The Intellectual Development of Science and Engineering Students. Part 2: Teaching to Promote Growth

As college students experience the challenges of their classes and extracurricular activities, they undergo a developmental progression in which they gradually relinquish their belief in the certainty of knowledge and the omniscience of authorities and take increasing responsibility for their own learning. At the highest developmental level normally seen in college students (which few attain before graduation), they display attitudes and thinking patterns resembling those of expert scientists and engineers, including habitually and skillfully gathering and analyzing evidence to support their judgments. This paper proposes an instructional model designed to provide a suitable balance of challenge and support to advance students to that level. The model components are (1) variety and choice of learning tasks; (2) explicit communication and explanation of expectations; (3) modeling, practice, and constructive feedback on high‐level tasks; (4) a student‐centered instructional environment; and (5) respect for students at all levels of development.     

Some scientist-practitioners do.

Comments on the argument of L. T. Hoshmand and D. E. Polkinghorn (see record 1992-21300-001) that psychological practice should inform science to the same degree that science informs practice. Based on a survey of 121 faculty members in programs accredited by the American Psychological Association, 65% reported practice activity. The authors agree that the problem involves a much more complex integrative task that goes beyond simply recognizing knowledge gained in practice settings as valid. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Biodegradation of monoaromatic hydrocarbons in aquifer columns amended with hydrogen peroxide and nitrate

The ability of indigenous microorganisms to degrade benzene, toluene, ethylbenzene and xylenes (BTEX) in laboratory scale flow-through aquifer columns was tested separately with hydrogen peroxide (110 mg/l) and nitrate (330 mg/l as NO₃⁻) amendments to air-saturated influent nutrient solution. The continuous removal of individual components from all columns relative to the sterile controls provided evidence for biodegradation. In the presence of hydrogen peroxide, the indigeneous microorganisms degraded benzene and toluene (> 95%), meta- plus para-xylene (80%) and ortho-xylene (70%). Nitrate addition resulted in 90% removal of toluene and 25% removal of ortho-xylene. However, benzene, ethylbenzene, meta- and para-xylene concentrations were not significantly reduced after 42 days of operation. Following this experiment, low dissolved oxygen (< 1 mg/l) conditions were initiated with the nitrate-amended column influent in order to mimic contaminated groundwater conditions distal from a nutrient injection well. Toluene continued to be effectively degraded (> 90%), and more than 25% of the benzene, 40% of the ethylbenzene, 50% of the meta- plus para-xylenes and 60% of the ortho-xylene were removed after several months of operation.     

Reverse short channel effects in high-k gated nMOSFETs

Anomalous threshold voltage roll-up behavior, commonly referred as reverse short channel effect (RSCE), has been observed in high-k (HfO₂ on SiON buffer, Al₂O₃ on SiON buffer) gated submicron nMOSFETs, while the SiO₂ or SiON control samples show normal short channel effect (SCE) behavior. The possible causes such as inhomogeneous channel doping profile and gate oxide thickness variation near S/D ends have been ruled out. The results indicate that interface trap density that dependents on channel length is the main cause of the RSCE observed here. In addition, oxide charge also plays a role.     

Healing the psyche through music, myth, and ritual.

According to Carl Jung, a person's symptoms occur as a result of the psyche's creative attempt to self-regulate. These symptoms are viewed as the symbol-making function of the psyche. Music therapy as a therapeutic tool is also viewed as having a symbol-making function in that the physical act of making music involves conceptualizing one's symptoms into sounds. The sound serves as a musical symbol of the symptom. The myth of Orpheus is offered as an example of how early man amplified the creative potential contained in music to heal from life's woes. The Orphic archetype illustrates that music serves as a medium for healing and as an expression of Self. That psyche can be healed by music is a reminder of the connection between music therapy and the myth of Orpheus. In using the therapeutic tool of music one can transcend, through the symbol making process inherent in music therapy, the tension of opposites that are created at the crossroads of disease and wellness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)