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This article identifies and explores the presence of republican thought in the intellectual and policy writings of Alexander Hamilton, particularly as it applied to his theoretical understanding of the American executive branch. The article moves chronothematically, highlighting, through the Revolutionary, Constitutional, and Governmental periods of American political development, Hamilton's unique sense of republicanism with respect to international and domestic politics, as well as American political economy. The article not only attempts to demonstrate Hamilton's intellectual adherence to the republican tradition, but also his commitment to rhetorically applying the ideology to the realization of practical executive policy goals.

Results of 974 speckle observations of 546 binary stars are presented. Observations were obtained at the WIYN 3.5 m Telescope at Kitt Peak National Observatory during the time interval from 2007 January to 2008 June. In all cases, the relative separation and position angle of the components are measured, and the magnitude difference is determined in 809 cases. The precision of the results as judged from repeat observations and objects with very well-determined orbits is similar to previous papers in this series, namely ∼ 3 mas in separation and <1° in position angle in most cases. Similarly, the photometric precision remains consistent with previous WIYN speckle data, on average ∼ 0.1 mag per observation. Six systems of special interest are discussed. © 2010. The American Astronomical Society. All rights reserved.

In this paper we compare and contrast student's pretest/post-test performance on the Halloun-Hestenes force concept inventory (FCI) to the Thornton-Sokoloff force and motion conceptual evaluation (FMCE). Both tests are multiple-choice assessment instruments whose results are used to characterize how well a first term, introductory physics course promotes conceptual understanding. However, the two exams have slightly different content domains, as well as different representational formats; hence, one exam or the other might better fit the interests of a given instructor or researcher. To begin the comparison, we outline how to determine a single-number score for the FMCE and present ranges of normalized gains on this exam. We then compare scores on the FCI and the FMCE for approximately 2000 students enrolled in the Studio Physics course at Rensselaer Polytechnic Institute over a period of eight years (1998-2006) that encompassed significant evolution of the course and many different instructors. We found that the mean score on the FCI is significantly higher than the mean score on the FMCE, however there is a very strong relationship between scores on the two exams. The slope of a best fit line drawn through FCI versus FMCE data is approximately 0.54, and the correlation coefficient is approximately r=0.78, for preinstructional and postinstructional testings combined. In spite of this strong relationship, the assessments measure different normalized gains under identical circumstances. Additionally, students who scored well on one exam did not necessarily score well on the other. We use this discrepancy to uncover some subtle, but important, differences between the exams. We also present ranges of normalized gains for the FMCE in a variety of instructional settings.

First results of a new speckle imaging system, the Differential Speckle Survey Instrument, are reported. The instrument is designed to take speckle data in two filters simultaneously with two independent CCD imagers. This feature results in three advantages over other speckle cameras: (1) twice as many frames can be obtained in the same observation time which can increase the signal-to-noise ratio for astrometric measurements, (2) component colors can be derived from a single observation, and (3) the two colors give substantial leverage over atmospheric dispersion, allowing for subdiffraction-limited separations to be measured reliably. Fifty-four observations are reported from the first use of the instrument at the Wisconsin-Indiana-Yale-NOAO 3.5 m Telescope9The WIYN Observatory is a joint facility of the University of Wisconsin-Madison, Indiana University, Yale University, and the National Optical Astronomy Observatories. in 2008 September, including seven components resolved for the first time. These observations are used to judge the basic capabilities of the instrument. © 2009. The American Astronomical Society. All rights reserved.

The Center for Research on Interface Structures and Phenomena (CRISP) is a National Science Foundation (NSF) Materials Research Science and Engineering Center (MRSEC). CRISP is a partnership between Yale University, Southern Connecticut State University (SCSU) and Brookhaven National Laboratory. A main focus of CRISP research is complex oxide interfaces that are prepared using epitaxial techniques, including molecular beam epitaxy (MBE). Complex oxides exhibit a wealth of electronic, magnetic and chemical behaviors, and the surfaces and interfaces of complex oxides can have properties that differ substantially from those of the corresponding bulk materials. CRISP employs this research program in a concerted way to educate students at all levels. CRISP has constructed a robust MBE apparatus specifically designed for safe and productive use by undergraduates. Students can grow their own samples and then characterize them with facilities at both Yale and SCSU, providing a complete research and educational experience. This paper will focus on the implementation of the CRISP Teaching MBE facility and its use in the study of the synthesis and properties of the crystalline oxide-silicon interface. C 2010 Materials Research Society.

