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This document contains the instrument used, results gathered, and discussions of the instrument used to measure students' (grades 10 and 12) understanding of science in its technological and social context. The following sections are included: (1) "Introduction"; (2) "A Comparison of Grade 10 and 12"; (3) "The Grade 10 Students"; (4) "The Grade 12 Students"; (5) "The Bipolar Statements," which contains a comparison of grade 10 and 12, a comparison of males and females, and the demographies of the sample; (6) "The 'Attitude to Science' Clusters"; (7) "Responses by Attitudinal Clusters to the Knowledge Statements"; (8) "Responses by Attitudinal Clusters to the Bipolar Statements"; (9) "The Demographics of the Four 'Attitude to Science' Clusters"; (10) "Discussion" which contains a discussion of the answers to the knowledge statements; and (11) "Conclusions." (ZWH)

It is argued that the lack of consensus on what constitutes an inquiry-based approach makes the generalization about it difficult, because the concept is relatively unspecific and vague. This problem can partially be solved by constructing a set of activities promoted by inquiry, thus defining the inquiry objectives for classroom and laboratory teaching. Five high school and college Mexican teachers' PICK (pedagogical inquiry/content knowledge) was documented and assessed by means of Loughran, Mulhall and Berry's (2004) I-CoRe (inquiry content representation) developed by the authors through a proposal of a set of seven inquiry activities. They were also interviewed to construct the professional and pedagogical experience repertoires, a second tool by Loughran et al. (2004) to document PICK. It was observed that all teachers interviewed have used inquiry to modify their students' way of thinking, mainly through question posing. Some of them employed research as their main tool to promote scientific inquiry but others mentioned the lack of time to do it. It is interesting to notice that in spite of the fact that inquiry is out of the curriculum in Mexico, the teachers make use of it to improve their teaching practice. According to their answers, their actions in the classroom or the lab were classified within the three general approaches expressed by Lederman (2004): implicit, historical and explicit. It is concluded that a given teacher cannot be classified exclusively in one of them, because in his/her activities one general approach overlaps the others. The authors conclude that Lederman's classification has to be taken into account as an orientation to characterize a given activity of one teacher, even though the same teacher may use another activity characterized by other general approach. That is, Lederman's classification applies to characterize activities, not persons. (Contains 7 tables and 1 figure.)

The James Webb Space Telescope (JWST) Integrated Science Instrument Module (ISIM) system consists of five sensors (4 science): Mid-Infrared Instrument (MIRI), Near Infrared Imager and Slitless Spectrograph (NIRISS), Fine Guidance Sensor (FGS), Near InfraRed Camera (NIRCam), Near InfraRed Spectrograph (NIRSpec); and nine instrument support systems: Optical metering structure system, Electrical Harness System; Harness Radiator System, ISIM Electronics Compartment, ISIM Remote Services Unit, Cryogenic Thermal Control System, Command and Data Handling System, Flight Software System, Operations Scripts System.

Eighty first-grade students, randomly selected from eight elementary schools, participated in this study. Four of the schools were located within the city and four in the rural area surrounding the city. The assessment instrument was the Organisms Evaluation Supplement, designed to evaluate students' attitudes in science, students' perception of the classroom environment, and how well students are achieving the specified cognitive objectives of the unit. The instrument was administered as a pretest and a posttest to all students. The treatment consisted of instructing the students in the "Organisms" unit of the Science Curriculum Improvement Study (SCIS) program. Significant positive change in pupil performance as a result of instruction was found. The gain scores were subjected to a t-test at the .05 level. No pretest or posttest differences were found when examining urban versus rural populations. It was concluded that the "Organisms" assessment instrument is effective in terms of content validity, reliability, objectivity and interest. (Author/EB)

