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This handbook offers teachers suggestions for ways to help students become risk-takers. Five levels of risk-taking behavior are identified: the uninhibited risk-taker, the analytical risk-taker, the cautious risk-taker, the inhibited risk-taker, and the nonrisk-taker. The importance of risk-taking for problem solving, and the teacher's role in promoting risk-taking, are discussed. The type of classroom that promotes risk-taking is described, and suggestions for scheduling and encouraging affective and cognitive development are offered. Individual chapters on mathematics, science, and the language arts include discussion of educational practices in each of the subjects and a list of ideas and activities that can be used in the classroom to encourage risk-taking in learning the subjects. A final chapter offers further ideas and activities that can be used to integrate the content of the subject areas. The whole language approach is stressed. A reference list of 60 items is included. An extrensive bibliography is divided into three sections: fun with words; poetry; and whole language. (BC)

Pipeline embolisation device (PED) 'twisting' is an intra-operative complication that manifests with the appearance of a 'figure-8' in perpendicular planes on digital subtraction angiography. A twisted PED causes narrowing and/or complete occlusion of the vessel lumen and poses significant risks for thrombus formation and downstream ischaemia. Here, we present a case in which three unique PED implants become twisted during pipeline embolisation of a large fusiform internal carotid artery aneurysm. The twists were remediated by balloon angioplasty and a combination of techniques that allowed the PED to rotate and restore its original axis. Six-month and twelve-month follow-up angiography demonstrated complete aneurysm occlusion with preservation of the parent vessel, proving that proper remediation of PED twisting can still result in successful long-term outcomes.

Perspectives on testing and grading are considered; and strategies, reference materials, and sample test items are presented. Attention is directed to specific impacts of testing and grading on students and teachers, purposes of testing and grading, and common complaints of students and teachers. Extra activities proposed for the teacher include discussing with colleagues the testing/grading purposes and keeping a record of student complaints regarding grading and tests. Several prerequisites are identified as important for test development: subject matter expertise; well-developed instructional objectives; mastery of written communication; an understanding of the individuals for whom the test is intended; and knowledge of the principles and procedures of item writing/test construction. A 15-step strategy for planning, implementing, and evaluating classroom tests is presented, based on test construction principles. Extra learning activities are proposed for the teacher to provide additional information about testing principles and practices, practice with various aspects of test construction, and critique of the teacher's tests and testing procedures. Several purposes of grading (reporting; decision making; and stimulating, directing, and rewarding students), and limitations of grading and norm- and criterion-referenced tests are considered. A bibliography; information on score distributions; examples of types of test items; and articles on test reliability and validity, tables of specifications, and norm- and criterion-referenced tests are appended. (SW)

A model for course planning that provides a way of looking at college instruction and an approach to preparing effective courses is presented. It is suggested that: teaching is an experimental activity, there is no correct way to teach, a teacher sets up the conditions for learning, and both the course and teacher need to assume part of the responsibility if students fail to learn. The model views instruction as a learning system characterized by a goal; interdependent elements; and an intentional or planned management of people, materials, and procedures. Steps in course planning include: defining the curriculum; stating learning outcomes; identifying and sequencing content; assessing students' characteristics; planning instructional strategies and tests; teaching; evaluating the course and the instructor; and revising the course. In addition to planning tools, the instructional model suggests a strategy for designing instruction for courses, course units, and the overall curriculum. Advantages of the model are that it provides a systematic approach to instruction and a framework for the application of theory and research. Critics argue that: teaching is not really a planned and purposeful activity; the model can create a false expectation about the power of current theory and research; and it overestimates the teacher's responsibility, time and ability, and underemphasizes the student's responsibility. Forms and extensive exercises to assist the teacher in completing each step of the model are provided. (SW)

This module applies basic laws of thermodynamics to the study of the efficiency at which heat can be converted to other useful forms of energy, including heat at low temperatures. The module is divided into four major sections. Section I treats energy conversion efficiency and defines the concept of first-law efficiency, the most widely used indicator of efficient energy use. Past, present, and future trends in first-law efficiency for a variety of energy conversion devices are presented. Section II introduces the concept of available work and defines second-law efficiency (which is based on the available work concept). Second-law efficiency provides another, possibly superior, means of determining the potential for reduction in energy use due to improvement in energy conversion processes. Several examples of second-law efficiency are worked out for single source/single output devices. In addition, second-law efficiency is determined for a variety of tasks. In section III several energy conversion systems are analyzed from the standpoint of both first-/second-law efficiency. Section IV provides Fortran computer programs which apply concepts developed in the module to the analysis of combined energy systems and their potential for reduced fuel. Bibliography, an audio-visual materials list, and a list of prerequisite mathematics/physics skills needed are included. (JN)

