. COR also seeks to understand how stars and planets form from clouds in these galaxies to create the heavy elements that are essential to life, starting with the first generation of stars to seed the universe, and continuing through the birth and eventual death of all subsequent generations of stars. The COR Programs purview includes the majority of the field known as astronomy.

Numerical modeling of the thin shallow solar dynamo

NASA Astrophysics Data System (ADS)

O'Bryan, J. B.; Jarboe, T. R.

2017-10-01

Nonlinear, numerical computation with the NIMROD code is used to explore and validate the thin shallow solar dynamo model [T.R. Jarboe et al. 2017], which explains the observed global temporal evolution (e.g. magnetic field reversal) and local surface structures (e.g. sunspots) of the sun. The key feature of this model is the presence and magnetic self-organization of global magnetic structures (GMS) lying just below the surface of the sun, which resemble 1D radial Taylor states of size comparable to the supergranule convection cells. First, we seek to validate the thin shallow solar dynamo model by reproducing the 11 year timescale for reversal of the solar magnetic field. Then, we seek to model formation of GMS from convection zone turbulence. Our computations simulate a slab covering a radial depth 3Mm and include differential rotation and gravity. Density, temperature, and resistivity profiles are taken from the Christensen-Dalsgaard model.

ARM Support for the Plains Elevated Convection at Night (AS-PECAN) Field Campaign Report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Turner, D. D.; Geerts, B.

The Plains Elevated Convection at Night (PECAN) field campaign was a large multi-agency/multi-institutional experiment that targeted nighttime convection events in the central plains of the United States in order to better understand a range of processes that lead to the initiation and upscale growth of deep convection. Both weather and climate models struggle to properly represent the timing and intensity of precipitation in the central United States in their simulations. These models must be able to represent the interactions between the nocturnal stable boundary layer (SBL), the nocturnal low-level jet (LLJ), and a reservoir of convectively available potential energy (CAPE)more » that frequently exists above the SBL. Furthermore, a large fraction of the nocturnal precipitation is due to the organization of mesoscale convective systems (MCSs). In particular, there were four research foci for the PECAN campaign: •The initiation of elevated nocturnal convection focus seeks to elucidate the mesoscaleenvironmental characteristics and processes that lead to convection initiation (CI) and provide baseline data on the early evolution of mesoscale convective clusters. •The dynamics and internal structure and microphysics of nocturnal MCSs focus will investigatethe transition from surface-based to elevated storm structure, the interaction of cold pools generated by MCSs with the nocturnal stable boundary layer, and how the organization and evolution of elevated convection is influenced by the SBL and the vertical profile of wind and stability above the LLJ. •The bores and wave-like disturbances focus seeks to advance knowledge of the initiation of boredisturbances by convection, how the vertical profile of stability and winds modulate bore structure, the role of these disturbances in the initiation, maintenance, and organization of deep convection, and their impact on the LLJ and SBL. •The LLJ focus seeks to understand the processes that influence the spatial and temporal evolutionof the LLJ, how it affects the SBL, and the interaction between the LLJ and atmospheric boundaries in the development of CI.« less

Human influences on evolution, and the ecological and societal consequences.

PubMed

Hendry, Andrew P; Gotanda, Kiyoko M; Svensson, Erik I

2017-01-19

Humans have dramatic, diverse and far-reaching influences on the evolution of other organisms. Numerous examples of this human-induced contemporary evolution have been reported in a number of 'contexts', including hunting, harvesting, fishing, agriculture, medicine, climate change, pollution, eutrophication, urbanization, habitat fragmentation, biological invasions and emerging/disappearing diseases. Although numerous papers, journal special issues and books have addressed each of these contexts individually, the time has come to consider them together and thereby seek important similarities and differences. The goal of this special issue, and this introductory paper, is to promote and expand this nascent integration. We first develop predictions as to which human contexts might cause the strongest and most consistent directional selection, the greatest changes in evolutionary potential, the greatest genetic (as opposed to plastic) changes and the greatest effects on evolutionary diversification We then develop predictions as to the contexts where human-induced evolutionary changes might have the strongest effects on the population dynamics of the focal evolving species, the structure of their communities, the functions of their ecosystems and the benefits and costs for human societies. These qualitative predictions are intended as a rallying point for broader and more detailed future discussions of how human influences shape evolution, and how that evolution then influences species traits, biodiversity, ecosystems and humans.This article is part of the themed issue 'Human influences on evolution, and the ecological and societal consequences'. © 2016 The Author(s).

Science with the James Webb Space Telescope

NASA Technical Reports Server (NTRS)

Gardner, Jonathan P.

2011-01-01

The scientific capabilities of the James Webb Space Telescope (JWST) fall into four themes. The End of the Dark Ages: First Light and Reionization theme seeks to identify the first luminous sources to form and to determine the ionization history of the universe. The Assembly of Galaxies theme seeks to determine how galaxies and the dark matter, gas, stars, metals, morphological structures, and active nuclei within them evolved from the epoch of reionization to the present. The Birth of Stars and Protoplanetary Systems theme seeks to unravel the birth and early evolution of stars, from infall onto dust-enshrouded protostars, to the genesis of planetary systems. The Planetary Systems and the Origins of Life theme seeks to determine the physical and chemical properties of planetary systems around nearby stars and of our own, and investigate the potential for life in those systems. To enable these for science themes, JWST will be a large (6.6m) cold (50K) telescope in orbit around the second Earth-Sun Lagrange point. It is the successor to the Hubble and Spitzer Space Telescopes, and is a partnership of NASA, ESA and CSA. JWST will have four instruments: The Near-Infrared Camera, the Near-Infrared multi-object Spectrograph, and the Tunable Filter Imager will cover the wavelength range 0.6 to 5 microns, while the Mid-Infrared Instrument will do both imaging and spectroscopy from 5 to 28.5 microns. I will conclude the talk with a description of recent technical progress in the construction of the observatory.

Science with the James Webb Space Telescope

NASA Technical Reports Server (NTRS)

Gardner, Jonathan P.

2006-01-01

The scientific capabilities of the James Webb Space Telescope (JWST) fall into four themes. The End of the Dark Ages: First Light and Reionization theme seeks to identify the first luminous sources to form and to determine the ionization history of the universe. The Assembly of Galaxies theme seeks to determine how galaxies and the dark matter, gas, stars, metals, morphological structures, and active nuclei within them evolved from the epoch of reionization to the present. The Birth of Stars and Protoplanetary Systems theme seeks to unravel the birth and early evolution of stars, from infall onto dust-enshrouded protostars, to the genesis of planetary systems. The Planetary Systems and the Origins of Life theme seeks to determine the physical and chemical properties of planetary systems around nearby stars and of our own, and investigate the potential for life in those systems. To enable these for science themes, JWST will be a large (6.5m) cold (50K) telescope launched to the second Earth-Sun Lagrange point early in the next decade. It is the successor to the Hubble Space Telescope, and is a partnership of NASA, ESA and CSA. JWST will have three instruments: The Near-Infrared Camera, and the Near-Infrared multi-object Spectrograph will cover the wavelength range 0.6 to 5 microns, while the Mid-Infrared Instrument will do both imaging and spectroscopy from 5 to 27 microns. I review the status and capabilities of the observatory and instruments in the context of the major scientific goals.

The James Webb Space Telescope: Extending the Science

NASA Technical Reports Server (NTRS)

Gardner, Jonathan P.

2012-01-01

The science objectives of the James Webb Space Telescope fall into four themes. The End of the Dark Ages: First Light and Reionization theme seeks to identify the first luminous sources to form and to determine the ionization history of the universe. The Assembly of Galaxies theme seeks to determine how galaxies and the dark matter, gas, stars, metals, morphological structures, and black holes within them evolved from the epoch of reionization to the present. The Birth of Stars and Protoplanetary Systems theme seeks to unravel the birth and early evolution of stars, from infall onto dust-enshrouded protostars, to the genesis of planetary systems. The Planetary Systems and the Origins of Life theme seeks. to determine the physical and chemical properties of planetary systems around nearby stars and of our own, and to investigate the potential for life in those systems. These four science themes were used to establish the design requirements for the observatory and instrumentation. Since Webb's capabilities are unique, those science themes will remain relevant through launch and operations and goals contained within these themes will continue to guide the design and implementation choices for the mission. More recently, it has also become clear that Webb will make major contributions to other areas of research, including dark energy, dark matter, exoplanet characterization and Solar System objects. In this paper, I review the original four science themes and discuss how the scientific output of Webb will extend to these new areas of research.

Evolving Continents

NASA Astrophysics Data System (ADS)

Hamilton, Warren

Brian Windley succeeds very well indeed at the formidable task he sets for himself in this greatly revised second edition of a book that first appeared in 1977. He synthesizes primarily the tectonic and petrologic evolution of the continents and secondarily their economic geologic, stratigraphic, and biologic history. The book is organized in well-balanced time sequence and topical chapters, followed by a fine overview. The author describes examples, generalizes from them, and seeks understanding of variations with time and with depth of the process acting on continents within a plate tectonic framework.

Defending Science Denial in Cyberspace

NASA Astrophysics Data System (ADS)

Rosenau, J.

2013-12-01

Blogs, Facebook, Twitter, and other social media have proven themselves powerful vectors for science denial. Left unchecked, these attacks on foundational sciences like evolution and climate change undermine public confidence in science and spawn attacks on science-based policy and science education. Scientists can blunt such attacks by being vigorous advocates for their own research and their discipline's core findings, by seeking wide and unexpected audiences for discussions of their science, and by understanding and addressing the social, political, and cultural roots of science denial.

Computational analysis of sequence selection mechanisms.

PubMed

Meyerguz, Leonid; Grasso, Catherine; Kleinberg, Jon; Elber, Ron

2004-04-01

Mechanisms leading to gene variations are responsible for the diversity of species and are important components of the theory of evolution. One constraint on gene evolution is that of protein foldability; the three-dimensional shapes of proteins must be thermodynamically stable. We explore the impact of this constraint and calculate properties of foldable sequences using 3660 structures from the Protein Data Bank. We seek a selection function that receives sequences as input, and outputs survival probability based on sequence fitness to structure. We compute the number of sequences that match a particular protein structure with energy lower than the native sequence, the density of the number of sequences, the entropy, and the "selection" temperature. The mechanism of structure selection for sequences longer than 200 amino acids is approximately universal. For shorter sequences, it is not. We speculate on concrete evolutionary mechanisms that show this behavior.

Model selection as a science driver for dark energy surveys

NASA Astrophysics Data System (ADS)

Mukherjee, Pia; Parkinson, David; Corasaniti, Pier Stefano; Liddle, Andrew R.; Kunz, Martin

2006-07-01

A key science goal of upcoming dark energy surveys is to seek time-evolution of the dark energy. This problem is one of model selection, where the aim is to differentiate between cosmological models with different numbers of parameters. However, the power of these surveys is traditionally assessed by estimating their ability to constrain parameters, which is a different statistical problem. In this paper, we use Bayesian model selection techniques, specifically forecasting of the Bayes factors, to compare the abilities of different proposed surveys in discovering dark energy evolution. We consider six experiments - supernova luminosity measurements by the Supernova Legacy Survey, SNAP, JEDI and ALPACA, and baryon acoustic oscillation measurements by WFMOS and JEDI - and use Bayes factor plots to compare their statistical constraining power. The concept of Bayes factor forecasting has much broader applicability than dark energy surveys.

[Study on the change of semantic perspective of schistosomiasis control in China].

PubMed

Zhou, Li-ying; Liu, Si-yuan; Li, Yu-ye; Deng, Yao; Yang, Kun

2015-12-01

To analyze the evolution process, discourse and semantic meaning of schistosomiasis prevention and control, so as to provide suggestions for control work. The official documents and mainstream media reports of schistosomiasis prevention and control were selected at different periods as discourse samples, and the deep social reasons behind the strategy change and the semantic meaning of the utterance were analyzed at different periods. The discourse of schistosomiasis prevention and control experienced the evolution of the political discourse, pluralistic discourse and public discourse, and the semantic connotations showed the authority conflict semantic features, and then transferred to semantic cooperation. The prevention and control of schistosomiasis have different semantic meanings at different periods, and the prevention and control work should correspond to a social practice, seek truth from facts, correctly understand the actual situation, and then establish the effective control policy.

Impacts of curricular change: Implications from 8 years of data in introductory physics

NASA Astrophysics Data System (ADS)

Pollock, Steven J.; Finkelstein, Noah

2013-01-01

Introductory calculus-based physics classes at the University of Colorado Boulder were significantly transformed beginning in 2004. They now regularly include: interactive engagement using clickers in large lecture settings, Tutorials in Introductory Physics with use of undergraduate Learning Assistants in recitation sections, and a staffed help-room setting where students work on personalized CAPA homework. We compile and summarize conceptual (FMCE and BEMA) pre- and post-data from over 9,000 unique students after 16 semesters of both Physics 1 and 2. Within a single institution with stable pre-test scores, we reproduce results of Hake's 1998 study that demonstrate the positive impacts of interactive engagement on student performance. We link the degree of faculty's use of interactive engagement techniques and their experience levels on student outcomes, and argue for the role of such systematic data collection in sustained course and institutional transformations.

Apples vs. Oranges: Comparison of Student Performance in a MOOC vs. a Brick-and-Mortar Class

NASA Astrophysics Data System (ADS)

Dubson, Michael

In the fall of 2013, my colleagues and I taught the calculus-based introductory physics course to 800 tuition-paying students at the University of Colorado at Boulder. At the same time we taught a free massive open online version of the same course (MOOC), through Coursera.com. The initial enrollment in the MOOC was 10,000 students, of whom 255 completed the course. Students in both courses received identical lectures with identical embedded clicker questions, identical homework assignments, and identical timed exams. We present data on participation rates and exam performance for the two groups. We find that the MOOC is like a drug targeted at a very specific population. When it works, it works well, but it works for very few students. This MOOC worked well for older, well-educated students, who already had a good understanding of Newtonian mechanics.

Tips for using mobile audience response systems in medical education

PubMed Central

Gousseau, Michael; Sommerfeld, Connor; Gooi, Adrian

2016-01-01

Background With growing evidence on the benefits of active learning, audience response systems (ARSs) have been increasingly used in conferences, business, and education. With the introduction of mobile ARS as an alternative to physical clickers, there are increasing opportunities to use this tool to improve interactivity in medical education. Aim The aim of this study is to provide strategies on using mobile ARS in medical education by discussing steps for implementation and pitfalls to avoid. Method The tips presented reflect our commentary of the literature and our experiences using mobile ARS in medical education. Results This article offers specific strategies for the preparation, implementation, and assessment of medical education teaching sessions using mobile ARS. Conclusion We hope these tips will help instructors use mobile ARS as a tool to improve student interaction, teaching effectiveness, and participant enjoyment in medical education. PMID:27942242

Caste load and the evolution of reproductive skew.

PubMed

Holman, Luke

2014-01-01

Reproductive skew theory seeks to explain how reproduction is divided among group members in animal societies. Existing theory is framed almost entirely in terms of selection, though nonadaptive processes must also play some role in the evolution of reproductive skew. Here I propose that a genetic correlation between helper fecundity and breeder fecundity may frequently constrain the evolution of reproductive skew. This constraint is part of a wider phenomenon that I term "caste load," which is defined as the decline in mean fitness caused by caste-specific selection pressures, that is, differential selection on breeding and nonbreeding individuals. I elaborate the caste load hypothesis using quantitative and population genetic arguments and individual-based simulations. Although selection can sometimes erode genetic correlations and resolve caste load, this may be constrained when mutations have similar pleiotropic effects on breeder and helper traits. I document evidence for caste load, identify putative genomic adaptations to it, and suggest future research directions. The models highlight the value of considering adaptation within the boundaries imposed by genetic architecture and incidentally reaffirm that monogamy promotes the evolutionary transition to eusociality.

Altruism, egoism, or neither: A cognitive-efficiency-based evolutionary biological perspective on helping behavior.

PubMed

Schulz, Armin W

2016-04-01

I argue for differences in the cognitive efficiency of different psychologies underlying helping behavior, and present an account of the adaptive pressures that result from these differences. Specifically, I argue that organisms often face pressure to move away from only being egoistically motivated to help: non-egoistic organisms are often able to determine how to help other organisms more quickly and with less recourse to costly cognitive resources like concentration and attention. Furthermore, I also argue that, while these pressures away from pure egoism can lead to the evolution of altruists, they can also lead to the evolution of reciprocation-focused behaviorist helpers or even of reflex-driven helpers (who are neither altruists nor egoists). In this way, I seek to broaden the set of considerations typically taken into account when assessing the evolution of the psychology of helping behavior-which tend to be restricted to matters of reliability-and also try to make clearer the role of evolutionary biological considerations in the discussion of this apparently straightforwardly psychological phenomenon. Copyright © 2015 Elsevier Ltd. All rights reserved.

How Evolution May Work Through Curiosity-Driven Developmental Process.

PubMed

Oudeyer, Pierre-Yves; Smith, Linda B

2016-04-01

Infants' own activities create and actively select their learning experiences. Here we review recent models of embodied information seeking and curiosity-driven learning and show that these mechanisms have deep implications for development and evolution. We discuss how these mechanisms yield self-organized epigenesis with emergent ordered behavioral and cognitive developmental stages. We describe a robotic experiment that explored the hypothesis that progress in learning, in and for itself, generates intrinsic rewards: The robot learners probabilistically selected experiences according to their potential for reducing uncertainty. In these experiments, curiosity-driven learning led the robot learner to successively discover object affordances and vocal interaction with its peers. We explain how a learning curriculum adapted to the current constraints of the learning system automatically formed, constraining learning and shaping the developmental trajectory. The observed trajectories in the robot experiment share many properties with those in infant development, including a mixture of regularities and diversities in the developmental patterns. Finally, we argue that such emergent developmental structures can guide and constrain evolution, in particular with regard to the origins of language. Copyright © 2016 Cognitive Science Society, Inc.

Dissipative structures, machines, and organisms: A perspective

NASA Astrophysics Data System (ADS)

Kondepudi, Dilip; Kay, Bruce; Dixon, James

2017-10-01

Self-organization in nonequilibrium systems resulting in the formation of dissipative structures has been studied in a variety of systems, most prominently in chemical systems. We present a study of a voltage-driven dissipative structure consisting of conducting beads immersed in a viscous medium of oil. In this simple system, we observed remarkably complex organism-like behavior. The dissipative structure consists of a tree structure that spontaneously forms and moves like a worm and exhibits many features characteristic of living organisms. The complex motion of the beads driven by the applied field, the dipole-dipole interaction between the beads, and the hydrodynamic flow of the viscous medium result in a time evolution of the tree structure towards states of lower resistance or higher dissipation and thus higher rates of entropy production. The resulting end-directed evolution manifests as the tree moving to locations seeking higher current, the current that sustains its structure and dynamics. The study of end-directed evolution in the dissipative structure gives us a means to distinguish the fundamental difference between machines and organisms and opens a path for the formulation of physics of organisms.

The Ionization History of The Intergalactic Medium:

NASA Technical Reports Server (NTRS)

Madau, Piero

2003-01-01

The funded project seeked a unified description of the ionization, physical structure, and evolution of the intergalactic medium (IGM) and quasar intervening absorption systems. We proposed to conduct theoretical studies of the IGM and QSO absorbers in the context of current theories of galaxy formation, developing and using numerical and analytical techniques aimed at a detailed modeling of cosmological radiative transfer, gas dynamics, and thermal and ionization evolution. The ionization history of the IGM has important implications for the metagalactic UV background, intergalactic helium absorption 21-cm tomography, metal absorption systems, fluctuations in the microwave background, and the cosmic rate of structure and star formation. All the original objectives of our program have been achieved, and the results widely used and quoted by the community. Indeed, they remain relevant as the level and complexity of research in this area has increased substantially since our proposal was submitted, due to new discoveries on galaxy formation and evolution, a flood of high-quality data on the distant universe, new theoretical ideas and direct numerical simulations of structure formation in hierarchical clustering theories.

