1,655 research outputs found
Sources, Spatial-Distributions and Fluxes of PAH-Contaminated Dusts in the Athabasca Oil Sands Region
No full textAtmospheric deposition of polycyclic aromatic hydrocarbons (PAHs) has increased in northern Alberta, Canada, due to industrial development in the Athabasca oil sands region (AOSR). However, the sources, summertime deposition fluxes and associated spatial patterns are poorly characterized, and the magnitude of contamination has not been directly contrasted with comparable measurements around large Canadian cities. PAHs were measured in Sphagnum moss collected from 30 bogs in the AOSR and compared with reference moss collected from various remote, rural and near-urban sites in Alberta and Ontario. At all 39 locations, strong correlations between depositional fluxes of PAHs and accumulation rates of ash (n = 117, r = 0.877, p < 0.001) implied that the main source of PAHs to moss was atmospheric deposition of particles. Average PAH concentrations at near-field AOSR sites (mean [SD], 62.4 [24.3] ng g-1) were significantly higher than at far-field AOSR sites (44.9 [20.8] ng g-1; p = 0.038) or the 7 reference sites in Alberta (20.6 [3.5] ng g-1; p < 0.001). In fact, average PAH concentrations across the entire AOSR (7,850 km2) were approximately twice as high as in London, ONT, or near petroleum upgrading and major traffic corridors in Edmonton, AB. A chemical mass balance model estimated that both delayed petcoke (33% of PAHs) and fine tailings (38% of PAHs) were the major sources of PAHs in the AOSR. Over the 2015 summer growing season, we estimate that 101 - 110 kg of PAHs (on 14,300 - 17,300 tonnes of PAH-containing dusts) were deposited to the AOSR within a 50 km radius of surface mining. Given that the highest PAH deposition was to the northern quadrant of the AOSR, which includes the First Nations community of Fort MacKay, further dust control measures should be considered to protect human and environmental health in the region
What ‘ideas-about-science’ should be taught in school science? A Delphi study of the expert community.
No full textThe science that is encountered by adults, whether through the media or through work contexts, typically presents questions, decisions and the need for prioritisation. There is general agreement that, in order to respond to the questions, decisions and prioritisation, people need to know something about the functioning of science itself. We term this knowledge ‘ideas-about-science’. However, there is little agreement about the content that might be included in school science curricula to address ‘ideas-about-science’. The study presented in this paper therefore addresses a fundamental question: What ideas-about-science should be taught in school curricula? The question is addressed empirically, by the use of a three stage Delphi study. The sample for the study was a group of leading and acknowledged experts in science education, science, history, philosophy and sociology of science, science teaching, and activities to promote the public understanding of science. Five people were recruited from each of these groups, producing a sample of twenty five ‘experts’. In the first round, participants were asked what they thought students should be taught about the methods of science, the nature of scientific knowledge and the processes and practices of the scientific community. Their open-ended responses to these questions were then analysed and coded reflexively and iteratively to generate a set of 30 themes in the data. For each theme, a summary statement was developed that captured the broad intent of the participant’s responses. These themes, and a selection of relevant anonymised arguments for their incorporation, were then fed back to the participants for comment and rating on a 5 point Likert scale in the second round. This process reduced the themes to a subset of seventeen. For the final round, these were then returned for comment, evaluation and a final rating, together with participants’ arguments for their significance. Whilst some of the themes, and the ideas they represent, are already a feature of existing school science curricula, many others are not. The findings of this research therefore present an authoritative challenge as to whether existing practice in school science represents the views and values of the broad community engaged in science and science education
Evidence-based practice in Science Education (EPSE). Teaching pupils ‘ideas- about-science’: clarifying learning goals and improving pupil performance.
No full textRecent arguments propose that school science should pay more attention to teaching epistemic aspects of science. However, unlike the content of science, little is known about the extent of consensus within the science education community on which ‘ideas-about-science’ are essential elements of the science curriculum. This study sought to answer this issue empirically using a three stage Delphi process using 23 participants drawn from a community of leading and acknowledged experts in science education; science; history, philosophy and sociology of science; science teaching; and public understanding of science. The outcome was a set of 18 highly rated themes about the nature of science, for which 9 had very strong support. Together with extensive comments provided by the participants these data give some measure of the existing consensus in the community engaged in science communication about what should be taught about science. The second phase of the research investigates the extent to which these themes can be explicitly taught
A Multitude of Latino Shakespeares [Review of Kliman, Bernice W. and Rick J. Santos (ed.). Latin American Shakespeares. Cranbury: Fairleigh Dickinson UP, 2005. 347 pp.]