The research presented in this thesis reflects advances in the adaptation and application of NMR crystallography – the synergistic combination of X-ray crystallography, NMR spectroscopy, and computational methods – to the active sites of enzymes. The goal is to construct highly detailed and chemically rich structures of the enzyme active site. The direct targets of this work are kinetically competent, quasi-stable intermediates along the reaction pathway of the pyridoxal-5’-phosphate dependent enzyme tryptophan synthase. NMR crystallography relies on the availability of both X-ray crystal structures and NMR data. This study makes use of multiple NMR restraints, including13C, 15N, and 31P NMR chemical shifts measured by collaborators in the Mueller group, and adds to these by including 17O as an active site reporter. The acid-base catalysis featured in many enzyme mechanisms relies on oxygen as a key atomic species in amphiprotic functional groups, making it a potentially important probe nucleus for NMR crystallography in enzyme active sites. Yet oxygen is not considered a standard biological NMR probe given the perceived difficulties related to its quadrupolar nuclear status. In this work we utilize solution state 17O Quadrupole Central Transition NMR to directly measure 17O chemical shifts and probe ionization states of enzyme bound intermediates.The NMR shifts are combined with X-ray crystallography to build computational models of the active site consistent with both the NMR and X-ray data. This thesis provides an exposition of the synergy of the NMR crystallographic approach applied to important intermediates of tryptophan synthase’s catalytic cycle. The results of this approach demonstrate the unprecedented level of structural detail that can be revealed, most remarkably for proton locations, within the active site. This is highlighted in particular by the characterization of proton mediated tautomerization in the “quinonoid/carbanion” intermediate, where first

The training of animals is an ancient anthropogenic process; however, it was not until the birth of comparative psychology, as a science, that the mysterious ways of the animal trainer were formally explained. In this review I will discuss the contributions of comparative psychology both past and present in animal training. The discoveries of comparative psychologists have greatly enhanced the animal training process and resulted in new methods for training animals; for example, training animals using social models. Despite, comparative psychology being a quantitative science we have still to empirically evaluate the animal training process. I therefore suggest how we might further our understanding of animal training and hence animal learning processes through the collection of data and meta-analyses.Training in the circus world (as well as outside it) is surrounded with secrets, mystic and magic. Trainers seem almost frightened that their secrets will out...Kiley-Worthington, 1990, p. 140.

[8], 227, [1] p., Reproduction of the original in the British Library., (DLPS) A67835.0001.001, (stc) Wing Y74, http://quod.lib.umich.edu/t/text/accesspolicy.html

Electronic access restricted; authentication may be required, American Council of Learned Societies History E-Book Project, (heb) heb06847.0001.001, http://hdl.handle.net/2027/heb.06847, Permission must be received for any subsequent distribution in print or electronically. Please contact info@hebook.org for more information.

William L. Clements Library; David V. Tinder Collection of Michigan Photography; Tinder, David V., http://name.umdl.umich.edu/IC-WCL1IC-X-2188%5DWCL002279, https://quod.lib.umich.edu/cgi/i/image/api/thumb/wcl1ic/2188/WCL002279/!250,250, The University of Michigan Library provides access to these materials for educational and research purposes. These materials may be under copyright. If you decide to use any of these materials, you are responsible for making your own legal assessment and securing any necessary permission. If you have questions about the collection, please contact the William L. Clements Library: icwcl1ic-umdl-help@umich.edu. If you have concerns about the inclusion of an item in this collection, please contact Library IT: libraryit-info@umich.edu., https://www.lib.umich.edu/about-us/policies/copyright-policy

[8], 227, [1] p., Reproduction of the original in the British Library., (DLPS) A67835.0001.001, (stc) Wing Y74, http://quod.lib.umich.edu/t/text/accesspolicy.html

This study examines attitudes of midgrade US Army officers. Attention is given to the most recently conducted operations other than war (OOTW) in Somalia, Haiti, and Bosnia. The goal of this research is to understand how participation in these events has affected officers' attitudes, and the implications of these experiences for the future. This study examines relevant literature and includes a survey of midgrade army officers in the CGSOC AY 1997 class. Findings suggest that 65% of the officers would like to see a decrease in the frequency of OOTW, although declining benefits were more likely to make them separate from the Army. Of the 113 officers surveyed forty (35 %) had participated in at least one OOTW mission. Ninety percent of those officers report that their participation in an OOTW has not changed their propensity toward using lethal force in the future. Nineteen percent of the officers rated the missions as not appropriate for their unit. The attitudes of midgrade officers in this study are compared to results of previous studies of lAFO deployments by an airborne infantry battalion in 1984 and a light infantry battalion in 1990 and the 6-502nd's UN deployment to Macedonia in 1992.