An Experimental Framework for Generating Evolvable Chemical Systems in the Laboratory

NASA Astrophysics Data System (ADS)

Baum, David A.; Vetsigian, Kalin

2017-12-01

Most experimental work on the origin of life has focused on either characterizing the chemical synthesis of particular biochemicals and their precursors or on designing simple chemical systems that manifest life-like properties such as self-propagation or adaptive evolution. Here we propose a new class of experiments, analogous to artificial ecosystem selection, where we select for spontaneously forming self-propagating chemical assemblages in the lab and then seek evidence of a response to that selection as a key indicator that life-like chemical systems have arisen. Since surfaces and surface metabolism likely played an important role in the origin of life, a key experimental challenge is to find conditions that foster nucleation and spread of chemical consortia on surfaces. We propose high-throughput screening of a diverse set of conditions in order to identify combinations of "food," energy sources, and mineral surfaces that foster the emergence of surface-associated chemical consortia that are capable of adaptive evolution. Identification of such systems would greatly advance our understanding of the emergence of self-propagating entities and the onset of adaptive evolution during the origin of life.

Primary emotional traits in patients with personality disorders.

PubMed

Karterud, Sigmund; Pedersen, Geir; Johansen, Merete; Wilberg, Theresa; Davis, Ken; Panksepp, Jaak

2016-11-01

There is a longstanding tradition that connects temperament pathology and personality disorders. Emotions are the major constituents of temperament. In mammals, seven primary emotions have been identified: SEEKING, FEAR, CARE, RAGE, SADNESS/PANIC, LUST and PLAY. The study aimed at exploring the relationship between primary emotions and personality disorders (PDs). Five hundred forty-six patients with different degrees and qualities of personality pathology, admitted to treatment in specialized PD services, were diagnosed according to Structured Clinical Interview for DSM-IV Axis II Personality Disorders, and their primary emotional profiles were assessed by the Affective Neuroscience Personality Scales. The Affective Neuroscience Personality Scales explained 19% of the variance in borderline and avoidant criteria. The DSM-IV PD categories displayed different patterns of association to the primary emotions, e.g. the borderline PD profile suggested low thresholds for RAGE and SADNESS, but on the positive side a propensity for SEEKING. In contrast, the dependent PD profile suggested a low threshold for SADNESS but a high threshold for RAGE and SEEKING. The results are promising for a more coherent and evolution-based overall theory of PDs, and the correlations found in this study indicate testable causal pathways to PDs. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Convergence of biannual moulting strategies across birds and mammals

PubMed Central

Burns, Jennifer M.; Breed, Greg A.

2018-01-01

Birds and mammals have developed numerous strategies for replacing worn feathers and hair. Moulting usually occurs on an annual basis; however, moults that take place twice per year (biannual moults) also occur. Here, we review the forces driving the evolution of various moult strategies, focusing on the special case of the complete biannual moult as a convergence of selection pressures across birds and mammals. Current evidence suggests that harsh environmental conditions or seasonality (e.g. larger variation in temperatures) drive evolution of a biannual moult. In turn, the biannual moult can respond to secondary selection that results in phenotypic alteration such as colour changes for mate choice dynamics (sexual selection) or camouflage requirements (natural selection). We discuss the contributions of natural and sexual selection to the evolution of biannual moulting strategies in the contexts of energetics, niche selection, functionality and physiological mechanisms. Finally, we suggest that moult strategies are directly related to species niche because environmental attributes drive the utility (e.g. thermoregulation, camouflage, social dynamics) of the hair or feathers. Functional efficiency of moult may be undermined if the pace of evolution fails to match that of the changing climate. Thus, future research should seek to understand the plasticity of moult duration and phenology, especially in the context of annual cycles. PMID:29769361

Preservice teachers: Future first responders in the evolution versus intelligent design battle

NASA Astrophysics Data System (ADS)

Strauss, Jeffrey M.

The American Association for the Advancement of Science (AAAS) states that evolution is the unifying theme from which all biological science is to be organized and it is the basic principle that guides the majority of biology curricula in the American public school systems today. Previous research indicates a widespread lack of acceptance by the American public of the veracity of this theory and even less agreement that it should be taught as the only theory of human origins in the public schools. Many studies have also documented students' difficulties in learning, or accepting, the theory of evolution. From the time of the Scopes trial in the 1920s, to landmark Supreme Court decisions in the seventies and eighties, the manner of how evolution should taught has been an issue of contention. The most recent challenge to evolution's putative privileged place is called the intelligent design movement which seeks recognition as a competing scientific theory in a way that scientific creationism was never able to be recognized. While there has been much research conducted on the issue of student and teacher acceptance of the theory of evolution, until recently there have been few documented studies of the preservice teacher. To help fill this gap a survey based quantitative study of 330 preservice teachers from both a public and private Southern California university credentialing program was conducted. Their positions regarding the teaching of evolution in the public schools as well as their own beliefs about the importance of the issue were assessed. Results revealed that a majority (52%) was against the teaching of the theory of evolution as the only scientific theory of origins and that over 38% believed that intelligent design should be taught as an alternate or competing theory. Factors that identified this latter group were strongly held religious beliefs, a conservative political ideology, a low level of acceptance of the scientific consensus for the validity about the theory of evolution, and a misunderstanding regarding the nature of science (NOS).

The James Webb Space Telescope

NASA Technical Reports Server (NTRS)

Gardner, Jonathan P.

2011-01-01

The James Webb Space Telescope is the scientific successor to the Hubble and Spitzer Space Telescopes, and is currently the largest scientific project under construction in the United States. It will be a large (6.6m) cold (50K) telescope launched in about 5 years into orbit around the second Earth-Sun Lagrange point. It is a partnership of NASA with the European and Canadian Space Agencies. Science with the James Webb Space Telescope falls into four themes. The End of the Dark Ages: First Light and Reionization theme seeks to identify the first luminous sources to form and to determine the ionization history of the universe. The Assembly of Galaxies theme seeks to determine how galaxies and the dark matter, gas, stars, metals, morphological structures, and black holes within them evolved from the epoch of reionization to the present. The Birth of Stars and Proto planetary Systems theme seeks to unravel the birth and early evolution of stars, from infall onto dust-enshrouded protostars, to the genesis of planetary systems. The Planetary Systems and the Origins of Life theme seeks to determine the physical and chemical properties of planetary systems around nearby stars and of our own, and investigate the potential for life in those systems. Webb will have four instruments: The Near-Infrared Camera, the Near-Infrared multi-object Spectrograph, and the Tunable Filter Imager will cover the wavelength range 0.6 to 5 microns, while the Mid-Infrared Instrument will do both imaging and spectroscopy from 5 to 28.5 microns. I will conclude the talk with a description of recent technical progress in the construction of the observatory.

The James Webb Space Telescope

NASA Technical Reports Server (NTRS)

Gardner, Jonathan P.

2011-01-01

The James Webb Space Telescope is the scientific successor to the Hubble and Spitzer Space Telescopes, and is currently the largest scientific project under construction in the United States. It will be a large (6.6m) cold (50K) telescope launched into orbit around the second Earth-Sun Lagrange point. It is a partnership of NASA with the European and Canadian Space Agencies. Science with the James Webb Space Telescope falls into four themes. The End of the Dark Ages: First Light and Reionization theme seeks to identify the first luminous sources to form and to determine the ionization history of the universe. The Assembly of Galaxies theme seeks to determine how galaxies and the dark matter, gas, stars, metals, morphological structures, and black holes within them evolved from the epoch of reionization to the present. The Birth of Stars and Protoplanetary Systems theme seeks to unravel the birth and early evolution of stars, from infall onto dust-enshrouded protostars, to the genesis of planetary systems. The Planetary Systems and the Origins of Life theme seeks to determine the physical and chemical properties of planetary systems around nearby stars and of our own, and investigate the potential for life in those systems. Webb will have four instruments: The Near-Infrared Camera, the Near-Infrared multi-object Spectrograph, and the Tunable Filter Imager will cover the wavelength range 0.6 to 5 microns, while the Mid-Infrared Instrument will do both imaging and spectroscopy from 5 to 28.5 microns. I will conclude the talk with a description of recent technical progress in the construction of the observatory.

The James Webb Space Telescope

NASA Technical Reports Server (NTRS)

Gardner, Jonathan P.

2011-01-01

The James Webb Space Telescope is the scientific successor to the Hubble and Spitzer Space Telescopes, and is currently the largest scientific project under construction in the United States. It will be a large (6.6m) cold (50K) telescope launched in about 5 years into orbit around the second Earth-Sun Lagrange point. It is a partnership of NASA with the European and Canadian Space Agencies. Science with the James Webb Space Telescope falls into four themes. The End of the Dark Ages: First Light and Reionization theme seeks to identify the first luminous sources to form and to determine the ionization history of the universe. The Assembly of Galaxies theme seeks to determine how galaxies and the dark matter, gas, stars, metals, morphological structures, and black holes within them evolved from the epoch of reionization to the present. The Birth of Stars and Protoplanetary Systems theme seeks to unravel the birth and early evolution of stars, from infall onto dust-enshrouded protostars, to the genesis of planetary systems. The Planetary Systems and the Origins of Life theme seeks to determine the physical and chemical properties of planetary systems around nearby stars and of our own, and investigate the potential for life in those systems. Webb will have four instruments: The Near-Infrared Camera, the Near-Infrared multi-object Spectrograph, and the Tunable Filter Imager will cover the wavelength range 0.6 to 5 microns, while the Mid-Infrared Instrument will do both imaging and spectroscopy from 5 to 28.5 microns. I will conclude the talk with a description of recent technical progress in the construction of the observatory.

Human-directed social behaviour in dogs shows significant heritability.

PubMed

Persson, M E; Roth, L S V; Johnsson, M; Wright, D; Jensen, P

2015-04-01

Through domestication and co-evolution with humans, dogs have developed abilities to attract human attention, e.g. in a manner of seeking assistance when faced with a problem solving task. The aims of this study were to investigate within breed variation in human-directed contact seeking in dogs and to estimate its genetic basis. To do this, 498 research beagles, bred and kept under standardized conditions, were tested in an unsolvable problem task. Contact seeking behaviours recorded included both eye contact and physical interactions. Behavioural data was summarized through a principal component analysis, resulting in four components: test interactions, social interactions, eye contact and physical contact. Females scored significantly higher on social interactions and physical contact and age had an effect on eye contact scores. Narrow sense heritabilities (h(2) ) of the two largest components were estimated at 0.32 and 0.23 but were not significant for the last two components. These results show that within the studied dog population, behavioural variation in human-directed social behaviours was sex dependent and that the utilization of eye contact seeking increased with age and experience. Hence, heritability estimates indicate a significant genetic contribution to the variation found in human-directed social interactions, suggesting that social skills in dogs have a genetic basis, but can also be shaped and enhanced through individual experiences. This research gives the opportunity to further investigate the genetics behind dogs' social skills, which could also play a significant part into research on human social disorders such as autism. © 2015 John Wiley & Sons Ltd and International Behavioural and Neural Genetics Society.

The James Webb Space Telescope

NASA Technical Reports Server (NTRS)

Gardner, Jonathan P.

2007-01-01

The scientific capabilities of the James Webb Space Telescope (JWST) fall into four themes. The End of the Dark Ages: First Light and Reionization theme seeks to identify the first luminous sources to form and to determine the ionization history of the universe. The Assembly of Galaxies theme seeks to determine how galaxies and the dark matter, gas, stars, metals, morphological structures, and active nuclei within them evolved from the epoch of reionization to the present. The Birth of Stars and Protoplanetary Systems theme seeks to unravel the birth and early evolution of stars, from infall onto dust-enshrouded protostars, to the genesis of planetary systems. The Planetary Systems and the Origins of Life theme seeks to determine the physical and chemical properties of planetary systems around nearby stars and of our own, and investigate the potential for life in those systems. To enable these four science themes, JWST will be a large (6.6m) cold (50K) telescope launched to the second Earth-Sun Lagrange point early in the next decade. It is the successor to the Hubble Space Telescope, and is a partnership of NASA, ESA and CSA. JWST will have four instruments: The Near-Infrared Camera, the Near-Infrared multi-object Spectrograph, and the Tunable Filter Imager will cover the wavelength range 0.6 to 5 microns, while the Mid-Infrared Instrument will do both imaging and spectroscopy from 5 to 28.5 microns. In this paper, the status and capabilities of the observatory and instruments in the context of the major scientific goals are reviewed.

The influence of question type, reasoning level, and wait time on student participation rates when using clicker questions with large classes

NASA Astrophysics Data System (ADS)

Hartman, K.; Koh, J.; Murty, S. A.; Ramos, R. D. P.; Goodkin, N.

2017-12-01

"Wait time" is defined as the length of the pause between an instructor initiating a question and either the student answering it or the instructor interjecting (Rowe, 1974). However, the nature of the question-answer dynamic changes with student response systems that allow hundreds of students to answer the same question simultaneously before displaying the results to the class. In this study, we looked at 129 student response questions asked across 240 minutes of class lectures to determine if longer wait times were associated with higher student response rates. We also examined whether the type and reasoning level of the questions were diagnostic of their response rates. 644 undergraduate science students enrolled in an interdisciplinary environmental science course. During each of the course's lessons, the instructor presented a mix of lecture content, short student response activities (clicker questions), and small group discussion opportunities. Using the recorded videos, we coded each student response question for its question type and reasoning level. We divided the question types into three categories: yes/no questions, yes/no/maybe questions, and other questions. To code for the reasoning level necessary to answer each question, we used a collapsed version of Bloom's Revised Taxonomy (Krathwohl, 2002). Questions that had a definite answer and relied on recalling facts or paraphrasing the lecture content were coded as "knowledge" questions. Questions that required students to apply what they had learned to analyze a new scenario, or come to a judgement were coded as "higher order" questions. An analysis of variance (ANOVA) using the question type and reasoning level as fixed factors and wait time as a covariate to predict student response rate indicated a strong interaction between question type and reasoning level F(6, 94) = 4.53, p<.01. In general, knowledge questions were answered by a higher percentage (M=91%) of students than higher order questions (M=85%). In particular, yes/no/maybe questions targeting higher order reasoning were the least answered (M=71%). Interestingly, wait time was not associated with increased response rates. The implication is certain types of yes/no/maybe questions may lend themselves to lower response rates due to the introduction of ambiguity into the question.

Purposive Facebook Recruitment Endows Cost-Effective Nutrition Education Program Evaluation

PubMed Central

Wamboldt, Patricia

2013-01-01

Background Recent legislation established a requirement for nutrition education in federal assistance programs to be evidence-based. Recruitment of low-income persons to participate and evaluate nutrition education activities can be challenging and costly. Facebook has been shown to be a cost-effective strategy to recruit this target audience to a nutrition program. Objective The purpose of our study was to examine Facebook as a strategy to recruit participants, especially Supplemental Nutrition Assistance Program Education (SNAP-Ed) eligible persons, to view and evaluate an online nutrition education program intended to be offered as having some evidence base for SNAP-Ed programming. Methods English-speaking, low-income Pennsylvania residents, 18-55 years with key profile words (eg, Supplemental Nutrition Assistance Program, Food bank), responded to a Facebook ad inviting participation in either Eating Together as a Family is Worth It (WI) or Everyone Needs Folic Acid (FA). Participants completed an online survey on food-related behaviors, viewed a nutrition education program, and completed a program evaluation. Facebook set-up functions considered were costing action, daily spending cap, and population reach. Results Respondents for both WI and FA evaluations were similar; the majority were white, <40 years, overweight or obese body mass index, and not eating competent. A total of 807 Facebook users clicked on the WI ad with 73 unique site visitors and 47 of them completing the program evaluation (ie, 47/807, 5.8% of clickers and 47/73, 64% of site visitors completed the evaluation). Cost per completed evaluation was US $25.48; cost per low-income completer was US $39.92. Results were similar for the FA evaluation; 795 Facebook users clicked on the ad with 110 unique site visitors, and 73 completing the evaluation (ie, 73/795, 9.2% of ad clickers and 73/110, 66% of site visitors completed the evaluation). Cost per valid completed survey with program evaluation was US $18.88; cost per low-income completer was US $27.53. Conclusions With Facebook we successfully recruited low-income Pennsylvanians to online nutrition program evaluations. Benefits using Facebook as a recruitment strategy included real-time recruitment management with lower costs and more efficiency compared to previous data from traditional research recruitment strategies reported in the literature. Limitations prompted by repeated survey attempts need to be addressed to optimize this recruitment strategy. PMID:23948573

Exploring physics students' engagement with online instructional videos in an introductory mechanics course

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Aiken, John M.; Seaton, Daniel T.; Douglas, Scott S.; Greco, Edwin F.; Thoms, Brian D.; Schatz, Michael F.

2017-12-01

The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped introductory mechanics course at the Georgia Institute of Technology. We found that students were more engaged with videos that supported laboratory activities than with videos that presented lecture content. In particular, the percentage of students accessing laboratory videos was consistently greater than 80% throughout the semester. On the other hand, the percentage of students accessing lecture videos dropped to less than 40% by the end of the term. Moreover, the fraction of students accessing the entirety of a video decreases when videos become longer in length, and this trend is more prominent for the lecture videos than the laboratory videos. The results suggest that students may access videos based on perceived value: students appear to consider the laboratory videos as essential for successfully completing the laboratories while they appear to consider the lecture videos as something more akin to supplemental material. In this study, we also found that there was little correlation between student engagement with the videos and their incoming background. There was also little correlation found between student engagement with the videos and their performance in the course. An examination of the in-video content suggests that students engaged more with concrete information that is explicitly required for assignment completion (e.g., actions required to complete laboratory work, or formulas or mathematical expressions needed to solve particular problems) and less with content that is considered more conceptual in nature. It was also found that students' in-video accesses usually increased toward the embedded interaction points. However, students did not necessarily access the follow-up discussion of these interaction points. The results of the study suggest ways in which instructors may revise courses to better support student learning. For example, external intervention that helps students see the value of accessing videos may be required in order for this resource to be put to more effective use. In addition, students may benefit more from a clicker question that reiterates important concepts within the question itself, rather than a clicker question that leaves some important concepts to be addressed only in the discussion afterwards.

Effect of thermocycling with or without 1 year of water storage on retentive strengths of luting cements for zirconia crowns.