The persistent and prolonged pitiable state of teachers' job performance leading to poor academic achievement of secondary school students in Ebonyi State has become a source of concern and worry among stakeholders and parents. This could be that instructional supervision is not regularly performed by the principals in order to provide professional guidance and assistance to teachers to enable them improve on their instructional delivery. It therefore becomes necessary to investigate the relationship between principals supervisory techniques and teachers job performance in secondary schools in Ebonyi State. The study was guided by three research questions and three hypotheses were tested at 0.05 level of significance. The study adopted a correlation research design. The study population comprised 4,368 secondary school teachers in Ebonyi State. Stratified proportionate sampling technique was used to sample 1005 respondents from the population of the study. The researchers developed two sets of instruments titled "Principals' Supervisory Techniques Questionnaire (PSTQ)" and "Teachers Job Performance Questionnaire (TJPQ)" were used for data collection. The instrument was subjected to face and content validation by three experts who are lecturers; two in Department of Foundations and the other in Measurement and Evaluation Unit in the Department of Science Education, all from Faulty of Education, Ebonyi State University, Abakaliki. Cronbach alpha was employed for the reliability test and this yielded a coefficient of 0.78, 0.68 and 0.81 for the three parts of PSTQ and 0.78 for TJPQ respectively. Pearson product moment coefficient was used in answering the research questions and t-test was used in testing the hypotheses. The findings of the study revealed among others that there is a high positive correlation between classroom observation techniques and teachers' job performance in secondary schools in Ebonyi State. It also revealed that there was a significant relationship between principals' demonstration techniques and teachers' job performance in secondary schools in Ebonyi State. Based on the findings, conclusion was drawn and it was recommended among others that government should provide opportunity for principals to attend conferences, workshops, seminars and colloquiums on supervisory techniques at least once a year both nationally and internationally for more acquisition of skills and knowledge for effective instructional supervision in order to keep them at par with their foreign counterparts.

This study illustrates how a factor analysis of a well-designed student-rating instrument can increase its utility. Factor analysis of a student-rating instrument was used to reveal constructs that would explain student attrition in science, mathematics, and engineering majors. The Instructional Development and Effectiveness Assessment (IDEA) instrument is used to rate college courses in science or mathematics at Kansas State University. It is used to gather students' reactions to instructors, personal progress, and courses, as well as students' attitudes, and to obtain an overall rating. Subjects for the factor analysis were 141 upperclass students (56.7 percent male). The factor analysis reveals constructs about which students in science and mathematics have expressed concern. Of seven identified factors, the first three, interpreted as instructor presentation skills, student perception of personal progress, and student-teacher interaction, are particularly important in distinguishing instructor presentation from the personal aspects of course takers. Three tables present analysis results. (Contains 23 references.) (SLD)

A modified Reformed Teaching Observation Protocol (RTOP) (Piburn & Sawada, 2000) instrument was used to separately examine eight technology and engineering (T&E) educators' teaching of science, and T&E content and practices, as called for by the "Standards for Technological Literacy: Content for the Study of Technology" (International Technology Education Association [ITEA/ITEEA], 2000/2002/2007) and the "Next Generation Science Standards: For States, By States" (NGSS Lead States, 2013). The modified RTOP presented in this article can help provide feedback to teachers at all grade levels concerning their reformed teaching of science content and practices, and T&E content and practices. The instrument achieved acceptable interrater reliability (> 80%) and was tested in a larger study (Love & Wells, 2017). Results revealed a significant difference among participants' teaching of science and T&E content and practices according to a myriad of variables, such as years of teaching experience, years of experience teaching the Foundations of Technology (FoT) curriculum, length of the FoT curriculum training attended, and select preparation experiences. Research implications suggest that the instrument affords equal applicability for examining science educators' teaching of T&E content and practices and informing pre- and in-service teacher preparation efforts by determining key factors that significantly influence educators' teaching of these concepts.

A modified Reformed Teaching Observation Protocol (RTOP) (Piburn & Sawada, 2000) instrument was used to separately examine eight technology and engineering (T&E) educators' teaching of science, and T&E content and practices, as called for by the "Standards for Technological Literacy: Content for the Study of Technology" (International Technology Education Association [ITEA/ITEEA], 2000/2002/2007) and the "Next Generation Science Standards: For States, By States" (NGSS Lead States, 2013). The modified RTOP presented in this article can help provide feedback to teachers at all grade levels concerning their reformed teaching of science content and practices, and T&E content and practices. The instrument achieved acceptable interrater reliability (> 80%) and was tested in a larger study (Love & Wells, 2017). Results revealed a significant difference among participants' teaching of science and T&E content and practices according to a myriad of variables, such as years of teaching experience, years of experience teaching the Foundations of Technology (FoT) curriculum, length of the FoT curriculum training attended, and select preparation experiences. Research implications suggest that the instrument affords equal applicability for examining science educators' teaching of T&E content and practices and informing pre- and in-service teacher preparation efforts by determining key factors that significantly influence educators' teaching of these concepts.