No full textThe title of this volume of essays comes in handy: Latin American Shakespeares, in the plural, hinting at there being as many Shakespeares as there are productions, adaptations, translations, and films based on his work. Jorge Luis
Borges himself affirmed, “When I think of Shakespeare I think of a multitude” (qtd in Tiffany 146). Nothing new here, since performance theory has made a point of not seeing the bard as one canonical, unified author, but as plural.
The good news brought by this book is that it enables us to find out that so much has been written about Shakespeare in Latin America, especially in Brazil, Mexico and Argentina, while, alas, almost nothing appears from Paraguay
or Bolivia. The editors, Bernice W. Kliman and Rick J. Santos, do not try to present hypotheses for this discrepancy,
but the seventeen essays they select show a wide range of what has been studied in Brazil.The title of this volume of essays comes in handy: Latin American Shakespeares, in the plural, hinting at there being as many Shakespeares as there are productions, adaptations, translations, and films based on his work. Jorge Luis
Borges himself affirmed, “When I think of Shakespeare I think of a multitude” (qtd in Tiffany 146). Nothing new here, since performance theory has made a point of not seeing the bard as one canonical, unified author, but as plural.
The good news brought by this book is that it enables us to find out that so much has been written about Shakespeare in Latin America, especially in Brazil, Mexico and Argentina, while, alas, almost nothing appears from Paraguay
or Bolivia. The editors, Bernice W. Kliman and Rick J. Santos, do not try to present hypotheses for this discrepancy,
but the seventeen essays they select show a wide range of what has been studied in Brazil
sj-docx-1-ajs-10.1177_03635465231188975 – Supplemental material for Development and Validation of a Short-Form Version of the Western Ontario Shoulder Instability Scale (Short-WOSI)
No full textSupplemental material, sj-docx-1-ajs-10.1177_03635465231188975 for Development and Validation of a Short-Form Version of the Western Ontario Shoulder Instability Scale (Short-WOSI) by Cale A. Jacobs, Shannon F. Ortiz, Keith M. Baumgarten, Julie Y. Bishop, Matthew J. Bollier, Jonathan T. Bravman, Robert H. Brophy, Gregory L. Cvetanovich, Brian T. Feeley, Rachel M. Frank, Grant L. Jones, John E. Kuhn, Drew A. Lansdown, C. Benjamin Ma, Scott D. Mair, Robert G. Marx, Eric C. McCarty, Adam J. Seidl, Rick W. Wright, Alan L. Zhang, Brian R. Wolf and Carolyn M. Hettrich in The American Journal of Sports Medicine</p
Creighton University Magazine Winter 1999
No full textCREIGHTON STUDY SHEDS LIGHT ON INTERCHURCH MARRIAGES / INTERCHURCH MARRIAGES:
A Creighton study finds that sharing religious activities and managing religious differences play a vital role in marital success. Page 8.
GAMELAN: THE SOUND MOONLIGHT / THE SOUND OF MOONLIGHT:
Creighton's Lied Education Center for the Arts is home to a 71-piece Javanese gamelan. Page 12.
AT THE END OF A MISSION: MICHAEL G. MORRISON, S.J. / AT THE END OF A MISSION:
The Rev. Michael G. Morrison, S.J., tells writer Bob Reilly that life as Creighton's 22nd president has been more than a job - it's been a mission. Fr. Morrison has announced he will step down as the University's chief executive on or before June 30, 2000. Now in his 19th year, Creighton's longest-serving president will leave behind a legacy of accomplishments. Page 14.
ETCHED IN STONE? TWO TABLETS, 10 COMMANDMENTS, A MULTITUDE OF MEANINGS / EXPLORING THE TEN COMMANDMENTS:
Are the Ten Commandments etched in stone? Biblical scholar Leonard Greenspoon, Ph.D., Creighton's Klutznick Chair in Jewish Civilization, provides insights into how changes in cultural, social and historical circumstances have shaped one of the most recognizable of Old Testament doctrines. Page 22.
THE MILLENNIUM IN WESTERN SOCIETY:
History professor Eileen Dugan, Ph.D., investigates how people have viewed the millennium and the end of time. She writes that while millennialism has its roots in the Judeo-Christian anticipation of a Messiah, it has evolved over time to a more secular celebration. Page 30.
SILAS HAS CHARLOTTE BUZZING / HOOP DREAMS:
The NBAs Charlotte Hornets name Creighton alumnus Paul Silas, BSBA64, as the franchises fifth head coach. Page 36.
ORGAN DONORS:
Creighton alumnus Robert Metzger, MD'64, serves on two national committees within the transplant field. Article Not Included.
A VOICE FOR THE HILLS:
CU alumna Janice Marcantonio, BSN'83, works to preserve a unique land formation shaped by the runoff from ancient glaciers. Article Not Included.