PubMed

Ehlers, Vicky; Kampf, Gabriel; Stender, Elmar; Willershausen, Brita; Ernst, Claus-Peter

2015-06-01

Bond stability between zirconia crowns and luting cement and between cement and dentin is a main concern; however, only limited evidence is available as to its longevity. The purpose of this in vitro study was to measure the retentive strengths of 7 self-adhesive cements (RelyX Unicem Aplicap, RelyX Unicem Clicker, RelyX Unicem 2 Automix, iCEM, Maxcem Elite, Bifix SE, SpeedCem), 2 adhesive cements with self-etch primers (Panavia 21, SEcure), 1 glass ionomer cement (Ketac Cem), 1 resin-modified glass ionomer cement (Meron Plus), and 1 zinc phosphate cement for luting zirconia crowns (LAVA) to extracted teeth after thermocycling with or without 1 year of water storage. Two-hundred-forty extracted human molars (2 treatments; n=10 per cement) were prepared in a standardized manner. All cements were used according to the manufacturers' recommendations. The intaglios of the crowns were treated with airborne-particle abrasion. After thermocycling (×5000, 5°C/55°C) with or without 1 year of water storage, the cemented ceramic crowns were removed by using a Zwick universal testing device. Statistical analyses were done with the Wilcoxon rank sum and the 2-independent-samples Kolmogorov-Smirnov test. Median retentive strengths [MPa] for specimens thermocycled only/thermocycled with 1 year of water storage were as follows: Panavia 21: 1.7/2.5, SEcure: 3.0/3.0, RelyX Unicem Aplicap: 3.1/3.4, RelyX Unicem Clicker: 4.1/4.2, RelyX Unicem 2 Automix: 3.8/3.1, iCEM: 2.3/2.7, Maxcem Elite: 3.0/3.2, Bifix SE: 1.7/1.7, SpeedCem: 1.3/1.6, Meron Plus: 3.1/2.7, Ketac Cem: 1.4/1.4, and zinc phosphate cement: 1.1/1.6. Statistically significant differences were found only among specimens thermocycled only or thermocycled with 1-year water storage (P<.001). Significant differences in retentive strengths were observed among cements after thermocycling only or thermocycling with 1 year of water storage, but not for the effect of the additional 1 year of water storage. Copyright © 2015 Editorial Council for the Journal of Prosthetic Dentistry. Published by Elsevier Inc. All rights reserved.

Purposive facebook recruitment endows cost-effective nutrition education program evaluation.

PubMed

Lohse, Barbara; Wamboldt, Patricia

2013-08-15

Recent legislation established a requirement for nutrition education in federal assistance programs to be evidence-based. Recruitment of low-income persons to participate and evaluate nutrition education activities can be challenging and costly. Facebook has been shown to be a cost-effective strategy to recruit this target audience to a nutrition program. The purpose of our study was to examine Facebook as a strategy to recruit participants, especially Supplemental Nutrition Assistance Program Education (SNAP-Ed) eligible persons, to view and evaluate an online nutrition education program intended to be offered as having some evidence base for SNAP-Ed programming. English-speaking, low-income Pennsylvania residents, 18-55 years with key profile words (eg, Supplemental Nutrition Assistance Program, Food bank), responded to a Facebook ad inviting participation in either Eating Together as a Family is Worth It (WI) or Everyone Needs Folic Acid (FA). Participants completed an online survey on food-related behaviors, viewed a nutrition education program, and completed a program evaluation. Facebook set-up functions considered were costing action, daily spending cap, and population reach. Respondents for both WI and FA evaluations were similar; the majority were white, <40 years, overweight or obese body mass index, and not eating competent. A total of 807 Facebook users clicked on the WI ad with 73 unique site visitors and 47 of them completing the program evaluation (ie, 47/807, 5.8% of clickers and 47/73, 64% of site visitors completed the evaluation). Cost per completed evaluation was US $25.48; cost per low-income completer was US $39.92. Results were similar for the FA evaluation; 795 Facebook users clicked on the ad with 110 unique site visitors, and 73 completing the evaluation (ie, 73/795, 9.2% of ad clickers and 73/110, 66% of site visitors completed the evaluation). Cost per valid completed survey with program evaluation was US $18.88; cost per low-income completer was US $27.53. With Facebook we successfully recruited low-income Pennsylvanians to online nutrition program evaluations. Benefits using Facebook as a recruitment strategy included real-time recruitment management with lower costs and more efficiency compared to previous data from traditional research recruitment strategies reported in the literature. Limitations prompted by repeated survey attempts need to be addressed to optimize this recruitment strategy.

Global Variation of Meteor Trail Plasma Turbulence

NASA Technical Reports Server (NTRS)

Dyrud, L. P.; Hinrichs, J.; Urbina, J.

2011-01-01

We present the first global simulations on the occurrence of meteor trail plasma irregularities. These results seek to answer the following questions: when a meteoroid disintegrates in the atmosphere will the resulting trail become plasma turbulent, what are the factors influencing the development of turbulence, and how do they vary on a global scale. Understanding meteor trail plasma turbulence is important because turbulent meteor trails are visible as non-specular trails to coherent radars, and turbulence influences the evolution of specular radar meteor trails, particularly regarding the inference of mesospheric temperatures from trail diffusion rates, and their usage for meteor burst communication. We provide evidence of the significant effect that neutral atmospheric winds and density, and ionospheric plasma density have on the variability of meteor trail evolution and the observation of nonspecular meteor trails, and demonstrate that trails are far less likely to become and remain turbulent in daylight, explaining several observational trends using non-specular and specular meteor trails.

Extended space expectation values in quantum dynamical system evolutions

DOE Office of Scientific and Technical Information (OSTI.GOV)

Demiralp, Metin

2014-10-06

The time variant power series expansion for the expectation value of a given quantum dynamical operator is well-known and well-investigated issue in quantum dynamics. However, depending on the operator and Hamiltonian singularities this expansion either may not exist or may not converge for all time instances except the beginning of the evolution. This work focuses on this issue and seeks certain cures for the negativities. We work in the extended space obtained by adding all images of the initial wave function under the system Hamiltonian’s positive integer powers. This requires the introduction of certain appropriately defined weight operators. The resultingmore » better convergence in the temporal power series urges us to call the new defined entities “extended space expectation values” even though they are constructed over certain weight operators and are somehow pseudo expectation values.« less

The evolution of the birth control handbook: from student peer-education manual to feminist self-empowerment text, 1968-1975.

PubMed

Sethna, Christabelle

2006-01-01

Peer education has been recognized as a significant means of educating youths, especially about sexual health issues. Although considered a relatively recent development, there are, however, older examples of its existence. In Canada, the Birth Control Handbook (1968) stands out as a stellar example of one student peer-education manual. This article establishes the Handbook's student peer-education roots. But it also charts the Handbook's evolution from a revolutionary student peer-education manual to a key feminist self-empowerment text within the Quebec context between 1968 and 1975. Finally, this article includes the recollections of some of the key individuals involved in the development, production and distribution of the Handbook. In so doing, this article confirms the Handbook's significance to both anglophone and francophone student and feminist politics as well as to women seeking information about birth control.

Evolution of responses to (un)fairness.

PubMed

Brosnan, Sarah F; de Waal, Frans B M

2014-10-17

The human sense of fairness is an evolutionary puzzle. To study this, we can look to other species, in which this can be translated empirically into responses to reward distribution. Passive and active protest against receiving less than a partner for the same task is widespread in species that cooperate outside kinship and mating bonds. There is less evidence that nonhuman species seek to equalize outcomes to their own detriment, yet the latter has been documented in our closest relatives, the apes. This reaction probably reflects an attempt to forestall partner dissatisfaction with obtained outcomes and its negative impact on future cooperation. We hypothesize that it is the evolution of this response that allowed the development of a complete sense of fairness in humans, which aims not at equality for its own sake but for the sake of continued cooperation. Copyright © 2014, American Association for the Advancement of Science.

Seek a Minor Sun: The Distribution of Habitable Planets in the Hertzsprung-Russell-Rosenberg Diagram

NASA Astrophysics Data System (ADS)

Gaidos, Eric

2015-07-01

The Sun-Earth systems has long been used as a template to understand habitable planets around other stars and to develop missions to seek them. However, two decades of exoplanet studies have shown that many, if not most planetary systems around G dwarf stars do not resemble the Solar System. Moreover, an objective census of our Galaxy might ignore solar- type stars and focus on M dwarfs, which constitute some 80% of all stars in the neighborhood. Recent work has shown that M dwarfs have more close-in planets than solar-type stars, and perhaps more planets in the "habitable zone" defined by stellar irradiation. M dwarfs also burn hydrogen over a vastly longer time; slow evolution on the main sequence means a planet can remain habitable for much longer, providing a more permissive environment for the evo- lution of life and intelligence. If M dwarfs are such compelling locales to look for life, why are we ourselves not orbiting a red Sun?

Cosmic Origins Program Annual Technology Report

NASA Technical Reports Server (NTRS)

Pham, Bruce Thai; Neff, Susan Gale

2016-01-01

What is the Cosmic Origins (COR) Program? From ancient times, humans have looked up at the night sky and wondered: Are we alone? How did the universe come to be? How does the universe work? COR focuses on the second question. Scientists investigating this broad theme seek to understand the origin and evolution of the universe from the Big Bang to the present day, determining how the expanding universe grew into a grand cosmic web of dark matter enmeshed with galaxies and pristine gas, forming, merging, and evolving over time.

Explorers Program Management

NASA Technical Reports Server (NTRS)

Volpe, Frank; Comberiate, Anthony B. (Technical Monitor)

2001-01-01

The mission of the Explorer Program is to provide frequent flight opportunities for world-class scientific investigations from space within the following space science themes: 1) Astronomical Search for Origins and Planetary Systems; 2) Structure and Evolution of the Universe; and 3) The Sun-Earth Connection. America's space exploration started with Explorer 1 which was launched February 1, 1958 and discovered the Van Allen Radiation Belts. Over 75 Explorer missions have flown. The program seeks to enhance public awareness of, and appreciation for, space science and to incorporate. educational and public outreach activities as integral parts of space science investigations.

Desperately seeking aliens

NASA Astrophysics Data System (ADS)

Aldiss, Brian W.

2001-02-01

Belief that intelligent life is commonplace in the Universe was taken for granted by scholars and scientists until well into the nineteenth century. Space travel since the late 1950s reignited the debate, which even now attracts discussion by serious, professional scientists. And although statisticians might lobby that life must surely exist somewhere in the Universe, the evolution of what we perceive as 'intelligent life' seems utterly improbable - elsewhere as well as on Earth. Can we free ourselves of our animist fantasies and accept that all alien forms of intelligent life are, and always have been, imaginary?

Calculating the spatio-temporal variability of bedrock exposure on seasonal hydrograph timescales as a prerequisite to modeling bedrock river evolution

NASA Astrophysics Data System (ADS)

Hurst, A. A.; Anderson, R. S.; Tucker, G. E.

2017-12-01

Erosion of bedrock river channels exerts significant control on landscape evolution because it communicates climatic and tectonic signals across a landscape by setting the lower erosional boundaries for hillslopes. Hillslope erosion delivers sediment to the channels, which then either store or transport the sediment. At times of high storage, access to the bedrock floor of the channel is limited, inhibiting bedrock erosion. This affects the timescale of channel response to imposed base-level lowering, which in turn affects hillslope erosion. Because occasional exposure of the bedrock bed is a minimum prerequisite for bedrock erosion, we seek to understand the evolution of sediment cover, or scour history, with sufficient resolution to answer when and where the bed is exposed. The scour history at a site is governed by grain size, bed and channel morphology, sediment concentration in the water, and seasonal flow conditions (hydrograph). The transient nature of bedrock exposure during high-flow events implies that short-term sediment cover dynamics are important for predicting long-term bedrock incision rates. Models of channel profile evolution, or of landscape evolution, generally ignore evolution of sediment cover on the hydrograph timescale. To develop insight into the necessary and sufficient conditions for bedrock exposure followed by reburial, we have developed a 1-D model of the evolution of alluvial cover thickness in a long channel profile in response to a seasonal hydrograph. This model tracks erosion, deposition, and the concentration of sediment in the water column separately, and generates histories of scour and fill over the course of the hydrograph. We compare the model's predictions with net-scour measurements in tributaries of the Grand Canyon and with scour-chain and accelerometer measurements in the Cedar River, Washington. By addressing alluvial scour on short timescales, we acknowledge the processes required to allow bedrock incision and landscape evolution over longer timescales.

Evolutionary developmental pathology and anthropology: A new field linking development, comparative anatomy, human evolution, morphological variations and defects, and medicine.

PubMed

Diogo, Rui; Smith, Christopher M; Ziermann, Janine M

2015-11-01

We introduce a new subfield of the recently created field of Evolutionary-Developmental-Anthropology (Evo-Devo-Anth): Evolutionary-Developmental-Pathology-and-Anthropology (Evo-Devo-P'Anth). This subfield combines experimental and developmental studies of nonhuman model organisms, biological anthropology, chordate comparative anatomy and evolution, and the study of normal and pathological human development. Instead of focusing on other organisms to try to better understand human development, evolution, anatomy, and pathology, it places humans as the central case study, i.e., as truly model organism themselves. We summarize the results of our recent Evo-Devo-P'Anth studies and discuss long-standing questions in each of the broader biological fields combined in this subfield, paying special attention to the links between: (1) Human anomalies and variations, nonpentadactyly, homeotic transformations, and "nearest neighbor" vs. "find and seek" muscle-skeleton associations in limb+facial muscles vs. other head muscles; (2) Developmental constraints, the notion of "phylotypic stage," internalism vs. externalism, and the "logic of monsters" vs. "lack of homeostasis" views about human birth defects; (3) Human evolution, reversions, atavisms, paedomorphosis, and peromorphosis; (4) Scala naturae, Haeckelian recapitulation, von Baer's laws, and parallelism between phylogeny and development, here formally defined as "Phylo-Devo parallelism"; and (5) Patau, Edwards, and Down syndrome (trisomies 13, 18, 21), atavisms, apoptosis, heart malformations, and medical implications. © 2015 Wiley Periodicals, Inc.

Stellar models with calibrated convection and temperature stratification from 3D hydrodynamics simulations

NASA Astrophysics Data System (ADS)

Mosumgaard, Jakob Rørsted; Ball, Warrick H.; Aguirre, Víctor Silva; Weiss, Achim; Christensen-Dalsgaard, Jørgen

2018-06-01

Stellar evolution codes play a major role in present-day astrophysics, yet they share common simplifications related to the outer layers of stars. We seek to improve on this by the use of results from realistic and highly detailed 3D hydrodynamics simulations of stellar convection. We implement a temperature stratification extracted directly from the 3D simulations into two stellar evolution codes to replace the simplified atmosphere normally used. Our implementation also contains a non-constant mixing-length parameter, which varies as a function of the stellar surface gravity and temperature - also derived from the 3D simulations. We give a detailed account of our fully consistent implementation and compare to earlier works, and also provide a freely available MESA-module. The evolution of low-mass stars with different masses is investigated, and we present for the first time an asteroseismic analysis of a standard solar model utilising calibrated convection and temperature stratification from 3D simulations. We show that the inclusion of 3D results have an almost insignificant impact on the evolution and structure of stellar models - the largest effect are changes in effective temperature of order 30 K seen in the pre-main sequence and in the red-giant branch. However, this work provides the first step for producing self-consistent evolutionary calculations using fully incorporated 3D atmospheres from on-the-fly interpolation in grids of simulations.

AST: Activity-Security-Trust driven modeling of time varying networks.

PubMed

Wang, Jian; Xu, Jiake; Liu, Yanheng; Deng, Weiwen

2016-02-18

Network modeling is a flexible mathematical structure that enables to identify statistical regularities and structural principles hidden in complex systems. The majority of recent driving forces in modeling complex networks are originated from activity, in which an activity potential of a time invariant function is introduced to identify agents' interactions and to construct an activity-driven model. However, the new-emerging network evolutions are already deeply coupled with not only the explicit factors (e.g. activity) but also the implicit considerations (e.g. security and trust), so more intrinsic driving forces behind should be integrated into the modeling of time varying networks. The agents undoubtedly seek to build a time-dependent trade-off among activity, security, and trust in generating a new connection to another. Thus, we reasonably propose the Activity-Security-Trust (AST) driven model through synthetically considering the explicit and implicit driving forces (e.g. activity, security, and trust) underlying the decision process. AST-driven model facilitates to more accurately capture highly dynamical network behaviors and figure out the complex evolution process, allowing a profound understanding of the effects of security and trust in driving network evolution, and improving the biases induced by only involving activity representations in analyzing the dynamical processes.

Swarm intelligence inspired shills and the evolution of cooperation.

PubMed

Duan, Haibin; Sun, Changhao

2014-06-09

Many hostile scenarios exist in real-life situations, where cooperation is disfavored and the collective behavior needs intervention for system efficiency improvement. Towards this end, the framework of soft control provides a powerful tool by introducing controllable agents called shills, who are allowed to follow well-designed updating rules for varying missions. Inspired by swarm intelligence emerging from flocks of birds, we explore here the dependence of the evolution of cooperation on soft control by an evolutionary iterated prisoner's dilemma (IPD) game staged on square lattices, where the shills adopt a particle swarm optimization (PSO) mechanism for strategy updating. We demonstrate that not only can cooperation be promoted by shills effectively seeking for potentially better strategies and spreading them to others, but also the frequency of cooperation could be arbitrarily controlled by choosing appropriate parameter settings. Moreover, we show that adding more shills does not contribute to further cooperation promotion, while assigning higher weights to the collective knowledge for strategy updating proves a efficient way to induce cooperative behavior. Our research provides insights into cooperation evolution in the presence of PSO-inspired shills and we hope it will be inspirational for future studies focusing on swarm intelligence based soft control.

The sexual selection paradigm: have we overlooked other mechanisms in the evolution of male ornaments?

PubMed

Candolin, Ulrika; Tukiainen, Iina

2015-10-07

Extravagant male ornaments expressed during reproduction are almost invariably assumed to be sexually selected and evolve through competition for mating opportunities. Yet in species where male reproductive success depends on the defence of offspring, male ornaments could also evolve through social competition for offspring survival. However, in contrast to female ornaments, this possibility has received little attention in males. We show that a male ornament that is traditionally assumed to be sexually selected--the red nuptial coloration of the three-spined stickleback--is under stronger selection for offspring survival than for mating success. Males express most coloration during parenting, when they no longer attract females, and the colour correlates with nest retention and hatching success but not with attractiveness to females. This contradicts earlier assumptions and suggests that social selection for offspring survival rather than for sexual selection for mating success is the main mechanism maintaining the ornament in the population. These results suggest that we should consider other forms of social selection beyond sexual selection when seeking to explain the function and evolution of male ornaments. An incorrect assignment of selection pressures could hamper our understanding of evolution. © 2015 The Author(s).

Geologic Mapping of the Marius Quadrangle, the Moon

NASA Technical Reports Server (NTRS)

Gregg, Tracy K. P.; Yingst, Aileen

2008-01-01

The authors seek to construct a 1:2,500,000-scale map of Lunar Quadrangle 10 (LQ10 or the Marius Quadrangle) to address outstanding questions about the Moon's volcanologic history and the role of impact basins in lunar geologic evolution. The selected quadrangle contains Aristarchus plateau and the Marius hills, Reiner Gamma, and Hevelius crater. By generating a geologic map of this region, we can constrain the temporal (and possibly genetic) relations between these features, revealing more information about the Moon's chemical and thermal evolution. Although many of these individual sites have been investigated using Lunar Orbiter, Clementine, Lunar Prospector and Galileo data, no single investigation has yet attempted to constrain the stratigraphic and geologic relationships between these features. Furthermore, we will be able to compare our unit boundaries on the eastern boundary of the proposed map area with those already mapped in the Copernicus Quadrangle. Geologic mapping of the Marius Quadrangle would provide insight to the following questions: the origin, evolution, and distribution of mare volcanism; the timing and effects of the major basin-forming impacts on lunar crustal stratigraphy; and, the Moon's important resources, where they are concentrated, and how they can be accessed.

A sensory code for host seeking in parasitic nematodes

PubMed Central

Hallem, Elissa A.; Dillman, Adler R.; Hong, Annie V.; Zhang, Yuanjun; Yano, Jessica M.; DeMarco, Stephanie F.

