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It is well known that conduction in YBa2Cu3O7 (YBCO) is by means of copper "planes" and "chains," where planes and chains describe the degree of bonding between copper and oxygen. Changes of conductivity versus temperature have been used to show that conduction in YBCO in the normal state is 3-dimensional, while conduction approaching the onset of the superconducting state is first 2-dimensional and then 3-dimensional. We have found another method to monitor this 2-to-3 transition. Using square samples, and measuring the voltage at each corner caused by a current applied to the opposite corners, one can find the conductivities along the x-axis and the y-axis. The ratio of these conductivities is unity for homogeneous samples in the normal state. However, in transition to the superconducting state, the ratio of conductivities changes. We examine this change as a function of sample purity, sample history, and exposure to an external magnetic field. Our data are consistent with data reported in the literature, and they suggest the existence of another state change deep in the superconducting state, which is only observable with the application of a magnetic field., Measurements were also carried out to correlate the anisotropy with sample porosity. Measurements of normal state resistivity, critical temperature, and critical current characterize the sample's porosity, and these data affect the anisotropy in the superconducting state in a manner directly proportional to the porosity., (C)1998 Kluwer Academic Publishers

The author agrees with James Moor that computer technology, because it is 'logically malleable', is bringing about a genuine social revolution. Moor compares the computer revolution to the 'industrial revolution' of the late 18th and the 19th centuries; but it is argued here that a better comparison is with the 'printing press revolution' that occurred two centuries before that. Just as the major ethical theories of Bentham and Kant were developed in response to the printing press revolution, so a new ethical theory is likely to emerge from computer ethics in response to the computer revolution. The newly emerging field of information ethics, therefore, is much more important than even its founders and advocates believe.

Most nurse educators would agree that critical thinking is an essential competency for the professional nurse in today's ever-changing health care environment. In fact, critical thinking has been identified as an integral component of professional nursing practice and has been incorporated in accreditation guidelines (1-3). As a result of this imperative, professional programs of nursing must explicate a clear definition of critical thinking, identify specific learning outcomes reflective of critical thinking abilities, and select appropriate ways to measure the achievement of these outcomes in graduating students. Although much has been written about the need for critical thinking skills, the concept and measurement of critical thinking within the context of nursing education has not yet been clearly defined (4-6). As a result, nursing programs are developing their own conceptual definitions of critical thinking and using a variety of methods to measure outcomes (5). The authors caution that to ensure validity of findings, the instruments used must reflect the individual program's definition of the concept. In most cases, outcomes have been assessed using a cross-sectional design that compares students at different levels or types of programs or are measured as an end-of-program outcome. While such designs can provide educators with knowledge of students' critical thinking abilities at a particular point in the educational process, longitudinal data are needed to assess the effects of the educational program.

In response to public criticisms about the outcomes of higher education, colleges and universities have implemented comprehensive assessment programs. In nursing education, outcomes assessment has become a criteria for accreditation. Yet, currently no guidelines exist describing “best practices” in nursing education outcomes assessment. Experts in educational assessment provide helpful guidelines for nurse educators as they establish comprehensive assessment plans. The authors provide a review of the literature in the field of assessment and offer strategies for developing successful assessment programs in nursing education.

Nurses are challenged to advance the theoretical foundations of community practice. This paper offers ideas on what-has been done and what needs to be done to meet this challenge. Within a community health nursing perspective, the paper defines community, proposes an integrated knowledge development framework that focuses on community, analyses contemporary theoretical and philosophical foundations of community in nursing, considers three worldviews in which nursing can be framed, and examines parameters for knowledge development for the future.

The primary purposes of this study were to identify the best teaching practices for adult baccalaureate (BSN) nursing students and to examine if adult students' teaching preferences differed from those of traditional BSN students. The sample consisted of 206 adult and traditional students in four BSN programs. The adult nursing student sample was further subdivided into two groups: adults with no prior nursing education (adult non-nurses) and adults with prior nursing education (RN'S). Using a two-part, self-administered questionnaire, respondents were asked to rate the frequency with which 41 teaching strategies were used in their best and in their worst classroom learning experiences in nursing. In most cases, adult non-nurses' teaching preferences did not vary significantly from the preferences of traditional students. However, adults with no prior nursing education did show a preference for knowledgeable and organized instructors. In contrast RNs' preferred classroom situations were where time on task was emphasized, cooperative learning was encouraged, and expectations for learning were high. Results indicate that classroom teaching preferences vary as a function of prior experience with the subject matter and are not attributable to age itself. Findings suggest that prior experience with course content is a more important consideration in planning programs than generalized adult experience.

The alleged synthesis of nursing and public health has not produced the expected community-as-client emphasis. Public health is characterized as disease-focused, with masculine domination, using a causal model. The explanatory model of chaos challenges nurses to reexamine nursing's theoretical base by questioning assumptions associated with linear thinking. The selected chaotic concepts of aperiodicity, attractors, sensitive dependence on initial conditions, phase space, and fractals are discussed here. Each concept's connection to physics and mathematics is cited and considerations for nursing science are outlined. Conclusions include redefining health, nursing, and community in chaotic terms and renaming nursing practice, which has this aperiodic and holistic paradigm, as ecologic health nursing.