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For years there has been an acknowledged interest in having students assess the rationality of their solutions to physics problems. In fact, many textbooks now routinely include end-of-problem assessments as part of the authors' detailed solutions to examples. Over the past two decades, I have experimented with various forms of end-of-problem assessment strategies for my students in introductory, college-level physics classes. In this note, I will share my observations and recommendations for how this aspect of students' solutions can be productive and valuable for them, while providing insights into the students' understanding for the instructor.

Purpose: To retrospectively analyze clinical outcomes of patients with "treatment‐resistant" neovascular age‐related macular degeneration or diabetic macular edema who were switched to intravitreal faricimab injections (IFIs) using a "real‐world" treat‐and‐extend (TAE) protocol. Methods: Seventy‐one eyes from 62 patients receiving antivascular endothelial growth factor injections were evaluated before and after switching to IFI. Demographic and clinical data were collected. Primary endpoints were treatment interval extension and presence of intraretinal or subretinal fluid on spectral‐domain optical coherence tomography (OCT) after switching to IFI. Secondary endpoints included best‐corrected visual acuity, average OCT central subfield thickness, and presence of a pigment epithelium detachment and pigment epithelium detachment height. Results: The average treatment interval after switching to IFI significantly increased from 37.6 ± 10.8 days to 45.2 ± 16.6 days (p = 0.0016). At the last follow‐up, 35% of eyes were able to achieve a fluid‐free status post‐IFI. A chi‐square test of independence validated this finding by showing a significant difference in the OCT findings trending towards less or no fluid on follow‐up (X2 [3, N = 71] = 13.0705; p = 0.0003). The average central subfield thickness decreased from 327.2 ± 89.1 μm to 294.8 ± 86.5 μm (p = 0.0294). Best‐corrected visual acuity, intraocular pressure, pigment epithelium detachment presence, and height had no significant difference after switching to IFI. Conclusions: In "treatment‐resistant" patients receiving anti‐VEGF therapy for neovascular age‐related macular degeneration or diabetic macular edema, switching to IFI in a "real‐world" TAE protocol led to statistically significant improvements in treatment interval and retinal fluid on spectral domain OCT. [ABSTRACT FROM AUTHOR]

One of the core elements of fire protection for petrochemical processing plants is the consideration of passive fire protection (PFP). This general category, often referred to as fireproofing, is addressed in the American Petroleum Institute (API)‐recommended practice (RP) 2218. This RP provides guidelines for the selection and application of fireproofing with what is mostly a qualitative risk assessment approach. The logic focuses on predicting pool fires based on rough characterizations of system properties combined with equipment layout. Although pool fire impacts are often localized, jet fires can affect larger areas. API RP 2218 addresses jet fires in an appendix because of their unpredictable nature, leaving pool fire exposures as the default basis for structural fireproofing. To properly account for both fire types, fire exposure can be evaluated with quantitative risk analysis (QRA) tools that incorporate both jet and pool fire impacts for a wide variety of accident scenarios, weather conditions, and release orientations. By evaluating the thermal radiation impacts of fires in relation to the vulnerability of steel structural elements, a QRA‐based approach to placement of PFP can be achieved. This approach has the benefit of applying PFP where it is needed the most, to best protect a company's infrastructure. [ABSTRACT FROM AUTHOR]

The various aspects of projectile motion have been analyzed many times in this journal. As a sample, over the years, authors have investigated particular details of the path of a projectile and different situations for launching projectiles. Others have written about a nifty way to determine the maximum height of a projectile, finding the range of a projectile under very general circumstances, and the challenging question of how to hit a moving target. Finally, some authors have published articles detailing fun and interesting approaches to using projectile motion in the classroom or laboratory. This paper will examine a practical projectile motion question involving the game of catch. Specifically, we will find the angle at which a thrower should toss a ball such that its speed when caught is a minimum.

In the United States, the undergraduate general education curriculum by and large requires students take courses from the arts and humanities as well as the sciences in order to produce well-rounded or liberally educated individuals. This educational philosophy is in line with C. P. Snow's recommendation for increased communication between the "two cultures", though the exchange of ideas may not be optimal as one would like. Most colleges and universities expect undergraduate students to take introductory science courses, sometimes designed for non-science majors. In our experience, many of these students are inadequately prepared in science and mathematics, and have weak attitudes about the nature of science and scientific inquiry. We find students in traditional lecture classes eventually lose interest in these content-driven courses, fail to see the relevance of the material they learned, and miss out on the excitement of scientific discovery. To address these concerns, we created a single-theme, general science course with the help of government and institutional funds in which non-science students engage in simple activities designed to help them understand basic light phenomena. In our course, "A World of Light and Color," students learn how to think like scientists rather than simply learn about science. It is this sense of student ownership of learning coupled with carefully crafted curricular material inspired from physics education research that has made our course very successful and measurably effective. In this paper, we will present our development model, outline the structure of a typical class, provide examples of activities, and discuss assessment strategies and results.