2011-01-01

Summary Nematodes comprise a large phylum of both free-living and parasitic species that show remarkably diverse lifestyles, ecological niches, and behavioral repertoires. Parasitic species in particular often display highly specialized host-seeking behaviors that reflect their specific host preferences. Many host-seeking behaviors can be triggered by the presence of host odors, yet little is known about either the specific olfactory cues that trigger these behaviors or the neural circuits that underlie them. Heterorhabditis bacteriophora and Steinernema carpocapsae are phylogenetically distant insect-parasitic nematodes whose host-seeking and host-invasion behavior resembles that of some of the most devastating human- and plant-parasitic nematodes. Here we compare the olfactory responses of H. bacteriophora and S. carpocapsae infective juveniles (IJs) to those of Caenorhabditis elegans dauers, which are analogous life stages [1]. We show that the broad host range of these parasites results from their ability to respond to the universally-produced signal carbon dioxide (CO2) as well as a wide array of odors, including host-specific odors that we identified using TD-GC-MS. We show that CO2 is attractive for the parasitic IJs and C. elegans dauers despite being repulsive for C. elegans adults [2–4], and we identify an ancient and conserved sensory neuron that mediates CO2 response in both parasitic and free-living species regardless of whether CO2 is an attractive or a repulsive cue. Finally, we show that the parasites’ odor response profiles are more similar to each other than to that of C. elegans despite their greater phylogenetic distance, likely reflecting evolutionary convergence to insect parasitism. Our results suggest that the olfactory responses of parasitic versus free-living nematodes are highly diverse and that this diversity is critical to the evolution of nematode behavior. PMID:21353558

[Managment in nursing and the administration of third sector organizations].

PubMed

Ruthes, Rosa Maria; Cunha, Isabel Cristina Kowal Olm

2006-01-01

In this article of bibliographical revision it was aimed at verifying the evolution of the third sector and the relations between nursing management in that organizations. It is observed a growing of this sector in health area, bringing a market anplification in the work of the nurse. Thus, it is considered the need for warning the nurses to be prepared for the management in these organizations, seeking for development in hospital management. Third sector is being valued as a form of social promotion in the health, education, social assistance and others segments, congregating individuals and institutions in a participative form.

[To understand the words of cancer: Lexonco, dictionary of oncology SOR SAVOIR PATIENT for patients and relatives. Methodological aspects].

PubMed

Delavigne, V; Carretier, J; Brusco, Sylvie; Leichtnam-Dugarin, L; Déchelette, M; Philip, Thierry

2007-04-01

In response to the evolution of the information-seeking behaviour of patients and concerns from health professionals regarding cancer patient information, the French National Federation of Comprehensive Cancer Centres (FNCLCC) introduced, in 1998, an information and education program dedicated to patients and relatives, the SOR SAVOIR PATIENT program. Lexonco project is a dictionary on oncology adapted for patients and relatives and validated by medical experts and cancer patients. This paper describes the methodological aspects which take into account patients and experts' perspectives to produce the defi nitions.

KSC-97PC1110

NASA Image and Video Library

1997-07-22

Flight mechanics from NASA’s Jet Propulsion Laboratory (JPL) in Pasadena, Calif., lower the Cassini spacecraft onto its launch vehicle adapter in KSC’s Payload Hazardous Servicing Facility. The adapter will later be mated to a Titan IV/Centaur expendable launch vehicle that will lift Cassini into space. Scheduled for launch in October, the Cassini mission, a joint US-European four-year orbital surveillance of Saturn's atmosphere and magnetosphere, its rings, and its moons, seeks insight into the origins and evolution of the early solar system. It will take seven years for the spacecraft to reach Saturn. JPL is managing the Cassini project for NASA

Shifting policy responses to domestic violence in the Netherlands and Spain (1980-2009).

PubMed

Roggeband, Conny

2012-07-01

This article seeks to understand differences in the evolution of policies to combat domestic violence against women in the Netherlands and Spain. Although policy change is often viewed as incremental change toward more progressive policies, the two countries studied here reflect opposing dynamics. The Netherlands moved from being a pioneering country to one that gradually marginalized the policy issue, whereas Spain, in contrast, recently developed innovative and far-reaching policies after a long period of low to moderate state responses. The case study points to the central role of frame negotiation, left-wing governments, and strong feminist mobilization.

[Transsexualism: from diagnosis to management].

PubMed

De Bonnecaze, G; Pessey, J J; Chaput, B; Al Hawat, A; Vairel, B

2013-01-01

The transsexualism or gender dysphoria is a pathology during which an individual does not recognize himself in his sexual identity and wishes to change it: in that it must be differentiated from the sexual ambiguities (hermaphrodism, pseudohermaphroditism) in which the sexual phenotype is not clearly established. In France the number of transsexuals is estimated at approximately 50,000 people. Since 2009 the transsexualism is not any more considered as a mental illness, it remains regarded as a long term illness. The objective of this article is to present the recent evolutions concerning the management of transsexual patients seeking feminization.

Evolution of fore-arc and back-arc sedimentary basins with focus on the Japan subduction system and its analogues

NASA Astrophysics Data System (ADS)

Sato, Hiroshi; Ishiyama, Tatsuya; Matenco, Liviu; Nader, Fadi Henri

2017-07-01

The International Lithosphere Program (ILP) seeks to elucidate the nature, dynamics, origin and evolution of the lithosphere through international, multidisciplinary geoscience research projects and coordinating committees (Cloetingh and Negendank, 2010). The focus of the Task Force VI Sedimentary Basins activities is to foster collaborations between academia, research institutes and industry in all domains relevant for the understanding of sedimentary basins, from regional to nano-scale, from the deep earth to near surface processes (e.g., Roure et al., 2010, 2013). In this activity, it is important to develop and validate novel concepts of sedimentary basin evolution and topography building by incorporating geological/geophysical datasets and methodologies applied to worldwide natural laboratories (Cloetingh et al., 2011; Cloetingh and Willett, 2013; Matenco and Andriessen, 2013). The Task Force aims to understand and predict the processes that control the formation and evolution of the coupled orogens and sedimentary basins system through integration of field studies, analytical techniques and numerical/analogue modelling. At the same time, the Task Force aims to promote research in the domain of sedimentary basins evolution and quantitative tectonics for the study of mountain building and the subsequent extensional collapse, and their quantitative implications for vertical motions on different temporal and spatial scales (Gibson et al., 2015; Matenco et al., 2016; Roure, 2008; Seranne et al., 2015). The implications of tectonics on basin fluids (fluid-flow and rock-fluid interactions) are important to understand and predict geo-resources (e.g., Nader, 2016). Important is to initiate innovative research lines in linking the evolution of sedimentary systems by integrating cross-disciplinary expertise with a focus on integrated sedimentary basins and orogenic evolution. The key is to strengthen the synergy between academic research and applied industry in large (inter)national interdisciplinary research networks able to tackle complex problems at integrated system level.

Rapid knowledge assessment (RKA): Assessing students content knowledge through rapid, in class assessment of expertise

NASA Astrophysics Data System (ADS)

O'Connell, Erin

Understanding how students go about problem solving in chemistry lends many possible advantages for interventions in teaching strategies for the college classroom. The work presented here is the development of an in-classroom, real-time, formative instrument to assess student expertise in chemistry with the purpose of developing classroom interventions. The development of appropriate interventions requires the understanding of how students go about starting to solve tasks presented to them, what their mental effort (load on working memory) is, and whether or not their performance was accurate. To measure this, the Rapid Knowledge Assessment (RKA) instrument uses clickers (handheld electronic instruments for submitting answers) as a means of data collection. The classroom data was used to develop an algorithm to deliver student assessment scores, which when correlated to external measure of standardized American Chemical Society (ACS) examinations and class score show a significant relationship between the accuracy of knowledge assessment (p=0.000). Use of eye-tracking technology and student interviews supports the measurements found in the classroom.

The Impact of Network Embeddedness on Student Persistence

NASA Astrophysics Data System (ADS)

Zwolak, Justyna; Brewe, Eric; Inspire Team

Society is constantly in flux, which demands the continuous development of our educational system to meet new challenges and impart the appropriate knowledge/skills to students. In particular, in order to improve student learning (among other things), the way we are teaching has significantly changed over the past few decades. We are moving away from traditional, lecture-based teaching towards a more interactive approach using, e.g., clicker questions, modeling instruction (MI), and other engagement strategies. A current, major challenge for universities is to increase student retention. I am examining the use of network analysis to investigate academic and social experiences of students in and beyond the classroom. There is a compelling case that transformed physics classes, such as ones that use MI, promote persistence by the creation of learning communities that support the integration of students into the university. I will discuss recent results connecting the MI approach to network structures in the students' interactions and how students' position impacts persistence in taking a subsequent MI vs. traditional lecture-based course.

Using Online Lectures to Make Time for Active Learning

PubMed Central

Prunuske, Amy J.; Batzli, Janet; Howell, Evelyn; Miller, Sarah

2012-01-01

To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students’ understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material. PMID:22714412

Relevance of East African Drill Cores to Human Evolution: the Case of the Olorgesailie Drilling Project

NASA Astrophysics Data System (ADS)

Potts, R.

2016-12-01

Drill cores reaching the local basement of the East African Rift were obtained in 2012 south of the Olorgesailie Basin, Kenya, 20 km from excavations that document key benchmarks in the origin of Homo sapiens. Sediments totaling 216 m were obtained from two drilling locations representing the past 1 million years. The cores were acquired to build a detailed environmental record spatially associated with the transition from Acheulean to Middle Stone Age technology and extensive turnover in mammalian species. The project seeks precise tests of how climate dynamics and tectonic events were linked with these transitions. Core lithology (A.K. Behrensmeyer), geochronology (A. Deino), diatoms (R.B. Owen), phytoliths (R. Kinyanjui), geochemistry (N. Rabideaux, D. Deocampo), among other indicators, show evidence of strong environmental variability in agreement with predicted high-eccentricity modulation of climate during the evolutionary transitions. Increase in hominin mobility, elaboration of symbolic behavior, and concurrent turnover in mammalian species indicating heightened adaptability to unpredictable ecosystems, point to a direct link between the evolutionary transitions and the landscape dynamics reflected in the Olorgesailie drill cores. For paleoanthropologists and Earth scientists, any link between evolutionary transitions and environmental dynamics requires robust evolutionary datasets pertinent to how selection, extinction, population divergence, and other evolutionary processes were impacted by the dynamics uncovered in drill core studies. Fossil and archeological data offer a rich source of data and of robust environment-evolution explanations that must be integrated into efforts by Earth scientists who seek to examine high-resolution climate records of human evolution. Paleoanthropological examples will illustrate the opportunities that exist for connecting evolutionary benchmarks to the data obtained from drilled African muds. Project members: R. Potts, A.K. Behrensmeyer, E. Beverly, K. Brady, J. Bright, E. Brown, J. Clark, A. Cohen, A. Deino, P. deMenocal, D. Deocampo, R. Dommain, J.T. Faith, J. King, R. Kinyanjui, N. Levin, J. Moerman, V. Muiruri, A. Noren, R.B. Owen, N. Rabideaux, R. Renaut, S. Rucina, J. Russell, J. Scott, M. Stockhecke, K. Uno

Encouraging an ecological evolution of data infrastructure

NASA Astrophysics Data System (ADS)

Parsons, M. A.

2015-12-01

Infrastructure is often thought of as a complex physical construct usually designed to transport information or things (e.g. electricity, water, cars, money, sound, data…). The Research Data Alliance (RDA) takes a more holistic view and considers infrastructure as a complex body of relationships between people, machines, and organisations. This paper will describe how this more ecological perspective leads RDA to define and govern an agile virtual organization. We seek to harness the power of the volunteer, through an open problem solving approach that focusses on the problems of our individual members and their organisations. We focus on implementing solutions that make data sharing work better without defining a priori what is necessary. We do not judge the fitness of a solution, per se, but instead assess how broadly the solution is adopted, recognizing that adoption is often the social challenge of technical problem. We seek to encourage a bottoms up approach with light guidance on principles from the top. The goal is to develop community solutions that solve real problems today yet are adaptive to changing technologies and needs.

Extending and expanding the Darwinian synthesis: the role of complex systems dynamics.

PubMed

Weber, Bruce H

2011-03-01

Darwinism is defined here as an evolving research tradition based upon the concepts of natural selection acting upon heritable variation articulated via background assumptions about systems dynamics. Darwin's theory of evolution was developed within a context of the background assumptions of Newtonian systems dynamics. The Modern Evolutionary Synthesis, or neo-Darwinism, successfully joined Darwinian selection and Mendelian genetics by developing population genetics informed by background assumptions of Boltzmannian systems dynamics. Currently the Darwinian Research Tradition is changing as it incorporates new information and ideas from molecular biology, paleontology, developmental biology, and systems ecology. This putative expanded and extended synthesis is most perspicuously deployed using background assumptions from complex systems dynamics. Such attempts seek to not only broaden the range of phenomena encompassed by the Darwinian Research Tradition, such as neutral molecular evolution, punctuated equilibrium, as well as developmental biology, and systems ecology more generally, but to also address issues of the emergence of evolutionary novelties as well as of life itself. Copyright © 2010 Elsevier Ltd. All rights reserved.

Evolution of CO2 and H2O on Mars: A cold Early History?

NASA Technical Reports Server (NTRS)

Niles, P. B.; Michalski, J.

2011-01-01

The martian climate has long been thought to have evolved substantially through history from a warm and wet period to the current cold and dry conditions on the martian surface. This view has been challenged based primarily on evidence that the early Sun had a substantially reduced luminosity and that a greenhouse atmosphere would be difficult to sustain on Mars for long periods of time. In addition, the evidence for a warm, wet period of martian history is far from conclusive with many of the salient features capable of being explained by an early cold climate. An important test of the warm, wet early Mars hypothesis is the abundance of carbonates in the crust [1]. Recent high precision isotopic measurements of the martian atmosphere and discoveries of carbonates on the martian surface provide new constraints on the evolution of the martian atmosphere. This work seeks to apply these constraints to test the feasibility of the cold early scenario

The "participating victim" in the study of erotic experiences between children and adults: an historical analysis.

PubMed

Malón, Agustín

2011-02-01

During the 20th century, erotic experiences between minors and adults occupied a position of increasing interest, both public as well as scientific. In this area of research, one of the most notable evolutions in how these experiences are treated has been the progressive disappearance and/or the intense redefinition of what earlier researchers called "participating victims," i.e., minors apparently interested in accepting and/or sustaining these relationships. The present work, through a comparative analysis of the literature, seeks to substantiate this transformation during the second third of the 20th century. It will also argue that this evolution can be fundamentally explained in terms of the intense emotional, moral, and ideological importance that is ascribed to these experiences in the rise of the current victimological paradigm. Finally, this study endeavors to contribute to the understanding of childhood and the scientific study of child sexuality as well as of these experiences with adults.

Laboratory evolution of artificially expanded DNA gives redesignable aptamers that target the toxic form of anthrax protective antigen

PubMed Central

Biondi, Elisa; Lane, Joshua D.; Das, Debasis; Dasgupta, Saurja; Piccirilli, Joseph A.; Hoshika, Shuichi; Bradley, Kevin M.; Krantz, Bryan A.; Benner, Steven A.

2016-01-01

Reported here is a laboratory in vitro evolution (LIVE) experiment based on an artificially expanded genetic information system (AEGIS). This experiment delivers the first example of an AEGIS aptamer that binds to an isolated protein target, the first whose structural contact with its target has been outlined and the first to inhibit biologically important activities of its target, the protective antigen from Bacillus anthracis. We show how rational design based on secondary structure predictions can also direct the use of AEGIS to improve the stability and binding of the aptamer to its target. The final aptamer has a dissociation constant of ∼35 nM. These results illustrate the value of AEGIS-LIVE for those seeking to obtain receptors and ligands without the complexities of medicinal chemistry, and also challenge the biophysical community to develop new tools to analyze the spectroscopic signatures of new DNA folds that will emerge in synthetic genetic systems replacing standard DNA and RNA as platforms for LIVE. PMID:27701076

Beyond Einstein

NASA Astrophysics Data System (ADS)

Hertz, P.

2003-03-01

The Structure and Evolution of the Universe (SEU) theme within NASA's Office of Space Science seeks to explore and understand the dynamic transformations of energy in the Universe - the entire web of biological and physical interactions that determine the evolution of our cosmic habitat. This search for understanding will enrich the human spirit and inspire a new generation of explorers, scientists, and engineers. To that end, NASA's strategic planning process has generated a new Roadmap to enable those goals. Called "Beyond Einstein", this Roadmap identifies three science objectives for the SEU theme: (1) Find out what powered the Big Bang; (2) Observe how black holes manipulate space, time, and matter; and (3) Identify the mysterious dark energy pullingthe Universe apart. These objectives can be realized through a combination of large observatories (Constellation-X, LISA), moderate sized, PI-led missions (the Einstein Probes), and a contuinuing program of technology development, research and analysis, and education/public outreach. In this presentation, NASA's proposed Beyond Einstein Program will be described. The full Roadmap is available at http://universe.nasa.gov/.

Laboratory Astrophysics Prize: Laboratory Astrophysics with Nuclei

NASA Astrophysics Data System (ADS)

Wiescher, Michael

2018-06-01

Nuclear astrophysics is concerned with nuclear reaction and decay processes from the Big Bang to the present star generation controlling the chemical evolution of our universe. Such nuclear reactions maintain stellar life, determine stellar evolution, and finally drive stellar explosion in the circle of stellar life. Laboratory nuclear astrophysics seeks to simulate and understand the underlying processes using a broad portfolio of nuclear instrumentation, from reactor to accelerator from stable to radioactive beams to map the broad spectrum of nucleosynthesis processes. This talk focuses on only two aspects of the broad field, the need of deep underground accelerator facilities in cosmic ray free environments in order to understand the nucleosynthesis in stars, and the need for high intensity radioactive beam facilities to recreate the conditions found in stellar explosions. Both concepts represent the two main frontiers of the field, which are being pursued in the US with the CASPAR accelerator at the Sanford Underground Research Facility in South Dakota and the FRIB facility at Michigan State University.

Misuses of biology in the context of the paranormal.

PubMed

Hewitt, G C

1988-04-15

Public suspicion of science stems from science's challenging of perceptions and myths about reality, and a public fear of new technology. The result is a susceptibility to pseudoscience. In claiming that creation 'science' is as valid as evolution the creationists misquote scientists and seek to spread their own 'scientific' myths concerning a young age for the earth, an act of creation based on a particular literalist interpretation of the Christian Bible and a single worldwide flood. They use methods of debate and politics, rather than scientific research. A selection of their arguments is examined and the nature of the evidence for evolution is discussed. Problems with the creation 'science' model are noted. In the myth of the hundredth monkey phenomenon, original research is misquoted to denigrate scientific research and support sentimental ideas of paranormal events. The misuse of science is seen as damaging to society because it reduces the effective gathering and application of scientific information. However, pseudoscience provides a valuable guide to gaps in public scientific education.

Chemical mimicry of insect oviposition sites: a global analysis of convergence in angiosperms.

PubMed

Jürgens, Andreas; Wee, Suk-Ling; Shuttleworth, Adam; Johnson, Steven D

2013-09-01

Floral mimicry of decaying plant or animal material has evolved in many plant lineages and exploits, for the purpose of pollination, insects seeking oviposition sites. Existing studies suggest that volatile signals play a particularly important role in these mimicry systems. Here, we present the first large-scale phylogenetically informed study of patterns of evolution in the volatile emissions of plants that mimic insect oviposition sites. Multivariate analyses showed strong convergent evolution, represented by distinct clusters in chemical phenotype space of plants that mimic animal carrion, decaying plant material, herbivore dung and omnivore/carnivore faeces respectively. These plants deploy universal infochemicals that serve as indicators for the main nutrients utilised by saprophagous, coprophagous and necrophagous insects. The emission of oligosulphide-dominated volatile blends very similar to those emitted by carrion has evolved independently in at least five plant families (Annonaceae, Apocynaceae, Araceae, Orchidaceae and Rafflesiaceae) and characterises plants associated mainly with pollination by necrophagous flies and beetles. © 2013 John Wiley & Sons Ltd/CNRS.

