823 research outputs found
Current Practices and Anticipated Changes in Quantitative and Qualitative Admission Information Sources for Entry-level PharmD Programs
No full text132 leaves. Advisor: Thomas Westbrook. Renae Chesnut is Associate Dean for Academic and Student Affairs in the College of Pharmacy and Health Sciences and can be contacted at [email protected] Problem: This study's purpose was to describe and compare current and anticipated pharmacy admission procedures including documentation of studies that relate admissions criteria with achievement in pharmacy education and practice.
Procedures: An author-constructed survey collected data from pharmacy programs on current and anticipated admission processes, as well as the presence of assessment self-studies.
A 92% response rate was achieved.
Findings: A lack of significant changes was demonstrated between admission practices
used for the Fall 1997 entering class and those anticipated for Fall 2000. Likewise,
qualities sought and information sources used to measure these qualities are not
expected to change significantly. Changes can be expected in the area of
assessment /validation practices.
Conclusions:
(1)Current practices are not expected to change.
(2)Qualitative and quantitative admission information sources are utilized.
(3)Affective qualities and information sources listed in the health care literature are
those used in pharmacy program admissions.
(4)Many programs do not undertake local studies and are unsure of their assessment
procedures in the future.
(5)Most pharmacy programs (82%) feel they are meeting the adopted American Council
on Pharmacy Education (ACPE) Guidelines 16.3 and 16.5.
Recommendations:
(1)Complete studies after the admission process for the fall 2000 to verify these
respondents' perceptions. In addition, complete studies on Bachelor of Science
program admission practice changes when programs transition to an entry-level
PharmD.
(2)Publish studies on admission sources that predict success as a student and a
practitioner.
(3)A lack of significant changes does not signal concern but indicates that programs
consider non-academic qualities.
(4)ACPE's standards appear to be realistic and applicable to pharmacy programs.
Most representatives feel their programs are achieving ACPE. However, each
program's practices and procedures should be further examined
An Analysis of an Interdisciplinary Experience in Art, Music, and Social Science with Fifth Grade Classes in Traditional School
No full text71 leaves. Advisor: Dr. John M. HicksThe problem. Literature in various fields increasingly is stressing the importance of an interdisciplinary approach to education but such programs are not in evidence. This study is an analysis of an interdisciplinary experience
in art, music and social science with fifth grade classes in a traditional school.
Procedure. Three classes of fifth grade children at Barlow Granger Elementary School in Des Moines, Iowa were the population samples of this study. The author was the art teacher who initiated an interdisciplinary study with the music and social science teachers about Africa for student
participation. An African program was given by the children for their parents at the end of the unit of study. A followup study was done the following year with two fifth grade classes, which composed a control group and an experimental group. The experimental group was tested and data was
gathered.
Findings. The results of the study showed that high motivation stimulates children and has far reaching effects. The interdisciplinary experience brought about behavioral changes that tended to be permanent in the students. Small group interaction promoted peer approval.
Conclusions. Art does have a positive effect on the learning process of students through motivation and stimulation.
It aids the human element, helps develop selfconfidence, promotes the feeling of success and provides access to positive behavioral changes. Innovative teaching methods can be implemented in traditional schools. It takes
more teacher energy, cooperation, assistance and administrative backing.
Recommendations. The writer recommends from this
study that further research be done in man's thinking process with teaching methods designed to educate that process. Interdisciplinary teaching has substantial advantages and should be considered by more schools
Detection of X-Ray Resonance Scattering in Active Stellar Coronae
No full textAn analysis of Lyman series lines arising from hydrogen-like oxygen and neon ions in the coronae of the active RS CVn-type binaries II Peg and IM Peg, observed using the Chandra High Resolution Transmission Grating Spectrograph, shows significant decrements in the Lyα/Lyβ ratios as compared with theoretical predictions and with the same ratios observed in similar active binaries. We interpret these decrements in terms of resonance scattering of line photons out of the line of sight; these observations present the first strong evidence of this effect in active stellar coronae. The net line photon loss implies a nonuniform and asymmetric surface distribution of emitting structures on these stars. Escape probability arguments, together with the observed line ratios and estimates of the emitting plasma density, imply typical line-of-sight sizes of the coronal structures that dominate the X-ray emission of 1010 cm at temperatures of 3×106 K and of 108 cm at 107 K. These sizes are an order of magnitude larger than predicted by simple quasi-static coronal loops models but are still very small compared to the several 1011 cm radii of the underlying stars
On X-Ray Optical Depth in the Coronae of Active Stars