Applications of nanoscience in the non-traditional classroom have successfully exposed students to various methods of research with applications to micro- and nano-electronics. Activities obtained from the NanoSense website associated with current global energy and water concerns are solid examples 1. In this regard, all 36 students in the 2008-2009 Science Research Program (SRP) prepared and delivered individual and group lesson plans in addition to their authentic, year-long research projects. Two out of 36 students selected nanoscience based projects in preparation for science fair competition in 2009. Additionally, preliminary research was conducted while participating in the Center for Research on Interface Structures and Phenomena (CRISP) Research Experience for Teachers (RET) Program in summer 2008 which supported the idea of developing a photolithography kit. This kit is intended to introduce high school students to the fundamentals of photolithography. In this paper, the design, implementation and feasibility of this kit in the high school classroom is described as well as details involving individual and group nanoscience based projects. Supporting educational models include self-regulated learning (SRL) concepts: situated cognition; social constructivism; Renzulli's (1977) enrichment triad and Types I - III inquiry enrichment activities 2,3. © 2009 Materials Research Society.

This paper reports on the results of an experiment to test the use of a Peer Instruction (PI) pedagogical model in a small class, high school environment. The study reports findings based on a population of 213 high school students attending algebra based physics courses, both Honors and A level, taught by 5 different instructors. The results show a correlation between use of Peer Instruction and improved student conceptual understanding, as demonstrated by gains on a pre-/post- assessment instrument (FCI). However, there also appears to be a number of other factors that strongly influence the resulting gains. In addition to instructor differences, the data seem to indicate that students who are more "physics-inclined" and can answer questions correctly prior to instruction and prior to any Peer Instruction discussion subsequently achieve higher gains as measured by the FCI. While this is to be expected, the use of normalized gains is intended to mitigate this result, but it appears to be prevalent nonetheless. This raises questions as to what degree the FCI gains can be attributed to the use of Peer Instruction, to teacher differences, to student ability level or to simply increased familiarity with the question types presented on the FCI.

A total of 1067 speckle observations of 345 binary stars are presented. Of these, 161 are double stars first resolved by Hipparcos, 17 are resolved for the first time in the observations presented here, and 21 are stars previously discovered by our program and reported in earlier papers in the series. In 947 cases, a magnitude difference is reported along with the relative astrometry. When comparing to systems with very well-known orbits, we find that the root mean square (rms) deviation in separation residuals is 2.81 0.28 mas, and the rms deviation in position angle residuals is 0.88 0.07°. The magnitude difference measures show no significant deviation from Hipparcos photometry, and have average standard deviation of approximately 0.10 mag as judged from repeat observations. Five important systems discovered by Hipparcos are discussed. © 2008. The American Astronomical Society. All rights reserved..

The "dynamic" Hubbard Hamiltonian describes interacting fermions on a lattice whose on-site repulsion is modulated by a coupling to a fluctuating bosonic field. We investigate one such model, introduced by Hirsch, using the determinant quantum Monte Carlo method. Our key result is that the extended s -wave pairing vertex, repulsive in the usual static Hubbard model, becomes attractive as the coupling to the fluctuating Bose field increases. The sign problem prevents us from exploring a low enough temperature to see if a superconducting transition occurs. We also observe a stabilization of antiferromagnetic correlations and the Mott gap near half-filling, and a near linear behavior of the energy as a function of particle density which indicates a tendency toward phase separation. © 2008 The American Physical Society.

Previous studies have found that calculations which consider long-range magnetic dipolar interactions truncated at a finite cut-off distance R c predict spurious (unphysical) long-range ordered phases for Ising and Heisenberg systems on the pyrochlore lattice. In this paper we show that, similar to these two cases, calculations that use truncated dipolar interactions to model the Gd3Ga5O12 garnet antiferromagnet also predict unphysical phases with incommensurate ordering wavevector q ord that is very sensitive to the dipolar cut-off distance R c. © IOP Publishing Ltd.

The intent of the CRISP education and outreach effort is to use materials science as a vehicle for enhancing the scientific literacy and knowledge of kindergarten through postgraduate level students. A challenging part of our mission has been inspiring students to take the next step and consider further study (or a career) in the field of Materials Science and Engineering (MSE). The CRISP educational programs were developed through a partnership between Yale University, Southern Connecticut State University and the urban school district of New Haven, CT. An overview of the methods and results of both formal and informal educational program components is included for years one and two of the CRISP MRSEC. This paper will focus on two CRISP programs: 1) MRSEC Initiative for Multidisciplinary Education & Research (MIMER) and 2) "Exploring Materials Science" mobile kits. The evaluation data indicates that the approach used in developing these educational programs is important. Specifically, the impact of these programs is influenced by the students' ability to relate the acquired knowledge to real life applications and technologies. In particular, emphasizing career opportunities rather than just presenting content-based programs is a key element to increasing interest towards further study in Materials Science and Engineering. © 2008 Materials Research Society.