Evolution of Safeguards over Time: Past, Present, and Projected Facilities, Material, and Budget

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kollar, Lenka; Mathews, Caroline E.

This study examines the past trends and evolution of safeguards over time and projects growth through 2030. The report documents the amount of nuclear material and facilities under safeguards from 1970 until present, along with the corresponding budget. Estimates for the future amount of facilities and material under safeguards are made according to non-nuclear-weapons states’ (NNWS) plans to build more nuclear capacity and sustain current nuclear infrastructure. Since nuclear energy is seen as a clean and economic option for base load electric power, many countries are seeking to either expand their current nuclear infrastructure, or introduce nuclear power. In ordermore » to feed new nuclear power plants and sustain existing ones, more nuclear facilities will need to be built, and thus more nuclear material will be introduced into the safeguards system. The projections in this study conclude that a zero real growth scenario for the IAEA safeguards budget will result in large resource gaps in the near future.« less

Three legacies of humanitarianism in China.

PubMed

Hirono, Miwa

2013-10-01

The rise of China has altered the context of the international humanitarian community of donors and aid agencies. China is becoming one of the key actors in this grouping, undertaking infrastructure projects in areas in which paramount humanitarian challenges exist. The literature discusses how the Chinese approach differs from that of Western donors, but it does not pay much attention to why China concentrates on its state-centric and infrastructure-based approach. This paper seeks to shed some light on this subject by examining the historical evolution of the concept of humanitarianism in China. This evolution has produced three legacies: (i) the ideal of a well-ordered state; (ii) anti-Western sentiment; and (iii) the notion of comprehensive development based on a human-oriented approach. China's policies and discourses on assistance in humanitarian crises today rest on these three legacies. Traditional donors would be well advised to consider carefully the implications of the Chinese understanding of humanitarianism when engaging with the country. © 2013 The Author(s). Disasters © Overseas Development Institute, 2013.

Application of a Reduced Order Kalman Filter to Initialize a Coupled Atmosphere-Ocean Model: Impact on the Prediction of El Nino

NASA Technical Reports Server (NTRS)

Ballabrera-Poy, J.; Busalacchi, A.; Murtugudde, R.

2000-01-01

A reduced order Kalman Filter, based on a simplification of the Singular Evolutive Extended Kalman (SEEK) filter equations, is used to assimilate observed fields of the surface wind stress, sea surface temperature and sea level into the nonlinear coupled ocean-atmosphere model of Zebiak and Cane. The SEEK filter projects the Kalman Filter equations onto a subspace defined by the eigenvalue decomposition of the error forecast matrix, allowing its application to high dimensional systems. The Zebiak and Cane model couples a linear reduced gravity ocean model with a single vertical mode atmospheric model of Zebiak. The compatibility between the simplified physics of the model and each observed variable is studied separately and together. The results show the ability of the model to represent the simultaneous value of the wind stress, SST and sea level, when the fields are limited to the latitude band 10 deg S - 10 deg N In this first application of the Kalman Filter to a coupled ocean-atmosphere prediction model, the sea level fields are assimilated in terms of the Kelvin and Rossby modes of the thermocline depth anomaly. An estimation of the error of these modes is derived from the projection of an estimation of the sea level error over such modes. This method gives a value of 12 for the error of the Kelvin amplitude, and 6 m of error for the Rossby component of the thermocline depth. The ability of the method to reconstruct the state of the equatorial Pacific and predict its time evolution is demonstrated. The method is shown to be quite robust for predictions up to six months, and able to predict the onset of the 1997 warm event fifteen months before its occurrence.

Application of a Reduced Order Kalman Filter to Initialize a Coupled Atmosphere-Ocean Model: Impact on the Prediction of El Nino

NASA Technical Reports Server (NTRS)

Ballabrera-Poy, Joaquim; Busalacchi, Antonio J.; Murtugudde, Ragu

2000-01-01

A reduced order Kalman Filter, based on a simplification of the Singular Evolutive Extended Kalman (SEEK) filter equations, is used to assimilate observed fields of the surface wind stress, sea surface temperature and sea level into the nonlinear coupled ocean-atmosphere model. The SEEK filter projects the Kalman Filter equations onto a subspace defined by the eigenvalue decomposition of the error forecast matrix, allowing its application to high dimensional systems. The Zebiak and Cane model couples a linear reduced gravity ocean model with a single vertical mode atmospheric model of Zebiak. The compatibility between the simplified physics of the model and each observed variable is studied separately and together. The results show the ability of the model to represent the simultaneous value of the wind stress, SST and sea level, when the fields are limited to the latitude band 10 deg S - 10 deg N. In this first application of the Kalman Filter to a coupled ocean-atmosphere prediction model, the sea level fields are assimilated in terms of the Kelvin and Rossby modes of the thermocline depth anomaly. An estimation of the error of these modes is derived from the projection of an estimation of the sea level error over such modes. This method gives a value of 12 for the error of the Kelvin amplitude, and 6 m of error for the Rossby component of the thermocline depth. The ability of the method to reconstruct the state of the equatorial Pacific and predict its time evolution is demonstrated. The method is shown to be quite robust for predictions I up to six months, and able to predict the onset of the 1997 warm event fifteen months before its occurrence.

Developing and exploring a theory for the lateral erosion of bedrock channels for use in landscape evolution models

NASA Astrophysics Data System (ADS)

Langston, Abigail L.; Tucker, Gregory E.

2018-01-01

Understanding how a bedrock river erodes its banks laterally is a frontier in geomorphology. Theories for the vertical incision of bedrock channels are widely implemented in the current generation of landscape evolution models. However, in general existing models do not seek to implement the lateral migration of bedrock channel walls. This is problematic, as modeling geomorphic processes such as terrace formation and hillslope-channel coupling depends on the accurate simulation of valley widening. We have developed and implemented a theory for the lateral migration of bedrock channel walls in a catchment-scale landscape evolution model. Two model formulations are presented, one representing the slow process of widening a bedrock canyon and the other representing undercutting, slumping, and rapid downstream sediment transport that occurs in softer bedrock. Model experiments were run with a range of values for bedrock erodibility and tendency towards transport- or detachment-limited behavior and varying magnitudes of sediment flux and water discharge in order to determine the role that each plays in the development of wide bedrock valleys. The results show that this simple, physics-based theory for the lateral erosion of bedrock channels produces bedrock valleys that are many times wider than the grid discretization scale. This theory for the lateral erosion of bedrock channel walls and the numerical implementation of the theory in a catchment-scale landscape evolution model is a significant first step towards understanding the factors that control the rates and spatial extent of wide bedrock valleys.

A climate and environmental context for hominid evolution: Preliminary biomarker and compound specific isotope data from Lake Magadi, Kenya

NASA Astrophysics Data System (ADS)

Werne, J. P.; Ferland, T.; Cohen, A. S.; Lowenstein, T. K.; Deocampo, D.; Renaut, R.; Bernhart, O. R.

2016-12-01

The Hominid Sites and Paleolakes Drilling Project (HSPDP) seeks to understand the paleoclimatic and paleoenvironmental context of human evolution and development by analysis of paleolacustrine cores taken near key hominin fossil and artifact localities in Kenya and Ethiopia. Here, we present biomarker and compound specific isotope data from a 200 m drill core from Lake Magadi, Kenya. Located 20 km from the Koora Plain in the southern Kenya Rift, and adjacent to the Olorgesailie basin, Lake Magadi is in one of the richest Early-Late Pleistocene archaeological localities in Africa, a region that has been key in debates about the relationship between climate and evolution. Preliminary biomarker work has shown promising abundances of leaf waxes, whose isotopic compositions of hydrogen and carbon are commonly used as proxies for paleoprecipitation and watershed vegetation composition, respectively. A complementary record of glycerol dialkyl glycerol tetraethers (GDGTs), which can serve as a proxy for temperature, soil input, and/or pH, will be presented alongside the leaf wax data to enhance the paleoenvironmental reconstruction of Lake Magadi. Present-day Lake Magadi is a saline pan, a descendant of a series of paleolakes that have occupied its drainage basin for approximately one million years. Hominid evolution milestones such as the mastering of fire as a tool, rapid encephalization, and the emergence of Homo sapiens all are thought to have occurred in the time frame encompassed by our record.

Male infanticide leads to social monogamy in primates.

PubMed

Opie, Christopher; Atkinson, Quentin D; Dunbar, Robin I M; Shultz, Susanne

2013-08-13

Although common in birds, social monogamy, or pair-living, is rare among mammals because internal gestation and lactation in mammals makes it advantageous for males to seek additional mating opportunities. A number of hypotheses have been proposed to explain the evolution of social monogamy among mammals: as a male mate-guarding strategy, because of the benefits of biparental care, or as a defense against infanticidal males. However, comparative analyses have been unable to resolve the root causes of monogamy. Primates are unusual among mammals because monogamy has evolved independently in all of the major clades. Here we combine trait data across 230 primate species with a Bayesian likelihood framework to test for correlated evolution between monogamy and a range of traits to evaluate the competing hypotheses. We find evidence of correlated evolution between social monogamy and both female ranging patterns and biparental care, but the most compelling explanation for the appearance of monogamy is male infanticide. It is only the presence of infanticide that reliably increases the probability of a shift to social monogamy, whereas monogamy allows the secondary adoption of paternal care and is associated with a shift to discrete ranges. The origin of social monogamy in primates is best explained by long lactation periods caused by altriciality, making primate infants particularly vulnerable to infanticidal males. We show that biparental care shortens relative lactation length, thereby reducing infanticide risk and increasing reproductive rates. These phylogenetic analyses support a key role for infanticide in the social evolution of primates, and potentially, humans.

Male infanticide leads to social monogamy in primates

PubMed Central

Opie, Christopher; Atkinson, Quentin D.; Dunbar, Robin I. M.; Shultz, Susanne

2013-01-01

Although common in birds, social monogamy, or pair-living, is rare among mammals because internal gestation and lactation in mammals makes it advantageous for males to seek additional mating opportunities. A number of hypotheses have been proposed to explain the evolution of social monogamy among mammals: as a male mate-guarding strategy, because of the benefits of biparental care, or as a defense against infanticidal males. However, comparative analyses have been unable to resolve the root causes of monogamy. Primates are unusual among mammals because monogamy has evolved independently in all of the major clades. Here we combine trait data across 230 primate species with a Bayesian likelihood framework to test for correlated evolution between monogamy and a range of traits to evaluate the competing hypotheses. We find evidence of correlated evolution between social monogamy and both female ranging patterns and biparental care, but the most compelling explanation for the appearance of monogamy is male infanticide. It is only the presence of infanticide that reliably increases the probability of a shift to social monogamy, whereas monogamy allows the secondary adoption of paternal care and is associated with a shift to discrete ranges. The origin of social monogamy in primates is best explained by long lactation periods caused by altriciality, making primate infants particularly vulnerable to infanticidal males. We show that biparental care shortens relative lactation length, thereby reducing infanticide risk and increasing reproductive rates. These phylogenetic analyses support a key role for infanticide in the social evolution of primates, and potentially, humans. PMID:23898180

Synthetic biology for the directed evolution of protein biocatalysts: navigating sequence space intelligently

PubMed Central

Currin, Andrew; Swainston, Neil; Day, Philip J.

2015-01-01

The amino acid sequence of a protein affects both its structure and its function. Thus, the ability to modify the sequence, and hence the structure and activity, of individual proteins in a systematic way, opens up many opportunities, both scientifically and (as we focus on here) for exploitation in biocatalysis. Modern methods of synthetic biology, whereby increasingly large sequences of DNA can be synthesised de novo, allow an unprecedented ability to engineer proteins with novel functions. However, the number of possible proteins is far too large to test individually, so we need means for navigating the ‘search space’ of possible protein sequences efficiently and reliably in order to find desirable activities and other properties. Enzymologists distinguish binding (K d) and catalytic (k cat) steps. In a similar way, judicious strategies have blended design (for binding, specificity and active site modelling) with the more empirical methods of classical directed evolution (DE) for improving k cat (where natural evolution rarely seeks the highest values), especially with regard to residues distant from the active site and where the functional linkages underpinning enzyme dynamics are both unknown and hard to predict. Epistasis (where the ‘best’ amino acid at one site depends on that or those at others) is a notable feature of directed evolution. The aim of this review is to highlight some of the approaches that are being developed to allow us to use directed evolution to improve enzyme properties, often dramatically. We note that directed evolution differs in a number of ways from natural evolution, including in particular the available mechanisms and the likely selection pressures. Thus, we stress the opportunities afforded by techniques that enable one to map sequence to (structure and) activity in silico, as an effective means of modelling and exploring protein landscapes. Because known landscapes may be assessed and reasoned about as a whole, simultaneously, this offers opportunities for protein improvement not readily available to natural evolution on rapid timescales. Intelligent landscape navigation, informed by sequence-activity relationships and coupled to the emerging methods of synthetic biology, offers scope for the development of novel biocatalysts that are both highly active and robust. PMID:25503938

Gambling and family: A two-way relationship.

PubMed

Subramaniam, Mythily; Chong, Siow Ann; Satghare, Pratika; Browning, Colette J; Thomas, Shane

2017-12-01

Background and aims Families play an important role in the evolution of gambling and are also adversely affected by the disordered gambling of any one of their members. The aims of this study were to explore both the role families play in gambling initiation, maintenance, and help-seeking, and the harm caused to families by the gambling behavior using a qualitative approach. Methods Regular older adult gamblers were included in the study. In-depth interviews were conducted with 25 older adults to gain an understanding of gambling from their perspective. Older adult gamblers described their lived experience of gambling ranging from initiation to harm and attempts to cut down or limit gambling. Data were analyzed using thematic network analysis. Results The mean age of the 25 participants was 66.2 years. The majority were male (n = 18), of Chinese ethnicity (n = 16), had secondary education (n = 9), were married (n = 20), and currently employed (n = 15). Four organizing themes related to the role of families in initiation and maintenance of gambling, harm caused to family members, and their role in help-seeking were identified. Discussion and conclusions The study emphasizes the role of Asian families in both initiation and maintenance of gambling. Hence, families must be involved in prevention and outreach programs. Family members must be educated, so that they can encourage help-seeking to ensure early treatment and recovery. There is a need for interventional studies for reducing stress and improving coping among family members.

Evaluation of seven hypotheses for metamemory performance in rhesus monkeys

PubMed Central

Basile, Benjamin M.; Schroeder, Gabriel R.; Brown, Emily Kathryn; Templer, Victoria L.; Hampton, Robert R.

2014-01-01

Knowing the extent to which nonhumans and humans share mechanisms for metacognition will advance our understanding of cognitive evolution and will improve selection of model systems for biomedical research. Some nonhuman species avoid difficult cognitive tests, seek information when ignorant, or otherwise behave in ways consistent with metacognition. There is agreement that some nonhuman animals “succeed” in these metacognitive tasks, but little consensus about the cognitive mechanisms underlying performance. In one paradigm, rhesus monkeys visually searched for hidden food when ignorant of the location of the food, but acted immediately when knowledgeable. This result has been interpreted as evidence that monkeys introspectively monitored their memory to adaptively control information seeking. However, convincing alternative hypotheses have been advanced that might also account for the adaptive pattern of visual searching. We evaluated seven hypotheses using a computerized task in which monkeys chose either to take memory tests immediately or to see the answer again before proceeding to the test. We found no evidence to support the hypotheses of behavioral cue association, rote response learning, expectancy violation, response competition, generalized search strategy, or postural mediation. In contrast, we repeatedly found evidence to support the memory monitoring hypothesis. Monkeys chose to see the answer when memory was poor, either from natural variation or experimental manipulation. We found limited evidence that monkeys also monitored the fluency of memory access. Overall, the evidence indicates that rhesus monkeys can use memory strength as a discriminative cue for information seeking, consistent with introspective monitoring of explicit memory. PMID:25365530

Observational Tracers of Hot and Cold Gas in Isolated Galaxy Simulations

NASA Astrophysics Data System (ADS)

Brzycki, Bryan; Silvia, Devin

2018-01-01

We present results from an analysis comparing simulations of isolated spiral galaxies with recent observations of the circumgalactic medium (CGM). As the interface containing inflows and outflows between the interstellar and intergalactic media, the CGM plays an important role in the composition and evolution of galaxies. Using a set of isolated galaxy simulations over different initial conditions and star formation and feedback parameters, we investigate the evolution of CGM gas. Specifically, in light of recent observational studies, we compute the radial column density profiles and covering fractions of various observable ion species (H I, C IV, O VI, Mg II, Si III) for each simulated galaxy. Taking uniformly random sightlines through the CGM of each simulated galaxy, we find the abundance of gas absorbers and analyze their contribution to the overall column density along each sightline. By identifying the prevalence of high column density absorbers, we seek to characterize the distribution and evolution of observable ion species in the CGM. We also highlight a subset of our isolated galaxy simulations that produce and maintain a stable precipitating CGM that fuels high rates of sustained star formation. This project was supported in part by the NSF REU grant AST-1358980 and by the Nantucket Maria Mitchell Association.

AST: Activity-Security-Trust driven modeling of time varying networks

PubMed Central

Wang, Jian; Xu, Jiake; Liu, Yanheng; Deng, Weiwen

2016-01-01

Network modeling is a flexible mathematical structure that enables to identify statistical regularities and structural principles hidden in complex systems. The majority of recent driving forces in modeling complex networks are originated from activity, in which an activity potential of a time invariant function is introduced to identify agents’ interactions and to construct an activity-driven model. However, the new-emerging network evolutions are already deeply coupled with not only the explicit factors (e.g. activity) but also the implicit considerations (e.g. security and trust), so more intrinsic driving forces behind should be integrated into the modeling of time varying networks. The agents undoubtedly seek to build a time-dependent trade-off among activity, security, and trust in generating a new connection to another. Thus, we reasonably propose the Activity-Security-Trust (AST) driven model through synthetically considering the explicit and implicit driving forces (e.g. activity, security, and trust) underlying the decision process. AST-driven model facilitates to more accurately capture highly dynamical network behaviors and figure out the complex evolution process, allowing a profound understanding of the effects of security and trust in driving network evolution, and improving the biases induced by only involving activity representations in analyzing the dynamical processes. PMID:26888717

Concentration-Discharge Relations in the Critical Zone: Implications for Resolving Critical Zone Structure, Function, and Evolution

NASA Astrophysics Data System (ADS)

Chorover, Jon; Derry, Louis A.; McDowell, William H.

2017-11-01

Critical zone science seeks to develop mechanistic theories that describe critical zone structure, function, and long-term evolution. One postulate is that hydrogeochemical controls on critical zone evolution can be inferred from solute discharges measured down-gradient of reactive flow paths. These flow paths have variable lengths, interfacial compositions, and residence times, and their mixing is reflected in concentration-discharge (C-Q) relations. Motivation for this special section originates from a U.S. Critical Zone Observatories workshop that was held at the University of New Hampshire, 20-22 July 2015. The workshop focused on resolving mechanistic CZ controls over surface water chemical dynamics across the full range of lithogenic (e.g., nonhydrolyzing and hydrolyzing cations and oxyanions) and bioactive solutes (e.g., organic and inorganic forms of C, N, P, and S), including dissolved and colloidal species that may cooccur for a given element. Papers submitted to this special section on "concentration-discharge relations in the critical zone" include those from authors who attended the workshop, as well as others who responded to the open solicitation. Submissions were invited that utilized information pertaining to internal, integrated catchment function (relations between hydrology, biogeochemistry, and landscape structure) to help illuminate controls on observed C-Q relations.

