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We examine the connection between diffuse ionized gas (DIG), H  ii regions, and field O and B stars in the nearby spiral M101 and its dwarf companion NGC 5474 using ultra-deep H α narrow-band imaging and archival GALEX UV imaging. We find a strong correlation between DIG H α surface brightness and the incident ionizing flux leaked from the nearby H  ii regions, which we reproduce well using simple cloudy simulations. While we also find a strong correlation between H α and co-spatial far-ultraviolet (FUV) surface brightness in DIG, the extinction-corrected integrated UV colours in these regions imply stellar populations too old to produce the necessary ionizing photon flux. Combined, this suggests that H  ii region leakage, not field OB stars, is the primary source of DIG in the M101 Group. Corroborating this interpretation, we find systematic disagreement between the H α- and FUV-derived star formation rates (SFRs) in the DIG, with SFRH α FUV everywhere. Within H  ii regions, we find a constant SFR ratio of 0.44 to a limit of ∼10−5 M⊙ yr−1. This result is in tension with other studies of star formation in spiral galaxies, which typically show a declining SFRH α/SFRFUV ratio at low SFR. We reproduce such trends only when considering spatially averaged photometry that mixes H  ii regions, DIG, and regions lacking H α entirely, suggesting that the declining trends found in other galaxies may result purely from the relative fraction of diffuse flux, leaky compact H  ii regions, and non-ionizing FUV-emitting stellar populations in different regions within the galaxy. [ABSTRACT FROM AUTHOR]

In 2003 the Doctoral Faculty Commission, created by Association to Advance Collegiate Schools of Business (AACSB, 2003) International to address the problem of doctoral faculty shortages in business, reported that alternative supply of business faculty with doctoral degrees can be obtained by attracting and transitioning doctoral-trained researchers from other disciplines. In this study, the authors examined the alternative sources of doctoral accounting faculty by comparing accounting faculty with nonaccounting doctorates (48 participants) and accounting faculty with accounting doctorates (96 participants). Results suggest that doctoral programs are most influential on broad areas of ability and that these abilities can be successfully transitioned from one discipline to another.

Several studies have examined the pedagogical implications and cautions concerning the use of humor in teaching. Humor has been associated with a host of positive physiological and psychological effects. Researchers have identified that educators who use humor in their instruction are more positively rated by their peers and their students; others have suggested that humor may enhance learning. Although much of this evidence has been anecdotal, the present study assesses the impact of curriculum-specific humor on retention and recall, as well as student evaluations of the course and the instructor. The appropriate use of humor in a classroom setting is discussed and cautions against tendentious humor are addressed.

Afterschool technology programs in rural Michigan show significant change after the first year of operation. In the long-term view, some community members will not accept these programs as elements of change, some will be profoundly affected, and the summary effect may be increased diversity.

Many stories children wrote for an afterschool program about learning how to use computers were unfinished, overly formal, and lacking in descriptive detail. The researchers concluded the adult instructors failed to motivate the children and did not provide sufficient specific instructions.