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Ideally, instructors and their institutions would have a shared set of metrics by which they determine teaching effectiveness. And, ideally, these metrics would overlap with research findings on measuring teaching effectiveness. Unfortunately, the current situation at most institutions is far from this ideal. As part of a larger interview study, 72 physics instructors were asked to describe how they and their institutions assess teaching effectiveness. Results suggest that institutions typically base most or all of their assessment of teaching effectiveness on student evaluations of teaching. Instructors, on the other hand, base most or all of their assessment of teaching effectiveness on student exam performance and nonsystematic formative assessments. Few institutions and instructors use assessment practices suggested by the research literature. In general, instructors are much more positive about the methods they use to evaluate their teaching than the methods their institutions use to evaluate their teaching. Both instructors and institutions could benefit from broadening the assessment sources they use to evaluate teaching effectiveness through increased use of standardized measures based on student learning and greater reliance on systematic formative assessment.

Physics education research (PER) is a relatively new and rapidly growing area of Ph.D. specialization. To sustain the field of PER, a steady pipeline of talented scholars needs to be developed and supported. One aspect of building this pipeline is understanding how students come to graduate and postdoctoral work in PER and what their career goals are. This paper presents the first study on the experiences and career pathways of students in PER. Data were collected through open-ended interviews with 13 graduate students and postdoctoral scholars in PER. Results show that many of these PER graduate students and postdoctoral scholars were not aware of PER as undergraduates. PER graduate students that were aware of PER as undergraduates chose to study PER as they were applying to graduate schools. The graduate school experiences of the interviewees were overwhelmingly positive, with participants reporting a positive climate that was facilitated by communicative and productive relationships with their advisors. However, some participants reported concerns about the acceptance of PER within some departments, including open hostility towards the field. The majority of participants were interested in pursuing a career as a university faculty member, with more participants preferring a position at a research-intensive university. These results suggest that a further large-scale study of graduate students in PER may be able to highlight the field as being a leader in student mentoring and community development while collecting important demographic information that could show PER to have more gender diversity than other subfields of physics.

As part of a larger study to understand instructors’ considerations regarding the learning and teaching of problem solving in an introductory physics course, we investigated beliefs of first-year graduate teaching assistants (TAs) regarding the use of example solutions in introductory physics. In particular, we examine how the goal of promoting expertlike problem solving is manifested in the considerations of graduate TAs’ choices of example solutions. Twenty-four first-year graduate TAs were asked to discuss their goals for presenting example solutions to students. They were also provided with different example solutions and asked to discuss their preferences for prominent solution features. TAs’ awareness, preferences, and actual practices related to solution features were examined in light of recommendations from the literature for the modeling of expertlike problem-solving approaches. The study concludes that the goal of helping students develop an expertlike problem-solving approach underlies many TAs’ considerations for the use of example solutions. TAs, however, do not notice and do not use many features described in the research literature as supportive of this goal. A possible explanation for this gap between their belief and practices is that these features conflict with another powerful set of values concerned with keeping students engaged, setting adequate standards, as well as pragmatic considerations such as time requirements and the assignment of grades.

Abstract Background The sole focus of models of insight on bio-medical perspectives to the complete exclusion of local, non-medical and cultural constructs mandates review. This study attempted to investigate the impact of insight, psychopathology, explanatory models of illness on outcome of first episode schizophrenia. Method Patients diagnosed to have DSM IV schizophrenia (n = 131) were assessed prospectively for insight, psychopathology, explanatory models of illness at baseline, 6, 12 and 60 months using standard instruments. Multiple linear and logistic regression and generalized estimating equations (GEE) were employed to assess predictors of outcome. Results We could follow up 95 (72.5%) patients. Sixty-five of these patients (68.4%) achieved remission. There was a negative relationship between psychosis rating and insight scores. Urban residence, fluctuating course of the initial illness, and improvement in global functioning at 6 months and lower psychosis rating at 12 months were significantly related to remission at 5 years. Insight scores, number of non-medical explanatory models and individual explanatory models held during the later course of the illness were significantly associated with outcome. Analysis of longitudinal data using GEE showed that women, rural residence, insight scores and number of non-medical explanatory models of illness held were significantly associated with BPRS scores during the study period. Conclusions Insight, the disease model and the number of non-medical model positively correlated with improvement in psychosis arguing for a complex interaction between the culture, context and illness variables. These finding argue that insight and explanatory models are secondary to psychopathology, course and outcome of the illness. The awareness of mental illness is a narrative act in which people make personal sense of the many challenges they face. The course and outcome of the illness, cultural context, acceptable cultural explanations and the prevalent social stigma interact to produce a complex and multifaceted understanding of the issues. This complexity calls for a nuanced framing of insight.