Evolutionary medicine--the quest for a better understanding of health, disease and prevention.

PubMed

Brüne, Martin; Hochberg, Ze'ev

2013-04-29

Clinical medicine has neglected the fact that the make-up of organs and body functions, as well as the human-specific repertoire of behaviors and defenses against pathogens or other potential dangers are the product of adaptation by natural and sexual selection. Even more, for many clinicians it does not seem straightforward to accept a role of evolution in the understanding of disease, let alone, treatment and prevention.Accordingly, this Editorial seeks to set the stage for an article collection that aims at dealing precisely with the question of why evolutionary aspects of health and disease are not only interesting, but necessary to improve clinical medicine.

A Multiple-Item Scale for Assessing E-Government Service Quality

NASA Astrophysics Data System (ADS)

Papadomichelaki, Xenia; Mentzas, Gregoris

A critical element in the evolution of e-governmental services is the development of sites that better serve the citizens’ needs. To deliver superior service quality, we must first understand how citizens perceive and evaluate online citizen service. This involves defining what e-government service quality is, identifying its underlying dimensions, and determining how it can be conceptualized and measured. In this article we conceptualise an e-government service quality model (e-GovQual) and then we develop, refine, validate, confirm and test a multiple-item scale for measuring e-government service quality for public administration sites where citizens seek either information or services.

Round the bend: a brief history of mental health nursing in Victoria, Australia 1848 to 1950's.

PubMed

Sands, Natisha Marina

2009-06-01

This paper presents a history of mental health nursing in Victoria, Australia from 1848 to the 1950's, or the asylum years to the era of the mental hospital. The research for this historical overview was conducted as part of a literature review for a mental health nursing doctoral thesis, which included an account of the evolution of the profession from asylum attendant to the present time. The literature reviewed for this project revealed a distinct lack of a coherent, chronological account of the historical development of mental health nursing in Victoria, and this paper seeks to address that knowledge gap.

KSC-97PC1108

NASA Image and Video Library

1997-07-22

Flight mechanics from NASA’s Jet Propulsion Laboratory (JPL) in Pasadena, Calif., work on the lifting fixture that picks up the Cassini spacecraft in KSC’s Payload Hazardous Servicing Facility. The orbiter alone weighs about 4,750 pounds (2,150 kilograms). At launch, the combined orbiter, Huygens probe, launch vehicle adapter, and propellants will weigh about 12,346 pounds (5,600 kilograms). Scheduled for launch in October, the Cassini mission, a joint US-European four-year orbital surveillance of Saturn's atmosphere and magnetosphere, its rings, and its moons, seeks insight into the origins and evolution of the early solar system. JPL is managing the Cassini project for NASA

KSC-97PC1109

NASA Image and Video Library

1997-07-22

Flight mechanics from NASA’s Jet Propulsion Laboratory (JPL) in Pasadena, Calif., inspect their work after mating the Cassini spacecraft to its launch vehicle adapter in KSC’s Payload Hazardous Servicing Facility. The adapter will later be mated to a Titan IV/Centaur expendable launch vehicle that will lift Cassini into space. Scheduled for launch in October, the Cassini mission, a joint US-European four-year orbital surveillance of Saturn's atmosphere and magnetosphere, its rings, and its moons, seeks insight into the origins and evolution of the early solar system. It will take seven years for the spacecraft to reach Saturn. JPL is managing the Cassini project for NASA

Macroergonomic aspects in the design of development programs in IDCs.

PubMed

Coelho, Denis A; Ferrara, Patricia R; Couvinhas, Ana F; Lima, Tânia M; Walter, Jake K

2012-01-01

This paper revisits three reports on ergonomic aspects of development initiatives taking place in Industrially Developing Countries (IDCs). These include a macro-ergonomics intervention in a habitation community in Cape Verde (aimed at designing solutions contributing to sustainable development), the evolution of poultry growers' control strategies as an integrative broiler operation is introduced in Mozambique, and a set of macro-ergonomic considerations related to the Agro Forestry Village Project in Mozambique. The paper seeks to set the reviewed development endeavors against the backdrop of the goals of ergonomics interventions. This reflection may inform development agents in future processes of design and implementation of integrated community and work systems transformation.

Effect of electron cyclotron beam width to neoclassical tearing mode stabilization by minimum seeking control in ITER

NASA Astrophysics Data System (ADS)

Park, Minho; Na, Yong-Su; Seo, Jaemin; Kim, M.; Kim, Kyungjin

2018-01-01

We report the effect of the electron cyclotron (EC) beam width on the full suppression time of neoclassical tearing mode (NTM) using the finite difference method (FDM) based minimum seeking controller in ITER. An integrated numerical system is setup for time-dependent simulations of the NTM evolution in ITER by solving the modified Rutherford equation together with the plasma equilibrium, transport, and EC heating and current drive. The calculated magnetic island width and growth rate is converted to the Mirnov diagnostic signal as an input to the controller to mimic the real experiment. In addition, 10% of the noise is enforced to this diagnostic signal to evaluate the robustness of the controller. To test the dependency of the NTM stabilization time on the EC beam width, the EC beam width scan is performed for a perfectly aligned case first, then for cases with the feedback control using the minimum seeking controller. When the EC beam is perfectly aligned, the narrower the EC beam width, the smaller the NTM stabilization time is observed. As the beam width increases, the required EC power increases exponentially. On the other hand, when the minimum seeking controller is applied, NTM stabilization sometimes fails as the EC beam width decreases. This is consistently observed in the simulation with various representations of the noise as well as without the noise in the Mirnov signal. The higher relative misalignment, misalignment divided by the beam width, is found to be the reason for the failure with the narrower beam widths. The EC stabilization effect can be lower for the narrower beam widths than the broader ones even at the same misalignment due to the smaller ECCD at the island O-point. On the other hand, if the EC beam is too wide, the NTM stabilization time takes too long. Accordingly, the optimal EC beam width range is revealed to exist in the feedback stabilization of NTM.

Sexual Healthcare Preferences among Gay and Bisexual Men: A Qualitative Study in San Francisco, California

PubMed Central

Koester, Kimberly A.; Collins, Shane P.; Fuller, Shannon M.; Galindo, Gabriel R.; Gibson, Steven; Steward, Wayne T.

2013-01-01

Background Research on gay and other men who have sex with men's (G/MSM) preferences for sexual healthcare services focuses largely on HIV testing and to some extent on sexually transmitted infections (STI). This research illustrates the frequency and location of where G/MSM interface with the healthcare system, but it does not speak to why men seek care in those locations. As HIV and STI prevention strategies evolve, evidence about G/MSM's motivations and decision-making can inform future plans to optimize models of HIV/STI prevention and primary care. Methods We conducted a phenomenological study of gay men's sexual health seeking experiences, which included 32 in-depth interviews with gay and bisexual men. Interviews were transcribed verbatim and entered into Atlas.ti. We conducted a Framework Analysis. Findings We identified a continuum of sexual healthcare seeking practices and their associated drivers. Men differed in their preferences for separating sexual healthcare from other forms of healthcare (“fragmentation”) versus combining all care into one location (“consolidation”). Fragmentation drivers included: fear of being monitored by insurance companies, a desire to seek non-judgmental providers with expertise in sexual health, a desire for rapid HIV testing, perceiving sexual health services as more convenient than primary care services, and a lack of healthcare coverage. Consolidation drivers included: a comfortable and trusting relationship with a provider, a desire for one provider to oversee overall health and those with access to public or private health insurance. Conclusions Men in this study were likely to separate sexual healthcare from primary care. Based on this finding, we recommend placing new combination HIV/STI prevention interventions within sexual health clinics. Furthermore, given the evolution of the financing and delivery of healthcare services and in HIV prevention, policymakers and clinicians should consider including more primary care services within sexual healthcare settings. PMID:23977073

The evolution of offensive realism.

PubMed

Johnson, Dominic D P; Phil, D; Thayer, Bradley A

Offensive realism, a theory of international relations, holds that states are disposed to competition and conflict because they are self-interested, power maximizing, and fearful of other states. Moreover, it argues that states are obliged to behave this way because doing so favors survival in the international system. Debate continues as to whether modern states actually do, or should, behave in this way, but we are struck by a different question. In this article, we ask whether the three core assumptions about behavior in offensive realism-self-help, power maximization, and outgroup fear-have any basis in scientific knowledge about human behavioral evolution. We find that these precise traits are not only evolutionarily adaptive but also empirically common across the animal kingdom, especially in primate and human societies. Based on these findings, we hypothesize that states behave as offensive realists predict not just because of anarchy in the modern international system but also because of the legacy of our evolution. In short, offensive realism may really be describing the nature of the human species more than the nature of the international system. If our hypothesis is correct, then evolutionary theory offers the following: (1) a novel ultimate cause of offensive realist behavior; (2) an extension of offensive realism to any domain in which humans compete for power; and (3) an explanation for why individual leaders themselves, and not just states, seek power. However, a key insight from evolution is that the primacy of self-help, power maximization, and outgroup fear does not necessarily condemn individuals or groups to competition and conflict; rather, these traits can in themselves give rise to cooperation and alliances.

Air Data Report Improves Flight Safety

NASA Technical Reports Server (NTRS)

2007-01-01

NASA's Aviation Safety Program in the NASA Aeronautics Research Mission Directorate, which seeks to make aviation safer by developing tools for flight data analysis and interpretation and then by transferring these tools to the aviation industry, sponsored the development of Morning Report software. The software, created at Ames Research Center with the assistance of the Pacific Northwest National Laboratory, seeks to detect atypicalities without any predefined parameters-it spots deviations and highlights them. In 2004, Sagem Avionics Inc. entered a licensing agreement with NASA for the commercialization of the Morning Report software, and also licensed the NASA Aviation Data Integration System (ADIS) tool, which allows for the integration of data from disparate sources into the flight data analysis process. Sagem Avionics incorporated the Morning Report tool into its AGS product, a comprehensive flight operations monitoring system that helps users detect irregular or divergent practices, technical flaws, and problems that might develop when aircraft operate outside of normal procedures. Sagem developed AGS in collaboration with airlines, so that the system takes into account their technical evolutions and needs, and each airline is able to easily perform specific treatments and to build its own flight data analysis system. Further, the AGS is designed to support any aircraft and flight data recorders.

Of bonds and boundaries: what is the modern role of anthropomorphism in primatological studies?

PubMed

Asquith, Pamela J

2011-03-01

Anthropomorphism (and its obverse, zoomorphism) continues to shift and propel us toward changing perspectives on ourselves and other animals. Discussions of anthropomorphism in primate behavior are ostensibly about our use and definition of terms, but ultimately reflect our views of what is unique to humans or unknowable in other animals. Primatologists doing long-term fieldwork report on the bonds that are inevitably formed through familiarity with their study subjects and how anecdotes and anthropomorphism help them to gain a contextualized view of animal lives. This fuller view of animal society serves as an aid to understanding different rationalities and provides a more effective modern role for anthropomorphism than does seeking to demonstrate isomorphic capacities in alloprimates. Although most ordinary language terms are accepted among primatologists, "primate culture" serves as an example of a term and a concept that overreached acceptable anthropomorphic limits when defined to accord with definitions of modern human culture. Comparing similar behavioral forms as the product of similar selective pressures acting on specific early traits, producing homoplasies through convergent evolution, provides a nonanthropomorphic basis for seeking similarities in human and alloprimate behavior. 2010 Wiley-Liss, Inc.

What’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis †

PubMed Central

Knight, Jennifer K.; Wood, William B.; Smith, Michelle K.

2013-01-01

Undergraduate students in genetics and developmental biology courses often struggle with the concept of epistasis because they are unaware that the logic of gene interactions differs between enzymatic pathways and signaling pathways. If students try to develop and memorize a single simple rule for predicting epistatic relationships without taking into account the nature of the pathway under consideration, they can become confused by cases where the rule does not apply. To remedy this problem, we developed a short pre-/post-test, an in-class activity for small groups, and a series of clicker questions about recessive epistasis in the context of a signaling pathway that intersects with an enzymatic pathway. We also developed a series of homework problems that provide deliberate practice in applying concepts in epistasis to different pathways and experimental situations. Students show significant improvement from pretest to posttest, and perform well on homework and exam questions following this activity. Here we describe these materials, as well as the formative and summative assessment results from one group of students to show how the activities impact student learning. PMID:24358383

Teaching Energy to a General Audience

NASA Astrophysics Data System (ADS)

Baski, Alison; Hunnicutt, Sally

2010-02-01

A new, interdisciplinary course entitled ``Energy!'' has been developed by faculty in the physics and chemistry departments to meet the university's science and technology general education requirement. This course now enrolls over 400 students each semester in a single lecture where faculty from both departments co-teach throughout the term. Topics include the fundamentals of energy, fossil fuels, global climate change, nuclear energy, and renewable energy sources. The students represent an impressive range of majors (science, engineering, business, humanities, etc.) and comprise freshmen to seniors. To effectively teach this diverse audience and increase classroom engagement, in-class ``clickers'' are used with guided questions to teach concepts, which are then explicitly reinforced with online LON-CAPAfootnotetextFree open-source distributed learning content management and assessment system (www.lon-capa.org) homework. This online system enables immediate feedback in a structured manner, where students can practice randomized versions of problems for homework, quizzes, and exams. The course is already in high demand after only two semesters, in part because it is particularly relevant to students given the challenging energy and climate issues facing the nation and world. )

Interactive Engagement in the Large Lecture Environment

NASA Astrophysics Data System (ADS)

Dubson, Michael

Watching a great physics lecture is like watching a great piano performance. It is can be inspiring, and it can give you insights, but it doesn't teach you to play piano. Students don't learn physics by watching expert professors perform at the board; they can only learn by practicing it themselves. Learning physics involves high-level thinking like formulating problem-solving strategies or explaining concepts to other humans. Learning is always messy, involving struggle, trial-and-error, and paradigm shifts. That learning struggle cannot be overcome with a more eloquent lecture; it can only be surmounted with prolonged, determined, active engagement by the student. I will demonstrate some techniques of active engagement, including clicker questions and in-class activities, which are designed to activate the student's higher-level thinking, get them actively involved in their learning, and start them on the path of productive struggle. These techniques are scalable; they work in classrooms with 30 or 300 students. This talk about audience participation will involve audience participation, so please put down your phone and be ready for a challenge.

Student Response Systems and Learning: Perceptions of the Student.

PubMed

Benson, Jeryl D; Szucs, Kimberly A; Taylor, Meredith

2016-10-01

To assess student perception of learning and use of a student response system (SRS) as a teaching/learning strategy. Survey methods were used to explore student perceptions of learning and use of student response systems as a pedagogical strategy. Fifty-nine graduate students participated in the survey post completion of two graduate intervention courses. Overall, there was a positive response to the use of SRS's in the classroom. All of the students (100%) recommended the continued use of the clickers for various reasons. The primary benefit reported by students related to providing immediate feedback, the opportunity to manipulate and revisit the content, and the ability to check for understanding within a class session. Students recommended the continued use of the SRS in classes to support acquisition of content and exam preparation. The student reported technology difficulties as the only the negative to SRS use in the classroom. Instructor perception was that the addition of the SRS devices added a new way to interact with the students. Suggestions for incorporating the use of a SRS devices into classroom instruction are offered.

Using a Research-based Approach to Transform Upper-division Courses in Classical and Quantum Mechanics and E&M

NASA Astrophysics Data System (ADS)

Pollock, Steven

2013-04-01

At most universities, including the University of Colorado, upper-division physics courses are taught using a traditional lecture approach that does not make use of many of the instructional techniques that have been found to improve student learning at the introductory level. We are transforming several upper-division courses using principles of active engagement and learning theory, guided by the results of observations, interviews, and analysis of student work at CU and elsewhere. In this talk I outline these transformations, including the development of faculty consensus learning goals, clicker questions, tutorials, modified homeworks, and more. We present evidence of the effectiveness of these transformations relative to traditional courses, based on student grades, interviews, and through research-based assessments of student conceptual mastery and student attitudes. Our results suggest that many of the tools that have been effective in introductory courses are effective for our majors, and that further research is warranted in the upper-division environment. (See www.colorado.edu/sei/departments/physics.htm for materials)

Positive Reinforcement Training for Blood Collection in Grizzly Bears (Ursus arctos horribilis) Results in Undetectable Elevations in Serum Cortisol Levels: A Preliminary Investigation.

PubMed

Joyce-Zuniga, Nicole M; Newberry, Ruth C; Robbins, Charles T; Ware, Jasmine V; Jansen, Heiko T; Nelson, O Lynne

2016-01-01

Training nonhuman animals in captivity for participation in routine husbandry procedures is believed to produce a lower stress environment compared with undergoing a general anesthetic event for the same procedure. This hypothesis rests largely on anecdotal evidence that the captive subjects appear more relaxed with the trained event. Blood markers of physiological stress responses were evaluated in 4 captive grizzly bears (Ursus arctos horribilis) who were clicker-trained for blood collection versus 4 bears who were chemically immobilized for blood collection. Serum cortisol and immunoglobulin A (IgA) and plasma β-endorphin were measured as indicators of responses to stress. Plasma β-endorphin was not different between the groups. Serum IgA was undetectable in all bears. Serum cortisol was undetectable in all trained bears, whereas chemically immobilized bears had marked cortisol elevations (p < .05). The highest cortisol elevations were found in 2 bears with extensive recent immobilization experience. These findings support the use of positive reinforcement training for routine health procedures to minimize anxiety.

Peer Learning in a MATLAB Programming Course

NASA Astrophysics Data System (ADS)

Reckinger, Shanon

2016-11-01

Three forms of research-based peer learning were implemented in the design of a MATLAB programming course for mechanical engineering undergraduate students. First, a peer learning program was initiated. These undergraduate peer learning leaders played two roles in the course, (I) they were in the classroom helping students' with their work, and, (II) they led optional two hour helps sessions outside of the class time. The second form of peer learning was implemented through the inclusion of a peer discussion period following in class clicker quizzes. The third form of peer learning had the students creating video project assignments and posting them on YouTube to explain course topics to their peers. Several other more informal techniques were used to encourage peer learning. Student feedback in the form of both instructor-designed survey responses and formal course evaluations (quantitative and narrative) will be presented. Finally, effectiveness will be measured by formal assessment, direct and indirect to these peer learning methods. This will include both academic data/grades and pre/post test scores. Overall, the course design and its inclusion of these peer learning techniques demonstrate effectiveness.

Enhancing student retention of prerequisite knowledge through pre-class activities and in-class reinforcement.

