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This article describes how inquiry teaching can be directed towards specific content learning goals while allowing for student exploration and validation of hypotheses. Drawing from the Theory of Didactical Situations, the concepts of "milieu" and "validation" are illustrated through two sample biology lessons designed to engage and challenge students in scientific inquiry. The article proposes that these concepts may help teachers design rich learning environments wherein students may pose and test their hypotheses against scientific data. This may in turn help overcome several challenges relating to open-inquiry teaching. Such challenges include divergent student learning outcome or time issues and practical constraints of facilitating inquiry in large classes. The presented approach can help teachers design directed inquiry teaching sequences that can lead to more frequent use of inquiry in teaching thanks to the efficacy of such designs. (Contains 1 table and 6 figures.)

The article discusses a systematic review which identified factors associated to burnout among surgeons and suggests ways to mitigate these risk factors. Topics covered include the role of work-life balance in burnout, the role of burnout in medical errors, and different institutional and organizational factors that play a role in burnout.

The CPED Framework (CPED, 2022) envisions the EdD as a professionally-oriented alternative to the PhD. Within the framework, two professional aims are proposed: stewardship and scholarly practice. In this essay, I distinguish between the two terms, exploring how Erving Goffman’s (1986) concept of frame analysis can be a useful approach to stewardship. I contrast Goffman’s (1986) approach with that of frame alignment (Snow et al., 1986), noting that frames are useful for clarifying the improvement efforts of scholarly practice while also putting those who use them at risk of encapsulation. I explore how the signature pedagogy of the CPED Framework itself is such a frame. I hope this essay will be useful for faculty in CPED-informed programs designing courses to balance the dual development of scholarly practice and stewardship, and that it will be useful for CPED-informed EdD candidates integrating multiple frames into the definition and solution of PoPs. [ABSTRACT FROM AUTHOR]

In general terms there are only three primary energy sources: fossil fuels, renewable energy, and nuclear fission. For fueling road transportation, there has been much speculation about the use of hydrogen as an energy carrier, which would usher in the "hydrogen economy." A parallel situation would use a simple battery to store electricity directly in order to power vehicles. The efficiency of these two different approaches has been compared and shows that the hydrogen and fuel cell system would consume nearly three times the primary energy required by a battery storage system. Successful introduction into the marketplace of the plug-in hybrid vehicle would eliminate the need for road vehicles to use petroleum fuels, at least for the majority of miles traveled. If electricity were to be generated primarily from sustainable primary energy sources, then road transportation would also become sustainable, resulting in an "electricity economy" rather than a "hydrogen economy." (Contains 7 figures and 2 tables.)