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The models and weights of prior trained Convolutional Neural Networks (CNN) created to perform automated isotopic classification of time-sequenced gamma-ray spectra, were utilized to provide source domain knowledge as training on new domains of potential interest. The previous results were achieved solely using modeled spectral data. In this work we attempt to transfer the knowledge gained to the new, if similar, domain of solely measured data. The ability to train on modeled data and predict on measured data will be crucial in any successful data-driven approach to this problem space., Comment: (8 pages, 2 figures)

The authors' activities in co-teaching an engineering design course across the Atlantic, at Carnegie Mellon University (CMU), USA, and at Delft University of Technology (DUT), the Netherlands, at the same time, required the use of information and communication tools for communication and collaboration purposes between students and between instructors and students. This paper analyzes the overseas communication and collaboration processes among students and instructors, and their implications for learning. A theoretical framework was used for collaborative learning and for stimulating active participation, for analyzing observations and for translating results to a broader theoretical framework. In practice, it meant that the authors experimented among other variables with group compositions and with instructor role descriptions. It is concluded that many of the techniques mentioned in literature did enhance collaboration and learning between students, but that intense communication with overseas instructors is still a major stumbling block. (Contains 10 references, 2 tables, and 5 figures.) (Author)

This paper describes how master's degree students in a principal preparation program facilitated action research with teachers to promote school improvement. The study identified effective strategies used with teachers during classroom action research, noting instructional strategies future principals considered most effective during the learning process of action research and processes university faculty used to determine preferred practice. Eight future principals conducted action research projects on improving classroom educational processes. Informal interviews with master's degree students and faculty examined their perceptions of the action research process. The researcher analyzed the action research reports, which provided data on design methodology, data analysis, formulation of an action plan, and the graduate student's interaction with the teacher, who was involved in the action research process. The researcher also acted as a participant observer. The paper discusses the longitudinal process used to accomplish the action research and describes how the dialogic process between students and faculty provided critical feedback. Results revealed that the model engaged teachers in critical and reflective thinking. One outcome of the research was the development of an alternative form of action research, reflective conversation. (Contains 16 references.) (SM)

According to these authors, Canada is in need of a new science policy and strategy. The current direction of the federal government is threatening to impede scientific progress and compromise the integrity and independence of public science. This is reflected in the government's waning commitment to funding basic research; its attempts to steer funding toward politically targeted priority areas or to projects with ostensibly foreseeable commercial outcomes; the muzzling of public scientists; and deep cuts to government scientific agencies, programs, and libraries. The Canadian government needs to pursue a different science strategy that puts the public interest first and builds upon the proven strengths of government and higher education-based research. The Canadian Association of University Teachers (CAUT) recommends that the government build a new approach based on the following priorities: (1) Renew investments in basic research guided by priorities set by the scientific community; (2) Implement measures to protect the integrity and independence of university and college research including adopting safeguards to prevent the politicization of research; and (3) Increase support for government science and scientists. Government departments and agencies, such as Natural Resources Canada, Environment Canada, Fisheries and Oceans Canada, Health Canada, Agriculture and Agri-Food Canada, Statistics Canada, and the National Research Council have a vital role to play in confronting science challenges, but can only do so when they are adequately funded and free to pursue their work.