PubMed

Taylor, Ann T S; Olofson, Eric L; Novak, Walter R P

2017-03-04

To foster the connection between biochemistry and the supporting prerequisite concepts, a collection of activities that explicitly link general and organic chemistry concepts to biochemistry ideas was written and either assigned as pre-class work or as recitation activities. We assessed student learning gains after using these activities alone, or in combination with regularly-integrated clicker and discussion questions. Learning gains were determined from student performance on pre- and post-tests covering key prerequisite concepts, biochemistry course exams, and student self-evaluation. Long-term retention of the material was assessed using a comprehensive exam given to a subset of the students. Our results show that using the pre-class exercises in combination with integrative questions was effective at improving student performance in both the short and long term. Similar results were obtained at both a large research institution with large class enrollments and at a private liberal arts college with moderate enrollments. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):97-104, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

How to get students to love (or not hate) MATLAB and programming

NASA Astrophysics Data System (ADS)

Reckinger, Shanon; Reckinger, Scott

2014-11-01

An effective programming course geared toward engineering students requires the utilization of modern teaching philosophies. A newly designed course that focuses on programming in MATLAB involves flipping the classroom and integrating various active teaching techniques. Vital aspects of the new course design include: lengthening in-class contact hours, Process-Oriented Guided Inquiry Learning (POGIL) method worksheets (self-guided instruction), student created video content posted on YouTube, clicker questions (used in class to practice reading and debugging code), programming exams that don't require computers, integrating oral exams into the classroom, fostering an environment for formal and informal peer learning, and designing in a broader theme to tie together assignments. However, possibly the most important piece to this programming course puzzle: the instructor needs to be able to find programming mistakes very fast and then lead individuals and groups through the steps to find their mistakes themselves. The effectiveness of the new course design is demonstrated through pre- and post- concept exam results and student evaluation feedback. Students reported that the course was challenging and required a lot of effort, but left largely positive feedback.

Evolution of evaluation criteria in the College of American Pathologists Surveys.

PubMed

Ross, J W

1988-04-01

This review of the evolution of evaluation criteria in the College of American Pathologists Survey and of theoretical grounds proposed for evaluation criteria explores the complex nature of the evaluation process. Survey professionals balance multiple variables to seek relevant and meaningful evaluations. These include the state of the art, the reliability of target values, the nature of available control materials, the perceived medical "nonusefulness" of the extremes of performance (good or poor), this extent of laboratory services provided, and the availability of scientific data and theory by which clinically relevant criteria of medical usefulness may be established. The evaluation process has consistently sought peer concensus, to stimulate improvement in state of the art, to increase medical usefulness, and to monitor the state of the art. Recent factors that are likely to promote change from peer group evaluation to fixed criteria evaluation are the high degree of proficiency in the state of the art for many analytes, accurate target values, increased knowledge of biologic variation, and the availability of statistical modeling techniques simulating biologic and diagnostic processes as well as analytic processes.

Critical knowledge gaps and research needs related to the environmental dimensions of antibiotic resistance.

PubMed

Larsson, D G Joakim; Andremont, Antoine; Bengtsson-Palme, Johan; Brandt, Kristian Koefoed; de Roda Husman, Ana Maria; Fagerstedt, Patriq; Fick, Jerker; Flach, Carl-Fredrik; Gaze, William H; Kuroda, Makoto; Kvint, Kristian; Laxminarayan, Ramanan; Manaia, Celia M; Nielsen, Kaare Magne; Plant, Laura; Ploy, Marie-Cécile; Segovia, Carlos; Simonet, Pascal; Smalla, Kornelia; Snape, Jason; Topp, Edward; van Hengel, Arjon J; Verner-Jeffreys, David W; Virta, Marko P J; Wellington, Elizabeth M; Wernersson, Ann-Sofie

2018-08-01

There is growing understanding that the environment plays an important role both in the transmission of antibiotic resistant pathogens and in their evolution. Accordingly, researchers and stakeholders world-wide seek to further explore the mechanisms and drivers involved, quantify risks and identify suitable interventions. There is a clear value in establishing research needs and coordinating efforts within and across nations in order to best tackle this global challenge. At an international workshop in late September 2017, scientists from 14 countries with expertise on the environmental dimensions of antibiotic resistance gathered to define critical knowledge gaps. Four key areas were identified where research is urgently needed: 1) the relative contributions of different sources of antibiotics and antibiotic resistant bacteria into the environment; 2) the role of the environment, and particularly anthropogenic inputs, in the evolution of resistance; 3) the overall human and animal health impacts caused by exposure to environmental resistant bacteria; and 4) the efficacy and feasibility of different technological, social, economic and behavioral interventions to mitigate environmental antibiotic resistance. 1 . Copyright © 2018 The Authors. Published by Elsevier Ltd.. All rights reserved.

Archive of digital chirp subbottom profile data collected during USGS cruises 13BIM02 and 13BIM07 offshore of the Chandeleur Islands, Louisiana, 2013

USGS Publications Warehouse

Forde, Arnell S.; Miselis, Jennifer L.; Flocks, James G.; Bernier, Julie C.; Wiese, Dana S.

2014-01-01

On July 5–19 (cruise 13BIM02) and August 22–September 1 (cruise 13BIM07), 2013, the U.S. Geological Survey (USGS) conducted geophysical surveys to investigate the geologic controls on barrier island evolution and medium-term and interannual sediment transport along the oil spill mitigation sand berm constructed at the north end and offshore of the Chandeleur Islands, Louisiana. This investigation is part of a broader USGS study, which seeks to understand barrier island evolution better over medium time scales (months to years). This report serves as an archive of unprocessed digital chirp subbottom data, trackline maps, navigation files, Geographic Information System (GIS) files, Field Activity Collection System (FACS) logs, and formal Federal Geographic Data Committee (FGDC) metadata. Gained–showing a relative increase in signal amplitude–digital images of the seismic profiles are provided. Refer to the Abbreviations page for explanations of acronyms and abbreviations used in this report.

Value homophily benefits cooperation but motivates employing incorrect social information.

PubMed

Rauwolf, Paul; Mitchell, Dominic; Bryson, Joanna J

2015-02-21

Individuals often judge others based on third-party gossip, rather than their own experience, despite the fact that gossip is error-prone. Rather than judging others on their merits, even when such knowledge is free, we judge based on the opinions of third parties. Here we seek to understand this observation in the context of the evolution of cooperation. If individuals are being judged on noisy social reputations rather than on merit, then agents might exploit this, eroding the sustainability of cooperation. We employ a version of the Prisoner׳s Dilemma, the Donation game, which has been used to simulate the evolution of cooperation through indirect reciprocity. First, we validate the proposition that adding homophily (the propensity to interact with others of similar beliefs) into a society increases the sustainability of cooperation. However, this creates an evolutionary conflict between the accurate signalling of ingroup status versus the veridical report of the behaviour of other agents. We find that conditions exist where signalling ingroup status outweighs honesty as the best method to ultimately spread cooperation. Copyright © 2014 Elsevier Ltd. All rights reserved.

A simple model for research interest evolution patterns

NASA Astrophysics Data System (ADS)

Jia, Tao; Wang, Dashun; Szymanski, Boleslaw

Sir Isaac Newton supposedly remarked that in his scientific career he was like ``...a boy playing on the sea-shore ...finding a smoother pebble or a prettier shell than ordinary''. His remarkable modesty and famous understatement motivate us to seek regularities in how scientists shift their research focus as the career develops. Indeed, despite intensive investigations on how microscopic factors, such as incentives and risks, would influence a scientist's choice of research agenda, little is known on the macroscopic patterns in the research interest change undertaken by individual scientists throughout their careers. Here we make use of over 14,000 authors' publication records in physics. By quantifying statistical characteristics in the interest evolution, we model scientific research as a random walk, which reproduces patterns in individuals' careers observed empirically. Despite myriad of factors that shape and influence individual choices of research subjects, we identified regularities in this dynamical process that are well captured by a simple statistical model. The results advance our understanding of scientists' behaviors during their careers and open up avenues for future studies in the science of science.

Spitzer's window onto the evolution of young planets

NASA Astrophysics Data System (ADS)

Newton, Elisabeth; Mann, Andrew; Rizzuto, Aaron; Vanderburg, Andrew

2018-05-01

Exoplanets in young associations provide an otherwise inaccessible window into how planetary systems form and evolve. We expect to discover 19 young exoplanets around bright stars through our TESS GI programs, which will provide a critical data set for studying planet formation and evolution into the next decade. Here, we propose to obtain transit observations of these young planets with Spitzer. We seek to use Spitzer because it enables us is to obtain precise photometric observations at wavelengths that will also mitigate the impact of stellar activity, which is expected to be high for these young stars. Using data from Spitzer, we will directly address two questions: how do the atmospheres of sub-Neptune sized planets evolve? And what is the mechanism by which planets migrate onto short orbits? We will do this by measuring minimum eccentricities via the photoeccentric effect and by accurately and precisely constraining the planetary properties. We will additionally improve transit ephemerides, ensuring that the transits of these planets are not lost as the community prepares for future observations with JWST, HST, and ground-based facilities. This is a target of opportunity program.

Effectively managing partnership evolution: a case study from Chicago.

PubMed

Tishuk, Brian S

Given the continued proliferation of public/ private partnerships as vehicles for sharing best practices, lessons learned and actionable information, the keys to their success become more important to identify. Effective partnerships enhance the resilience of their respective members, which, in turn, improves community resilience. Thus, identifying the attributes of a successful partnership should be a high priority for those looking to foster collaboration between the public and private sectors. This paper will illustrate with two case studies how successful partnerships creatively leverage opportunities and manage the evolution of public/private relationships, while always seeking to institutionalise these collaborative efforts. The first will discuss briefly the development of the most important national partnership within the financial sector. The other focuses on a public/private task force in Chicago, composed of public safety agencies and representatives of critical infrastructure, which owes its existence to an unexpected research project and that needed to be restructured in light of experience. The manner in which the task force formed and evolved yields many lessons for partnerships interested in remaining relevant and effective.

Microbes and Microstructure: Dust's Role in the Snowpack Evolution

NASA Astrophysics Data System (ADS)

Lieblappen, R.; Courville, Z.; Fegyveresi, J. M.; Barbato, R.; Thurston, A.

2017-12-01

Dust is a primary vehicle for transporting microbial communities to polar and alpine snowpacks both through wind distribution (dry deposition) and snowfall events (wet deposition). The resulting microbial community diversity in the snowpack may then resemble the source material properties rather than its new habitat. Dust also has a strong influence on the microstructural properties of snow, resulting in changes to radiative and mechanical properties. As local reductions in snowpack albedo lead to enhanced melting and a heterogeneous snow surface, the microbial communities are also impacted. Here we study the impact of the changing microstructure in the snowpack, its influence on microbial function, and the fate of dust particles within the snow matrix. We seek to quantify the changes in respiration and water availability with the onset of melt. Polar samples were collected from the McMurdo Ice Shelf, Antarctica in February, 2017, while alpine samples were collected from Silverton, CO from October to May, 2017 as part of the Colorado Dust on Snow (CDOS) network. At each site, coincident meteorological data provides temperature, wind, and radiative measurements. Samples were collected immediately following dust deposition events and after subsequent snowpack evolution. We used x-ray micro-computed tomography to quantify the microstructural evolution of the snow, while also imaging the microstructural distribution of the dust within the snow. The dust was then collected and analyzed for chemical and microbial activity.

Astrobiology and the Biological Universe

NASA Astrophysics Data System (ADS)

Dick, S. J.

2002-12-01

Four hundred years ago two astronomical world views hung in the balance: the geocentric and the heliocentric. Today astronomy faces a similar choice between two grand world views: a purely physical universe, in which cosmic evolution commonly ends in planets, stars and galaxies, and a biological universe, in which cosmic evolution routinely results in life, mind and intelligence. Astrobiology is the science providing the data to make this critical choice. This 20th century overview shows how we have arrived at the view that cosmic evolution may have resulted in life and intelligence in the universe. It examines how our astronomical world view has changed over the last century, recalls the opinions of astronomical pioneers like Russell, Shapley, and Struve on life in the universe, and shows how planetary science, planetary systems science, origins of life studies and SETI have combined to form a new discipline. Astrobiology now commands \\$50 million in direct funding from NASA, funds 15 Astrobiology Institute members around the country and four affiliates around the world, and seeks to answer one of astronomy's oldest questions. Whether we live in a mostly physical universe, as exemplified in Isaac Asimov's Foundation series, or in a biological universe, as portrayed in Arthur C. Clarke's works, this reality will have profound consequences, no less than the Copernican theory. Astrobiology also looks to the future of life; taking a long-term ``Stapledonian" view, it is possible we may live in a postbiological universe.

The evolution of social networks through the implementation of evidence-informed decision-making interventions: a longitudinal analysis of three public health units in Canada.

PubMed

Yousefi-Nooraie, Reza; Dobbins, Maureen; Marin, Alexandra; Hanneman, Robert; Lohfeld, Lynne

2015-12-03

We studied the evolution of information-seeking networks over a 2-year period during which an organization-wide intervention was implemented to promote evidence-informed decision-making (EIDM) in three public health units in Ontario, Canada. We tested whether engagement of staff in the intervention and their EIDM behavior were associated with being chosen as information source and how the trend of inter-divisional communications and the dominance of experts evolved over time. Local managers at each health unit selected a group of staff to get engage in Knowledge Broker-led workshops and development of evidence summaries to address local public health problems. The staff were invited to answer three online surveys (at baseline and two annual follow-ups) including name generator questions eliciting the list of the staff they would turn to for help integrating research evidence into practice. We used stochastic actor-oriented modeling to study the evolution of networks. We tested the effect of engagement in the intervention, EIDM behavior scores, organizational divisions, and structural dynamics of social networks on the tendency of staff to select information sources, and the change in its trend between year 1 and year 2 of follow-up. In all the three health units, and especially in the two units with higher levels of engagement in the intervention, the network evolved towards a more centralized structure, with an increasing significance of already central staff. The staff showed greater tendencies to seek information from peers with higher EIDM behavior scores. In the public health unit that had highest engagement and stronger leadership support, the engaged staff became more central. In all public health units, the engaged staff showed an increasing tendency towards forming clusters. The staff in the three public health units showed a tendency towards limiting their connections within their divisions. The longitudinal analysis provided us with a means to study the microstructural changes in public health units, clues to the sustainability of the implementation. The hierarchical transformation of networks towards experts and formation of clusters among staff who were engaged in the intervention show how implementing organizational interventions to promote EIDM may affect the knowledge flow and distribution in health care communities, which may lead to unanticipated consequences.

Medical malpractice tort reform.

PubMed

Ottenwess, David M; Lamberti, Meagan A; Ottenwess, Stephanie P; Dresevic, Adrienne D

2011-01-01

A tort is generally defined as a civil wrong which causes an injury, for which a victim may seek damages, typically in the form of money damages, against the alleged wrongdoer. An overview of the tort system is detailed, specifically in the context of a medical malpractice lawsuit, in order to provide a better understanding of the practical evolution of medical malpractice litigation and its proposed reforms. Rising premiums and defensive medicine are also discussed as part of the tort reform dialogue. Because medical malpractice litigation will never disappear entirely, implementing sound risk management and compliance programs are critical to every radiology department in order to improve the safety and quality of the care that its radiologists and technologists provide.

Seeking a rapprochement between anthropology and the cognitive sciences: a problem-driven approach.

PubMed

Whitehouse, Harvey; Cohen, Emma

2012-07-01

Beller, Bender, and Medin question the necessity of including social anthropology within the cognitive sciences. We argue that there is great scope for fruitful rapprochement while agreeing that there are obstacles (even if we might wish to debate some of those specifically identified by Beller and colleagues). We frame the general problem differently, however: not in terms of the problem of reconciling disciplines and research cultures, but rather in terms of the prospects for collaborative deployment of expertise (methodological and theoretical) in problem-driven research. For the purposes of illustration, our focus in this article is on the evolution of cooperation. Copyright © 2012 Cognitive Science Society, Inc.

A generalized simplest equation method and its application to the Boussinesq-Burgers equation.

PubMed

Sudao, Bilige; Wang, Xiaomin

2015-01-01

In this paper, a generalized simplest equation method is proposed to seek exact solutions of nonlinear evolution equations (NLEEs). In the method, we chose a solution expression with a variable coefficient and a variable coefficient ordinary differential auxiliary equation. This method can yield a Bäcklund transformation between NLEEs and a related constraint equation. By dealing with the constraint equation, we can derive infinite number of exact solutions for NLEEs. These solutions include the traveling wave solutions, non-traveling wave solutions, multi-soliton solutions, rational solutions, and other types of solutions. As applications, we obtained wide classes of exact solutions for the Boussinesq-Burgers equation by using the generalized simplest equation method.

A Generalized Simplest Equation Method and Its Application to the Boussinesq-Burgers Equation

PubMed Central

Sudao, Bilige; Wang, Xiaomin

2015-01-01

In this paper, a generalized simplest equation method is proposed to seek exact solutions of nonlinear evolution equations (NLEEs). In the method, we chose a solution expression with a variable coefficient and a variable coefficient ordinary differential auxiliary equation. This method can yield a Bäcklund transformation between NLEEs and a related constraint equation. By dealing with the constraint equation, we can derive infinite number of exact solutions for NLEEs. These solutions include the traveling wave solutions, non-traveling wave solutions, multi-soliton solutions, rational solutions, and other types of solutions. As applications, we obtained wide classes of exact solutions for the Boussinesq-Burgers equation by using the generalized simplest equation method. PMID:25973605

Explicit and exact nontraveling wave solutions of the (3+1)-dimensional potential Yu-Toda-Sasa-Fukuyama equation

NASA Astrophysics Data System (ADS)

Yuan, Na

2018-04-01

With the aid of the symbolic computation, we present an improved ( G ‧ / G ) -expansion method, which can be applied to seek more types of exact solutions for certain nonlinear evolution equations. In illustration, we choose the (3 + 1)-dimensional potential Yu-Toda-Sasa-Fukuyama equation to demonstrate the validity and advantages of the method. As a result, abundant explicit and exact nontraveling wave solutions are obtained including two solitary waves solutions, nontraveling wave solutions and dromion soliton solutions. Some particular localized excitations and the interactions between two solitary waves are researched. The method can be also applied to other nonlinear partial differential equations.

Artificially Expanded Genetic Information Systems for New Aptamer Technologies.

PubMed

Biondi, Elisa; Benner, Steven A

2018-05-09

Directed evolution was first applied to diverse libraries of DNA and RNA molecules a quarter century ago in the hope of gaining technology that would allow the creation of receptors, ligands, and catalysts on demand. Despite isolated successes, the outputs of this technology have been somewhat disappointing, perhaps because the four building blocks of standard DNA and RNA have too little functionality to have versatile binding properties, and offer too little information density to fold unambiguously. This review covers the recent literature that seeks to create an improved platform to support laboratory Darwinism, one based on an artificially expanded genetic information system (AEGIS) that adds independently replicating nucleotide “letters” to the evolving “alphabet”.

Using High-Resolution Comparison of Bedrock Properties and Channel Morphology to Empirically Characterize Erodibility in Fluvial Settings

NASA Astrophysics Data System (ADS)

Chilton, K.; Spotila, J. A.

2017-12-01

Bedrock erodibility exerts a primary control on landscape evolution and fluvial morphodynamics, but the relationships between erodibility and the many factors that influence it (rock strength, spacing and orientation of discontinuities, weathering susceptibility, erosive process, etc.) remain poorly defined. This results in oversimplification of erodibility in landscape evolution models, the primary example being the stream power incision model, which groups together factors which may influence erodibility into a single coefficient. There is therefore need to better define how bedrock properties influence erodibility and, in turn, channel form and evolution. This study seeks to deconvolve the relationships between bedrock material properties and erodibility by quantifying empirical relationships between substrate characteristics and bedrock channel morphology (slope, steepness index, width, form) at a high spatial resolution (5-10 m scale) in continuous and mixed alluvial-bedrock channels. We specifically focus on slowly eroding channels with minimal evidence for landscape transience, such that variations in channel morphology are mainly due to bedrock properties. We also use channels cut into sedimentary rock, which exhibit extreme variation (yet predictability and continuity) in discontinuity spacing. Here we present preliminary data comparing the morphology and bedrock properties of 1st through 4th order channels in the tectonically inactive Valley and Ridge province of the Appalachian Mountains, SW Virginia. Field surveys of channel slope, width, substrate, and form consist of 0.5 km long, continuous stream reaches through different intervals of tilted Paleozoic siliciclastic stratigraphy. Some surveys exhibit nearly complete bedrock exposure, whereas others are predominantly mixed, with localized bedrock reaches in high-slope knickzones. We statistically analyze relationships between fluvial morphology and lithology, strength (based on field and laboratory measurements), and discontinuity spacing and orientation. Results are informative for models of landscape evolution, and specifically provide insight into the controls on erosive process dominance (i.e., plucking vs. abrasion) and on the development and evolution of knickpoints in non-transient settings.