This preliminary study examines the impact of conceptual writing assignments on student understanding of two physics concepts. Writing assignments covered the concepts of Newton's Third Law and the impulse-momentum relationship and were given to students in both high school and college level introductory physics classes. The students in these classes along with students in classes taught in an identical fashion by the same instructors without the addition of writing assignments were tested on their conceptual understanding of the two content areas. The results of this initial study indicate that the efficacy of this approach varied with topic. This study further indicates that students' benefit from the writing assignments was independent of their writing ability. © 2007 American Institute of Physics.

At the 2007 Physics Education Research Conference, a workshop on publishing and refereeing was held with a panel of editors from four different publishing venues: the physics education research section of the American Journal of Physics, the Journal of the Learning Sciences, Physical Review Special Topics - Physics Education Research, and the Physics Education Research Conference Proceedings. These editors answered questions from participants regarding publishing in their respective venues, as well as writing referee reports that would be useful to both journal editors and authors. This paper summarizes the discussion. © 2007 American Institute of Physics.

To gauge the impact of instruction on students' general expectations about physics and their attitudes about problem solving, we administered two different, but related, survey instruments to students in the first semester of introductory, calculus-based physics at McDaniel College. The surveys we used were the Maryland Physics Expectation Survey (MPEX) and the Attitudes about Problem Solving Survey (APSS). We found that the McDaniel College students' overall responses were more "expert-like" post-instruction: on the MPEX, the students' Overall agree/disagree score started at 59/18 and ended at 63/17, and on the APSS, the students' agreement-score went from 63 to 79. (All scores are out of 100%.) All of the students to whom we administered the MPEX and a significant sub-group to whom we administered the APSS realized these improvements without experiencing any explicit instructional intervention in this course aimed toward improving attitudes and expectations. These results contrast much of the previously reported findings in this area. © 2007 American Institute of Physics.

Dynamic Hubbard models describe relaxation of atomic orbitals when electrons are added to already occupied orbitals, a phenomenon that is not present in the conventional Hubbard model and that may play a role in superconductivity. We use the determinant algorithm to study the properties of a particular dynamic Hubbard model on a two-dimensional square lattice. We report preliminary results for a set of correlation functions, and our data are compared to results from the standard Hubbard model. We find that a dynamic interaction enhances the pair-field susceptibility, signaling the possible on-set of a superconducting phase. © 2006 American Institute of Physics.

Nanoparticles are of interest in many applications since their decreased size may give them properties that are very different from bulk material. Often nanoparticle properties such as size (diameter) and size distribution are evaluated using transmission electron microscopy (TEM). These parameters, size and size distribution, can be more easily obtained from digitized TEM images by mapping particle signal to black and background pixel to white in a process known as thresholding then performing an algorithm known as a particle analysis. The goal of this study was to compare the ability of several popular thresholding algorithms to segment TEM images. Performance of the thresholding algorithms was evaluated through qualitative and quantitative measures. Results show that the choice of a thresholding algorithm will strongly affect the results obtained from particle analysis. © 2007 Materials Research Society.

This chapter contains sections titled: Introduction Norbert Wiener's Foundation of Information Ethics Computer Ethics Developments after Wiener and before Maner Walter Maner's Computer Ethics Initiative Deborah Johnson's Influential Textbook and the Start of the “Uniqueness Debate” James Moor's Classic Paper and His Influential Computer Ethics Theory The Professional-Ethics Approach of Donald Gotterbarn Computing and Human Values Luciano Floridi's Information Ethics Theory Concluding Remarks: The Exponential Growth of Computer Ethics References and Selected Resources

Abstract: In this essay a set of principles is defended that yields a determinate allocation of sovereign competences across a global system of territorially nested jurisdictions. All local sovereign competences are constrained by a universal, justiciable human rights regime that also incorporates a conception of cross-border distributive justice and regulates the competence to control immigration for a given territory. Subject to human rights constraints, sovereign competences are allocated according to a conception of global democracy. The proposed allocation scheme can accommodate substantial local autonomy while at the same time ensuring that everyone has a voice in the political decisions that affect his or her interests. The relevant class of affected interests is fully specified. Relevant affects are of two kinds: those that impose norms of governance on individuals, and those that impose external costs on them. The favored sense of “an external cost” is developed and defended.