During the fall of 2008 a web survey, designed to collect information about pedagogical knowledge and practices, was completed by a representative sample of 722 physics faculty across the United States (50.3% response rate). This paper presents partial results to describe how 20 potential predictor variables correlate with faculty knowledge about and use of research-based instructional strategies (RBIS). The innovation-decision process was conceived of in terms of four stages: knowledge versus no knowledge, trial versus no trial, continuation versus discontinuation, and high versus low use. The largest losses occur at the continuation stage, with approximately 1/3 of faculty discontinuing use of all RBIS after trying one or more of these strategies. Nine of the predictor variables were statistically significant for at least one of these stages when controlling for other variables. Knowledge and/or use of RBIS are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position. The types of variables that are significant at each stage vary substantially. These results suggest that common dissemination strategies are good at creating knowledge about RBIS and motivation to try a RBIS, but more work is needed to support faculty during implementation and continued use of RBIS. Also, contrary to common assumptions, faculty age, institutional type, and percentage of job related to teaching were not found to be barriers to knowledge or use at any stage. High research productivity and large class sizes were not found to be barriers to use of at least some RBIS.

To identify and describe the basis upon which instructors make curricular and pedagogical decisions, we have developed an artifact-based interview and an analysis technique based on multilayered concept maps. The policy capturing technique used in the interview asks instructors to make judgments about concrete instructional artifacts similar to those they likely encounter in their teaching environment. The analysis procedure alternatively employs both an a priori systems view analysis and an emergent categorization to construct a multilayered concept map, which is a hierarchically arranged set of concept maps where child maps include more details than parent maps. Although our goal was to develop a model of physics faculty beliefs about the teaching and learning of problem solving in the context of an introductory calculus-based physics course, the techniques described here are applicable to a variety of situations in which instructors make decisions that influence teaching and learning.

In the Wettstein system, the composition of the Gruinales and Terebinthales orders differs from Engler, Hallier and Hutchinson systems. The taxonomic principles supported in this research are based on the observation of microscopic preparations of more than 1000 species, of 440 genera belonging to 37 families.

ABSTRACT This study assessed the dynamics of the land use and cover changes, deforestation trends and the current status of the Legal Forest Reserves (LFR) and Permanent Protected areas (PPA) in the Nova Bonal Sustainable Development Project (SDP) between 1997-2014. Deforestation datasets and fieldwork were used in this analysis. Our results indicate that there was no trend in the estimated deforestation rate dataset for the SDP, but there was a decreasing trend in deforestation rates within its 10-km buffer zone, most likely due to the scarcity of native forests in that area. The negative environmental area balance of PPA and LFR were observed within the 10-km buffer zone of the SDP. Finally, we conclude that the alternative land and forest uses enforced within the SDP are more effective for environmental conservation than the commonly adopted land uses, especially pastures adopted by conventional colonization located around it.

Abstract This study aimed at assessing the relationship between dental pain and the reason for using dental services and oral health quality of life in people aged 50 to 74 years in southern Brazil. A cross-sectional population-based study was conducted with 720 individuals aged 50 to 74 years, living in three health districts in the city of Porto Alegre. Dental impacts on daily life and sociodemographic data were assessed using structured interviews. The Oral Impacts on Daily Performance – OIDP instrument was used to measure oral impacts. The information was analyzed by Poisson regression with robust variance adjustment, taking into account cluster sampling. Dental pain was present in 32.5% of those reporting an oral impact on their daily activities. Dental pain most frequently affected talking (37.6%), cleaning teeth and gums (37.0%) and enjoying the companionship of people (36.5%). After adjustments to the multivariate analysis, the reason for dental visits due to dental pain was found to have a high impact on daily activities [RP 1.68 (1.11 - 2.54].

Background: In Hong Kong, at the time of the study, compression treatment was not considered usual care for venous leg ulcer patients., Aim: This randomized controlled trial compared quality of life (QOL) aspects in venous leg ulcer patients of over 55-years of age, of short-stretch compression (SSB), four-layer compression bandaging (4LB) and usual care (UC) (moist wound healing dressing, no compression)., Method: Study period was 24-weeks, the primary outcome was the patient functional status, disease-specific and generic health-related QOL measures and ulcer healing rates, comparing week 1 vs. week 24 (end) results. Assessments included photogrammetry, Brief Pain Inventory, SF-12 Health Survey, Charing Cross Venous Ulcer Questionnaire and Frenchay Activity Index. Data analysis was performed using, where appropriate; Kaplan Meier and log rank chi-square and the repeated measures analysis of variance test., Results: A total of 321 patients participated in the study, 45 (14%) withdrew for various reasons. Compression bandaging in both groups significantly reduced pain (P < 0.0001) and improved functional status and QOL. Healing rate at 24 weeks for both compression groups was significant (P < 0.001); for SSB this was 72.0% (77/107) vs. 67.3% in the 4LB group (72/107) and 29.0% (31/107) with usual care. The reduction in ulcer area from weeks 12 to 24 was significant only for SSB (P < 0.047)., Conclusion: Compression was shown to be feasible for elderly community care patients in Hong Kong and is currently implemented as part of standard venous leg ulcer treatment., (© 2011 The Authors. Journal of the European Academy of Dermatology and Venereology © 2011 European Academy of Dermatology and Venereology.)