LETTERS REVEAL THE OTHER SIDE OF HENRY JAMES / THE OTHER SIDE OF HENRY JAMES:
Usually depicted as an ultra-proper, uptight, reclusive and elitist writer, renowned American author Henry James reveals a warm, tender, informal side in his personal letters. Page 51
Joseph E. Lowery Sitting With Others, circa 1979
No full textJoseph E. Lowery is shown sitting with Hank Aaron, Rick Dunn, and John Gilliam to discuss task force progress on racial bias in professional sports. Photos of Southern Christian Leadership Conference activities and leaders hang on the wall in the background.The Atlanta University Center Robert W. Woodruff Library acknowledges the generous support of the Joseph & Evelyn Lowery Institute for Justice and Human Rights, the Joseph Echols Lowery Irrevocable Trust, and other donors in supporting the processing and digitization of Morehouse College's Joseph Echols and Evelyn Gibson Lowery Collection
1776 (program)
No full textPerformed October 27-30, 1976.
Cast:John Hancock: Rick HackmanRoger Sherman: Allen BarnhouseCaesar Rodney: Brad ScottCol. Thomas McKean: Craig GrayGeorge Read: Cecil PriceDr. Lyman Hall: David PerkinsSamuel Chase: Boyd JonesJohn Adams: Karl WendtDr. Josian Bartlett: Bob PerkinsRev. Jonathan Witherspoon: W. Keith BrentonLewis Morris: Brayn BlackRobert Livingston: Eric ManloveJoseph Hewes: Russ HarperBenjamin Franklin: Mickey PoundersJohn Dickinson: David CampJames Wilson: Steve LeavellStephen Hopkins: Steve BibleEdward Rutledge: Michael PullaraThomas Jefferson: Michael FosterRichard Henry Lee: Mickey CoxCharles Thompson: Billy PullenAndrew McNair: Brad WatsonAbigail Adams: Melody PerkinsMartha Jefferson: Mollie CoxA Leather Apron: Mat WaitesA Painted: MarDee BakerA Courier: Jim Churc
sj-pdf-1-ojs-10.1177_23259671231206757 – Supplemental material for Factors Associated With Humeral Avulsion of Glenohumeral Ligament Lesions in Patients With Anterior Shoulder Instability: An Analysis of the MOON Shoulder Instability Cohort
No full textSupplemental material, sj-pdf-1-ojs-10.1177_23259671231206757 for Factors Associated With Humeral Avulsion of Glenohumeral Ligament Lesions in Patients With Anterior Shoulder Instability: An Analysis of the MOON Shoulder Instability Cohort by Ryan D. Freshman, Alan L. Zhang, C. Benjamin Ma, Brian T. Feeley, Shannon Ortiz, Jhillika Patel, Warren Dunn, Brian R. Wolf, Carolyn Hettrich, Drew Lansdown, Keith M. Baumgarten, Julie Y. Bishop, Matthew J. Bollier, Robert H. Brophy, Jonathan T. Bravman, Charles L. Cox, Gregory L. Cvetanovich, John A. Grant, Rachel M. Frank, Grant L. Jones, John E. Kuhn, Scott D. Mair, Robert G. Marx, Eric C. McCarty, Bruce S. Miller, Adam J. Seidl, Matthew V. Smith and Rick W. Wright in Orthopaedic Journal of Sports Medicine</p
Readers and writers: transacting between texts in the composition classroom
No full textIn this descriptive study, involving two groups--inexperienced and experienced--of five subjects each, the author examines what happens between the time a student reads a literary text and writes about it. In the first chapter the author reviews scholarship in reader-response criticism and studies of the composing process. In the second chapter, the subjects are introduced and the various research techniques for collecting data in this study--interviews, reading protocols, writing protocols, readers' and writers' journals, and final papers written by each subject--are explained. In Chapters Three, Four, and Five, the author reports the results of the study, locates patterns, similarities and dissimilarities in the subjects' work, and comments on his own methods of research. The respective chapters titles, "Readers Reading and Readers Talking About Reading," "Writers Reading About Writing and Writers Talking About What They've Written," and "Writers Writing," reflect many of the concerns that are addressed in each chapter. In Chapter Six, the concluding chapter, the author considers what implications the subjects' processes offer to someone who wants to better understand one aspect of reading and writing--reading to write or writing to read (or re-read). The following conclusions are reached: (1) Readers and writers are often genre bound; (2) Readers rarely take time to be playful or exploratory with texts that they must write about. Writers sometimes do; (3) Readers reading and writers writing about what they've read aren't sure where they stand in relationship to either text; (4) "Inexperienced" readers/writers and "experienced" readers/writers often have different rhetorical concerns as they read and write. In addition, individualized text theories, understandable methods of the nature of research, and ways in which students develop ideas about reading and writing are three important directions that the author points to for future study
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