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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.

No one denies the importance of applying knowledge to actions. But claiming identity (unity) of knowledge and action is quite another thing. There seem to be two problems with the claim: (1) the identity claim implies that the sole cause for one to fail to act on what one judges to be right is ignorance, but it is obviously false that the sole cause of failure in moral actions is ignorance. (2) The identity statement implies non-separation of knowledge and action. But knowledge does not necessarily lead to action. However, the identity of knowledge and action is what a famous Ming Confucian scholar, Wang Yang-ming, proposed and the concept became the central doctrine of his teaching. Though there are several major interpretations of Wang's doctrine in contemporary literature, it is not clear to me how they deal with the above mentioned difficulties. In this article, I will discuss these interpretations of the doctrine and propose a new interpretation. My purpose is to give an interpretation of Wang's doctrine that has the capacity of dealing with these challenges to the doctrine and also captures the essence of his teaching. © 2009 Springer Science+Business Media B.V.

Purpose The purpose of this paper is to deepen the understanding of tensions between old and new in the emerging global society driven by information and communication technology (ICT); and to argue that creation of a theory of this society would contribute in the easing of these tensions. Design/methodology/approach The methods used in this paper are mostly analytical, descriptive, and qualitative. An analysis of the creation and development of ICT from a mathematical discipline of computer science to a universal tool and a driving force of the emerging global society, a development which is paralleled by the commercialization of ICT, is followed by two case studies illustrating the tensions between old and new and the role ICT plays in them. One case is centered on the challenges of traditional models of education by new, ICT-friendly approaches, like the Multiple Intelligences Theory; the other addresses tensions between old and new that in many societies presently take the form of tensions between local/national and global. Findings A claim is formed that the existing tensions between old and new are closely linked to the tensions between the two most common forms of society, inclusive (egalitarian) and exclusive (elitist). Originality/value The paper will help understand some of the reactions to the process of globalization. It can serve as a tool for assessment and prediction regarding this process. Lastly, the paper contains a justification of merit in the creation of a “grass root” theory of an ICT-driven global society built on a universally accepted ethical foundation. © 2008, Emerald Group Publishing Limited

At the heart of the uniqueness debate is the possibility that the computer revolution may demand more in the way of ethical analysis than our traditional (that is, modern) ethical edification has prepared us for. In short, it may present new and unique problems and therefore demand new and unique solutions. In this article I argue that the solution is in fact an old and not-sounique one: casuistry. Appealing to Jonsen and Toulmin's analysis of casuistry (1988), I argue that a casuistic methodology is a more accurate description of the moral reasoning used by contemporary computer ethicists than are other accounts. In addition, I argue that the strengths that enabled casuistry to deal successfully with radical social, economic, and religious changes in the sixteenth and seventeenth centuries render casuistry well suited to the task of dealing with radically new situations like those found in twentieth- and twenty-first-century computer technology. Before concluding, I briefly explore Pascal's fatal critique of casuistry and its relevance for contemporary computer ethics. © 2007 Metaphilosophy LLC and Blackwell Publishing Ltd.

Purpose - The purpose of this paper is to address the place of computer/ICT ethics in the global ICT society driven by knowledge economy. Design/methodology/approach - The paper focuses on three main issues: the evolution of the name of the leading technology of our times and, accordingly, the evolution of the name of the society in which this technology plays the leading role; some ethical dilemmas that the global ICT society will need to solve; global ICT ethics and the knowledge economy. Findings - The paper suggests that global ICT ethics should be an ethics focusing on the dynamics of the relationship between the weak and the strong, the rich and the poor, the healthy and the sick worldwide - and it should explore the ethical problems from the point of view of both parties involved. That way, Global ICT Ethics can have a truly communicative character, and it can become an ethics that will be both a co-creator and also a result of a democratic processes. Originality/value - This paper should interest anyone concerned with ICT and globalization.

This essay describes a new ethical theory that has begun to coalesce from the works of several scholars in the international computer ethics community. I call the new theory Flourishing Ethics because of its Aristotelian roots, though it also includes ideas suggestive of Taoism and Buddhism. In spite of its roots in ancient ethical theories, Flourishing Ethics is informed and grounded by recent scientific insights into the nature of living things, human nature and the fundamental nature of the universe-ideas from today's information theory, astrophysics and genetics. Flourishing Ethics can be divided conveniently into two parts. The first part, which I call Human-Centered FE, is focused exclusively upon human beings - their actions, values and characters. The second part, which I call General FE, applies to every physical entity in the universe, including humans. Rather than replacing traditional great ethical theories, Flourishing Ethics is likely to deepen and broaden our understanding of them. © Springer Science+Business Media B.V. 2006.