On the coupled evolution of oceanic internal waves and quasi-geostrophic flow

NASA Astrophysics Data System (ADS)

Wagner, Gregory LeClaire

Oceanic motion outside thin boundary layers is primarily a mixture of quasi-geostrophic flow and internal waves with either near-inertial frequencies or the frequency of the semidiurnal lunar tide. This dissertation seeks a deeper understanding of waves and flow through reduced models that isolate their nonlinear and coupled evolution from the Boussinesq equations. Three physical-space models are developed: an equation that describes quasi-geostrophic evolution in an arbitrary and prescribed field of hydrostatic internal waves; a three-component model that couples quasi-geostrophic flow to both near-inertial waves and the near-inertial second harmonic; and a model for the slow evolution of hydrostatic internal tides in quasi-geostrophic flow of near-arbitrary scale. This slow internal tide equation opens the path to a coupled model for the energetic interaction of quasi-geostrophic flow and oceanic internal tides. Four results emerge. First, the wave-averaged quasi-geostrophic equation reveals that finite-amplitude waves give rise to a mean flow that advects quasi-geostrophic potential vorticity. Second is the definition of a new material invariant: Available Potential Vorticity, or APV. APV isolates the part of Ertel potential vorticity available for balanced-flow evolution in Eulerian frames and proves necessary in the separating waves and quasi-geostrophic flow. The third result, hashed out for near-inertial waves and quasi-geostrophic flow, is that wave-flow interaction leads to energy exchange even under conditions of weak nonlinearity. For storm-forced oceanic near-inertial waves the interaction often energizes waves at the expense of flow. We call this extraction of balanced quasi-geostrophic energy 'stimulated generation' since it requires externally-forced rather than spontaneously-generated waves. The fourth result is that quasi-geostrophic flow can encourage or 'catalyze' a nonlinear interaction between a near-inertial wave field and its second harmonic that transfers energy to the small near-inertial vertical scales of wave breaking and mixing.

Androgenic signaling systems and their role in behavioral evolution.

PubMed

Fuxjager, Matthew J; Schuppe, Eric R

2018-06-05

Sex steroids mediate the organization and activation of masculine reproductive phenotypes in diverse vertebrate taxa. However, the effects of sex steroid action in this context vary tremendously, in that steroid action influences reproductive physiology and behavior in markedly different ways (even among closely related species). This leads to the idea that the mechanisms underlying sex steroid action similarly differ across vertebrates in a manner that supports diversification of important sexual traits. Here, we highlight the Evolutionary Potential Hypothesis as a framework for understanding how androgen-dependent reproductive behavior evolves. This idea posits that the cellular mechanisms underlying androgenic action can independently evolve within a given target tissue to adjust the hormone's functional effects. The result is a seemingly endless number of permutations in androgenic signaling pathways that can be mapped onto the incredible diversity of reproductive phenotypes. One reason this hypothesis is important is because it shifts current thinking about the evolution of steroid-dependent traits away from an emphasis on circulating steroid levels and toward a focus on molecular mechanisms of hormone action. To this end, we also provide new empirical data suggesting that certain cellular modulators of androgen action-namely, the co-factors that dynamically adjust transcritpional effects of steroid action either up or down-are also substrates on which evolution can act. We then close the review with a detailed look at a case study in the golden-collared manakin (Manacus vitellinus). Work in this tropical bird shows how androgenic signaling systems are modified in specific parts of the skeletal muscle system to enhance motor performance necessary to produce acrobatic courtship displays. Altogether, this paper seeks to develop a platform to better understand how steroid action influences the evolution of complex animal behavior. Copyright © 2018 Elsevier Ltd. All rights reserved.

The evolution of syntax: an exaptationist perspective.

PubMed

Fitch, W Tecumseh

2011-01-01

The evolution of language required elaboration of a number of independent mechanisms in the hominin lineage, including systems involved in signaling, semantics, and syntax. Two perspectives on the evolution of syntax can be contrasted. The "continuist" perspective seeks the evolutionary roots of complex human syntax in simpler combinatory systems used in animal communication systems, such as iteration and sequencing. The "exaptationist" perspective posits evolutionary change of function, so that systems today used for linguistic communication might previously have served quite different functions in earlier hominids. I argue that abundant biological evidence supports an exaptationist perspective, in general, and that it must be taken seriously when considering language evolution. When applied to syntax, this suggests that core computational components used today in language could have originally served non-linguistic functions such as motor control, non-verbal thought, or spatial reasoning. I outline three specific exaptationist hypotheses for spoken language. These three hypotheses each posit a change of functionality in a precursor circuit, and its transformation into a neural circuit or region specifically involved in language today. Hypothesis 1 suggests that the precursor mechanism for intentional vocal control, specifically direct cortical control over the larynx, was manual motor control subserved by the cortico-spinal tract. The second is that the arcuate fasciculus, which today connects syntactic and lexical regions, had its origin in intracortical connections subserving vocal imitation. The third is that the specialized components of Broca's area, specifically BA 45, had their origins in non-linguistic motor control, and specifically hierarchical planning of action. I conclude by illustrating the importance of both homology (studied via primates) and convergence (typically analyzed in birds) for testing such evolutionary hypotheses.

The Co-Evolution of Life & Environment, and the Astrobiological Quest

NASA Astrophysics Data System (ADS)

Cabrol, N. A.

2016-12-01

Physicochemical and environmental conditions determine the range of possible biogeochemistries on planets and moons. Yet, the Earth shows that as soon as life took hold, it modified its environment, from the mineralogy of sediments to the global composition of the atmosphere. In their evolution, life and environment are intertwined and cannot be separated. This coevolution is one of the most fundamental concepts in astrobiology, one that is central to our understanding of what, where, and how to search for life beyond Earth. In that quest, Mars will be the first destination for planetary missions seeking biosignatures. Both Earth and Mars had shared traits during the Archean/Noachian period. However, for Mars, the impact of a different environmental evolution on the development of life and the preservation of biosignatures remains unclear. In addition to an irreversible global climate change, Mars always had greater environmental variability than Earth due to its astronomical characteristics. Biological evolution, if any, would have had to proceed in this distinct context. If parallels can be drawn, the major metabolisms supporting Earth's biogeochemical cycles had evolved early. Understanding the succession of physical and environmental processes and their combination in the first 700 million years of Mars history is, therefore, essential to envision possible metabolisms, adaptation strategies life would have required to survive changes, and the biosignatures that could still be preserved today. Ultimately, the astrobiological significance of exploring Mars is also about teaching us invaluable lessons about the uniqueness of each planetary experiment, regardless of similarities. Beyond the Solar System, this notion can be expanded to the search for earth-like exoplanets, and for what it means to search for life as we know it, simple or complex.

Divergent and Conserved Elements Comprise the Chemoreceptive Repertoire of the Nonblood-Feeding Mosquito Toxorhynchites amboinensis

PubMed Central

Zhou, Xiaofan; Rinker, David C.; Pitts, Ronald Jason; Rokas, Antonis; Zwiebel, Laurence J.

2014-01-01

Many mosquito species serve as vectors of diseases such as malaria and yellow fever, wherein pathogen transmission is tightly associated with the reproductive requirement of taking vertebrate blood meals. Toxorhynchites is one of only three known mosquito genera that does not host-seek and initiates egg development in the absence of a blood-derived protein bolus. These remarkable differences make Toxorhynchites an attractive comparative reference for understanding mosquito chemosensation as it pertains to host-seeking. We performed deep transcriptome profiling of adult female Toxorhynchites amboinensis bodies, antennae and maxillary palps, and identified 25,084 protein-coding “genes” in the de novo assembly. Phylogenomic analysis of 4,266 single-copy “genes” from T. amboinensis, Aedes aegypti, Anopheles gambiae, and Culex quinquefasciatus robustly supported Ae. aegypti as the closest relative of T. amboinensis, with the two species diverged approximately 40 Ma. We identified a large number of T. amboinensis chemosensory “genes,” the majority of which have orthologs in other mosquitoes. Finally, cross-species expression analyses indicated that patterns of chemoreceptor transcript abundance were very similar for chemoreceptors that are conserved between T. amboinensis and Ae. aegypti, whereas T. amboinensis appeared deficient in the variety of expressed, lineage-specific chemoreceptors. Our transcriptome assembly of T. amboinensis represents the first comprehensive genomic resource for a nonblood-feeding mosquito and establishes a foundation for future comparative studies of blood-feeding and nonblood-feeding mosquitoes. We hypothesize that chemosensory genes that display discrete patterns of evolution and abundance between T. amboinensis and blood-feeding mosquitoes are likely to play critical roles in host-seeking and hence the vectorial capacity. PMID:25326137

Use of habitat odour by host-seeking insects.

PubMed

Webster, Ben; Cardé, Ring T

2017-05-01

Locating suitable feeding or oviposition sites is essential for insect survival. Understanding how insects achieve this is crucial, not only for understanding the ecology and evolution of insect-host interactions, but also for the development of sustainable pest-control strategies that exploit insects' host-seeking behaviours. Volatile chemical cues are used by foraging insects to locate and recognise potential hosts but in nature these resources usually are patchily distributed, making chance encounters with host odour plumes rare over distances greater than tens of metres. The majority of studies on insect host-seeking have focussed on short-range orientation to easily detectable cues and it is only recently that we have begun to understand how insects overcome this challenge. Recent advances show that insects from a wide range of feeding guilds make use of 'habitat cues', volatile chemical cues released over a relatively large area that indicate a locale where more specific host cues are most likely to be found. Habitat cues differ from host cues in that they tend to be released in larger quantities, are more easily detectable over longer distances, and may lack specificity, yet provide an effective way for insects to maximise their chances of subsequently encountering specific host cues. This review brings together recent advances in this area, discussing key examples and similarities in strategies used by haematophagous insects, soil-dwelling insects and insects that forage around plants. We also propose and provide evidence for a new theory that general and non-host plant volatiles can be used by foraging herbivores to locate patches of vegetation at a distance in the absence of more specific host cues, explaining some of the many discrepancies between laboratory and field trials that attempt to make use of plant-derived repellents for controlling insect pests. © 2016 Cambridge Philosophical Society.

What contribution can international relations make to the evolving global health agenda?

PubMed

Davies, Sara E

2010-01-01

This article presents two approaches that have dominated International Relations in their approach to the international politics of health. The statist approach, which is primarily security-focused, seeks to link health initiatives to a foreign or defence policy remit. The globalist approach, in contrast, seeks to advance health not because of its intrinsic security value but because it advances the well-being and rights of individuals. This article charts the evolution of these approaches and demonstrates why both have the potential to shape our understanding of the evolving global health agenda. It examines how the statist and globalist perspectives have helped shape contemporary initiatives in global health governance and suggests that there is evidence of an emerging convergence between the two perspectives. This convergence is particularly clear in the articulation of a number of UN initiatives in this area - especially the One World, One Health Strategic Framework and the Oslo Ministerial Declaration (2007) which inspired the first UN General Assembly resolution on global health and foreign policy in 2009 and the UN Secretary-General's note "Global health and foreign policy: strategic opportunities and challenges". What remains to be seen is whether this convergence will deliver on securing states' interest long enough to promote the interests of the individuals who require global efforts to deliver local health improvements.

Practices and Processes of Leading High Performance Home Builders in the Upper Midwest

DOE Office of Scientific and Technical Information (OSTI.GOV)

Von Thoma, E.; Ojczyk, C.

2012-12-01

The NorthernSTAR Building America Partnership team proposed this study to gain insight into the business, sales, and construction processes of successful high performance builders. The knowledge gained by understanding the high performance strategies used by individual builders, as well as the process each followed to move from traditional builder to high performance builder, will be beneficial in proposing more in-depth research to yield specific action items to assist the industry at large transform to high performance new home construction. This investigation identified the best practices of three successful high performance builders in the upper Midwest. In-depth field analysis of themore » performance levels of their homes, their business models, and their strategies for market acceptance were explored. All three builders commonly seek ENERGY STAR certification on their homes and implement strategies that would allow them to meet the requirements for the Building America Builders Challenge program. Their desire for continuous improvement, willingness to seek outside assistance, and ambition to be leaders in their field are common themes. Problem solving to overcome challenges was accepted as part of doing business. It was concluded that crossing the gap from code-based building to high performance based building was a natural evolution for these leading builders.« less

Toward Multiscale Models of Cyanobacterial Growth: A Modular Approach

PubMed Central

Westermark, Stefanie; Steuer, Ralf

2016-01-01

Oxygenic photosynthesis dominates global primary productivity ever since its evolution more than three billion years ago. While many aspects of phototrophic growth are well understood, it remains a considerable challenge to elucidate the manifold dependencies and interconnections between the diverse cellular processes that together facilitate the synthesis of new cells. Phototrophic growth involves the coordinated action of several layers of cellular functioning, ranging from the photosynthetic light reactions and the electron transport chain, to carbon-concentrating mechanisms and the assimilation of inorganic carbon. It requires the synthesis of new building blocks by cellular metabolism, protection against excessive light, as well as diurnal regulation by a circadian clock and the orchestration of gene expression and cell division. Computational modeling allows us to quantitatively describe these cellular functions and processes relevant for phototrophic growth. As yet, however, computational models are mostly confined to the inner workings of individual cellular processes, rather than describing the manifold interactions between them in the context of a living cell. Using cyanobacteria as model organisms, this contribution seeks to summarize existing computational models that are relevant to describe phototrophic growth and seeks to outline their interactions and dependencies. Our ultimate aim is to understand cellular functioning and growth as the outcome of a coordinated operation of diverse yet interconnected cellular processes. PMID:28083530

Implementation of a reduced order Kalman filter to assimilate ocean color data into a coupled physical-biochemical model of the North Aegean Sea.

NASA Astrophysics Data System (ADS)

Kalaroni, Sofia; Tsiaras, Kostas; Economou-Amilli, Athena; Petihakis, George; Politikos, Dimitrios; Triantafyllou, George

2013-04-01

Within the framework of the European project OPEC (Operational Ecology), a data assimilation system was implemented to describe chlorophyll-a concentrations of the North Aegean, as well the impact on the European anchovy (Engraulis encrasicolus) biomass distribution provided by a bioenergetics model, related to the density of three low trophic level functional groups of zooplankton (heterotrophic flagellates, microzooplankton and mesozooplankton). The three-dimensional hydrodynamic-biogeochemical model comprises two on-line coupled sub-models: the Princeton Ocean Model (POM) and the European Regional Seas Ecosystem Model (ERSEM). The assimilation scheme is based on the Singular Evolutive Extended Kalman (SEEK) filter and its variant that uses a fixed correction base (SFEK). For the initialization, SEEK filter uses a reduced order error covariance matrix provided by the dominant Empirical Orthogonal Functions (EOF) of model. The assimilation experiments were performed for year 2003 using SeaWiFS chlorophyll-a data during which the physical model uses the atmospheric forcing obtained from the regional climate model HIRHAM5. The assimilation system is validated by assessing the relevance of the system in fitting the data, the impact of the assimilation on non-observed biochemical parameters and the overall quality of the forecasts.

The neural representation of social networks.

PubMed

Weaverdyck, Miriam E; Parkinson, Carolyn

2018-05-24

The computational demands associated with navigating large, complexly bonded social groups are thought to have significantly shaped human brain evolution. Yet, research on social network representation and cognitive neuroscience have progressed largely independently. Thus, little is known about how the human brain encodes the structure of the social networks in which it is embedded. This review highlights recent work seeking to bridge this gap in understanding. While the majority of research linking social network analysis and neuroimaging has focused on relating neuroanatomy to social network size, researchers have begun to define the neural architecture that encodes social network structure, cognitive and behavioral consequences of encoding this information, and individual differences in how people represent the structure of their social world. Copyright © 2018 Elsevier Ltd. All rights reserved.

Chandra/HETG Observations of NGC1275

NASA Astrophysics Data System (ADS)

Reynolds, Christopher

2017-09-01

NGC1275 is the active galactic nucleus (AGN) at the heart of the Perseus cluster of galaxies responsible for the mechanical heating of the intracluster medium (ICM) cool core. We propose a deep (500ks) HETG observation of NGC1275, allowing the first high-S/N, high resolution spectrum of this AGN free from contamination by the bright ICM. We will seek the signatures of powerful winds, answering the central question of whether galactic-scale quasar-mode feedback is occuring simultaneously with cluster-scale radio-mode feedback. We also probe circumnuclear gas (i.e. the fuel supply) through the 6.4keV line previously seen by XMM and Hitomi. These issues are crucial unknowns in our models for the evolution of the most massive galaxies and cluster cores.

The Lunar Reconnaissance Orbiter: Plans for the Science Phase

NASA Technical Reports Server (NTRS)

Vondrak, Richard R.; Keller, John W.; Chin, Gordon; Petro, Noah; Rice, James; Garvin, James

2011-01-01

The Lunar Reconnaissance Orbiter spacecraft (LRO), which was launched on June 18, 2009, began with the goal of seeking safe landing sites for future robotic missions or the return of humans to the Moon as part of NASA's Exploration Systems Mission Directorate (ESMD). In addition, LRO's primary objectives included the search for resources and to investigate the Lunar radiation environment. This phase of the mission was completed on September 15,2010 when the operational responsibility for LRO was transferred from ESMD to NASA's Science Mission directorate (SMD). Under SMD, the mission focuses on a new set of goals related to the history of the Moon, its current state and what its history can tell us about the evolution of the Solar System.

[Advances in research on automatic exposure control of mammography system].

PubMed

Wang, Guoyi; Ye, Chengfu; Wu, Haiming; Wang, Tainfu; Zhang, Hong

2014-12-01

Mammography imaging is one of the most demanding imaging modalities from the point of view of the bal- ance between image quality (the visibility of small size and/or low contrast structures) and dose (screening of many asymptomatic people). Therefore, since the introduction of the first dedicated mammographic units, many efforts have been directed to seek the best possible image quality while minimizing patient dose. The performance of auto- matic exposure control (AEC) is the manifestation of this demand. The theory of AEC includes exposure detection and optimization and also involves some accomplished methodology. This review presents the development and present situa- tion of spectrum optimization, detector evolution, and the way how to accomplish and evaluate AEC methods.

Correction of Hydrostatic Cluster Masses through Power Ratios and Weak Lensing

NASA Astrophysics Data System (ADS)

Mahdavi, Andisheh

2009-09-01

The evolution of rich, X-ray emitting clusters of galaxies has given us precise measurements of the cosmological parameters, with dramatic constraints on the dark energy equation of state. Built into these measurements are wholesale corrections for the infamous "X-ray mass underestimate"---the fact that X-ray masses are systematically low due to the incomplete thermalization of the intracluster plasma. We seek to refine the mass correction for cosmological use through morphological power ratios. Power ratios deliver more accurate correction factors because they take into account variations in substructure from cluster to cluster. We will test their ability to correct X-ray masses by comparing hydrostatic and weak lensing mass profiles for a sample of 44 rich clusters of galaxies.