No full textWe have investigated the optical thickness of the coronal plasma through the analysis of high-resolution X-ray spectra of a large sample of active stars observed with the High Energy Transmission Grating Spectrometer on Chandra. In particular, we probed for the presence of significant resonant scattering in the strong Lyman series lines arising from hydrogen-like oxygen and neon ions. The active RS CVn-type binaries II Peg and IM Peg and the single M dwarf EV Lac show significant optical depth. For these active coronae, the Lyα/Lyβ ratios are significantly depleted as compared with theoretical predictions and with the same ratios observed in similar active stars. Interpreting these decrements in terms of resonance scattering of line photons out of the line of sight, we are able to derive an estimate for the typical size of coronal structures, and from these we also derive estimates of coronal filling factors. For all three sources we find that both the photon path length as a fraction of the stellar radius and the implied surface filling factors are very small and amount to a few percent at most. The measured Lyα/Lyβ ratios are in good agreement with APED theoretical predictions, thus indicating negligible optical depth, for the other sources in our sample. We discuss the implications for coronal structuring and heating flux requirements. For the stellar sample as a whole, the data suggest increasing quenching of Lyα relative to Lyβ as a function of both LX/Lbol and the density-sensitive Mg XI forbidden-to-intercombination line ratio, as might generally be expected
Eclipse mapping of EXO 0748-676: evidence for a massive neutron star
No full textDetermining the maximum possible neutron star (NS) mass places limits on the equation of state (EoS) of ultra-dense matter. The mass of NSs in low-mass X-ray binaries can be determined from the binary mass function, providing independent constraints are placed on both the binary inclination and mass ratio. In eclipsing systems, they relate via the totality duration. EXO 0748–676 is an eclipsing NS low-mass X-ray binary with a binary mass function estimated using stellar emission lines from the irradiated face of the companion. The NS mass is thus known as a function of mass ratio. Here, we model the X-ray eclipses in several energy bands, utilizing archival XMM–Newton data. We find a narrow region of absorbing material surrounding the companion star is required to explain the energy-dependent eclipses. Therefore, we suggest the companion may be experiencing ablation of its outer layers and that the system could transition into a redback millisecond pulsar. Our fit returns a mass ratio of q=0.222+0.07−0.08 and an inclination i=76.5±1.41.1. Combining these with the previously measured radial velocity of 410 ± 5 km s−1, derived from Doppler mapping analysis of H α emission during quiescence, returns an NS mass of ∼2 M⊙ even if the line originates as far from the NS as physically possible, favouring hard EoS. The inferred mass increases for a more realistic emission point. However, a ∼1.4 M⊙ canonical NS mass is possible when considering radial velocity values derived from other emission lines observed both during outburst and quiescence
sj-docx-1-rse-10.1177_07419325211063491 – Supplemental material for A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices
No full textSupplemental material, sj-docx-1-rse-10.1177_07419325211063491 for A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices by Gena Nelson, Sara Cothren Cook, Kary Zarate, Sarah R. Powell, Daniel M. Maggin, Kevallyn R. Drake, Allyson J. Kiss, Jeremy W. Ford, Lin Sun and Daniel R. Espinas in Remedial and Special Education</p
sj-doc-2-rse-10.1177_07419325211063491 – Supplemental material for A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices
No full textSupplemental material, sj-doc-2-rse-10.1177_07419325211063491 for A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices by Gena Nelson, Sara Cothren Cook, Kary Zarate, Sarah R. Powell, Daniel M. Maggin, Kevallyn R. Drake, Allyson J. Kiss, Jeremy W. Ford, Lin Sun and Daniel R. Espinas in Remedial and Special Education</p
sj-docx-4-rse-10.1177_07419325211063491 – Supplemental material for A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices
No full textSupplemental material, sj-docx-4-rse-10.1177_07419325211063491 for A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices by Gena Nelson, Sara Cothren Cook, Kary Zarate, Sarah R. Powell, Daniel M. Maggin, Kevallyn R. Drake, Allyson J. Kiss, Jeremy W. Ford, Lin Sun and Daniel R. Espinas in Remedial and Special Education</p
sj-docx-5-rse-10.1177_07419325211063491 – Supplemental material for A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices
No full textSupplemental material, sj-docx-5-rse-10.1177_07419325211063491 for A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices by Gena Nelson, Sara Cothren Cook, Kary Zarate, Sarah R. Powell, Daniel M. Maggin, Kevallyn R. Drake, Allyson J. Kiss, Jeremy W. Ford, Lin Sun and Daniel R. Espinas in Remedial and Special Education</p
sj-docx-7-rse-10.1177_07419325211063491 – Supplemental material for A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices
No full textSupplemental material, sj-docx-7-rse-10.1177_07419325211063491 for A Systematic Review of Meta-Analyses in Special Education: Exploring the Evidence Base for High-Leverage Practices by Gena Nelson, Sara Cothren Cook, Kary Zarate, Sarah R. Powell, Daniel M. Maggin, Kevallyn R. Drake, Allyson J. Kiss, Jeremy W. Ford, Lin Sun and Daniel R. Espinas in Remedial and Special Education</p
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