Discussions of diagnostic tools that gauge students' conceptual understanding permeate the literature. Many instructors report their class' normalized gain to characterize the change in scores from pre-test to post-test. We describe a new procedure for characterizing these changes. This procedure, which we call the normalized change, c, involves the ratio of the gain to the maximum possible gain or the loss to the maximum possible loss. We also advocate reporting the average of a class' normalized changes and utilizing a particular statistical and graphical approach for comparing average c values. [DOI: 10.1119/1.2372468]

In 1993, Rensselaer introduced the first Studio Physics course. Two years later, the Force Concept Inventory (FCI) was used to measure the conceptual learning gain in the course. This was found to be a disappointing 0.22, indicating that Studio Physics was no more effective at teaching basic Newtonian concepts than a traditional course. Our study verified that result, = 0.18 [+ or -] 0.12 (s.d.), and thereby provides a baseline measurement of conceptual learning gains in Studio Physics I for engineers. These low gains are especially disturbing because the studio classroom appears to be interactive and instructors strive to incorporate modem pedagogies. The goal of our investigation was to determine if incorporation of research-based activities into Studio Physics would have a significant effect on conceptual learning gains. To measure gains, we utilized the Force Concept Inventory and the Force and Motion Conceptual Evaluation (FMCE). In the process of pursuing this goal, we verified the effectiveness of Interactive Lecture Demonstrations [ = 0.35 [+ or -] 0.06 (s.d.) and = 0.45[+ or -] 0.03 (s.d.)] and Cooperative Group Problem Solving ( = 0.36 and = 0.36), and examined the feasibility of using these techniques in the studio classroom. Further, we have assessed conceptual learning in the standard Studio Physics course [ = 0.18 [+ or -] 0.12 (s.d.) and = 0.21 [+ or -] 0.05 (s.d.)]. In this paper, we will clarify the issues noted above. We will also discuss difficulties in implementing these techniques for first time users and implications for the future directions of the Studio Physics courses at Rensselaer.

The article discusses the Jewish agricultural colonies established by Eastern European Jewish immigrants in Kansas in the 1880s, particularly the Leeser and Touro colonies. The immigrants were sponsored by the Montefiore Agricultural Aid Society (MAAS), the Hebrew Union Agricultural Society (HUAS), and a Missouri Reform congregation. Also cited are the economic factors like crop failures that resulted in the colonies' demise.

26 A Stranger Among His People 148 Bert Levy, Bert Levy, Passover Eve on the East Side, Some Types of the Ghetto, the New York Times, April 16, 1905 Oakland Tribune, July 5, 1908 Yet although Levy overly-sentimentalized these Orthodox Jews and claimed affiliation with them, he also took pains to distance himself from them. 24 "Amusements"; "An American's Success"; "Apropos of Bert Levy"; "Bert Levy Commanded to Entertain Royalty"; "Bert Levy Returns Thanks"; "Bert Levy's Idea of Studio Life; "Levy Going to Berlin"; McIntyre, "Bert Levy, Vaudeville Cartoonist"; "Novel Decorations"; "Rickard's Tivoli Theatre"; Stewart, No Applause, 87-88; "Vaudeville Star Replies to Critic"; "Wouldn't Go to Russia." Marx, J.A. "A Stranger Among His People: The Art, Writing, and Life of Bert Levy", Australian Journal of Jewish Studies XXXIII (2020): 140-164 140 A Stranger Among His People: The Art, Writing, and Life of Bert Levy Jeffrey A. Marx Bert Levy, As Bert Levy Sees Himself, Broadway Magazine, February 1905 The issue of gaze, that is, the awareness that we not only see but, in turn, are seen by others, which consequently influences our behavior, is an ancient concern among the Jewish people, evidenced by apotropaic measures, found in the Babylonian Talmud, to ward off the malevolent glare of demons or for protection against ayin hara, the evil eye, cast by jealous neighbors. 39 He may also have worked briefly for the animation studios of the Bray Production Co. "Bert Levy didn't last long in Hollywood", 42; "Bert Levy Rites Set for Today"; "Bert Levy Signed by M.-T.-G."; "Bert Levy Work for Marx, J.A. - Australian Journal of Jewish Studies XXXIII (2020): 140-164 157 Preview"; "Duck Soup"; Levy, For the Good of the Race; Levy, "Vaudeville Memories"; "Pen and Pencil Jottings"; "Sketches"; US Naturalization Records, "Bert Levy"; "World Judgement Reversed"; "$180 for a Mercedes.". [Extracted from the article]