Three separate, sequential three-month studies were made to determine the effects of timed pupil feedback on teaching behavior. Audiotapes were made of the teaching behaviors of eighteen teachers before, during, and after the teachers introduced a feedback instrument to their pupils. The tapes were analyzed for changes in teacher behavior over the period of time the feedback was used. The results indicated that student feedback did change the teaching behavior significantly. The general direction of change was toward less teacher talk and lecture. The questioning techniques of teachers stayed fairly constant with the only statistically significant change being in the mean number of questions asked each month. The conclusions were that students can give accurate feedback which effects change in teacher behavior and that this change can be described and quantified using interaction analysis techniques. (Author/JY)

BAFTA-award winning composer, Troels Folmann, will be describing a variety of custom sample techniques and tricks used in his latest TOMB RAIDER soundtracks and by the majority of A-listed composers in Hollywood. "The Art and Science of Creating Your Own Instrument Samples" involves a variety of exclusive recording, editing, programming and scoring techniques that are used to simulate full symphonic orchestras and choirs. The prime focus of this session is provide the audience with applicable knowledge in custom sample techniques for strings, brass, woodwinds, percussion and choirs - and provide an insight into the latest emerging trends within epic orchestral scoring. The custom sample techniques are meant to replace- and/or support commercial samples. The general difference between commercial sampling and custom sampling is based in technique. The commercial sample developers have a tendency to create clean- and studio polished samples, which have many great applications. However, in the simulation of something as complex as a symphonic orchestra you also need imprecision, power and emotive qualities in the samples, which is core of the custom sampling techniques.

This document presents a study related to teacher education programs in general, but with specific attention directed to, National Science Foundation (NSF) institute programs for in-service teachers. The study was designed to answer questions pertinent to an assessment instrument designed and used with the Ball State University NSF institute programs. The reliability of the instrument, the extent of participant-perceived change in classroom emphasis given to 57 instructional topics included in the instrument, and whether a significant difference existed between the shift of emphasis of the 1972 institute participants and that of the 1973 participants were determined. All of the 1973 members took part in a pre-institute assessment and in two post-institute follow-ups. One follow-up test was administered on the last day of the institute and one the following spring. Changes in instructional emphasis were evaluated by the sign test. Comparison of mean growth increments was accomplished using a t-test. Analyses showed that participant-perceived increases in the level of emphasis were significant. No significant differences were found between the mean growth increments of the two groups. Instrument reliability was established, using analysis of variance in a modified intraclass correlation formula, as .93 and .97 for the 1972 and 1973 groups, respectively. (Author/EB)

Technology advancement is required to enable NASA's high priority missions of the future. To prepare for those missions requires a roadmap of how to get from the current state of the art to where technology needs to be in 5, 10, 15 and 20 years. SIOSS identifies where substantial enhancements in mission capabilities are needed and provides strategic guidance for the agency's budget formulation and prioritization process.

The issues of teacher quality expressed by many of the recent national reports on excellence in education have led a number of universities and colleges to increase the admission requirements and/or the exit standards for teacher certification programs. Emphasis has been placed on higher grade point averages and demonstrated academic ability on national standardized tests, among which are the Professional Knowledge, General Knowledge, and discipline specific Specialty Tests of the National Teachers Examination. The purpose of this study was to examine some of the criteria currently used for admission or exit standards and to seek effective predictors for student teaching success. Specifically, this study attempts to determine whether grade point average (GPA), the California Achievement Test of Basic Skills--Total score (CAT-T), and the National Teachers Exams Specialty Tests for Chemistry, Physics and General Science and for Biology and General Science predict student teaching competence as measured by a performance-based assessment instrument. A number of studies have looked at GPA and standardized test scores, specifically those core exams of the National Teachers Examination, and have concluded standardized test scores and GPA are not effective predictors for teaching success. This study on NTE Science Specialty Exams confirms these findings, in that the NTE Science Specialty Exams showed little predictive capability of these measures of academic competence. It would seem that academic competence is just one of the important criteria in selecting teachers. (Author)

A system of interaction analysis, the Instrument for the Analysis of Science Teaching (IAST, Part 1), and an accompanying sign system (IAST, Part 2) were developed. Originally used to analyze teaching behavior observed in elementary school classrooms where "Science--A Process Approach" was being taught, IAST was later found to be applicable as a research tool and supervisory aid in other curriculum areas and at other levels. Part 1, a 26-category system based on the 10-category Flanders system, includes 10 student, 14 teacher, and two new categories. Data may be treated for the analysis of various tally records, graphs, ratios, matrices, and tactical findings. Part 2 is a 15-item check list designed to measure some of the characteristics considered to be important in teaching elementary science and "Science--A Process Approach" which could not be determined by part 1 alone. Training in using IAST entails approximately 12 hours of discussion and observation practice. Since the validity of the Scott coefficient PI, the customary statistic for calculating observer reliability, appears to decrease as the number of categories in a system increases, a standardized, nationally available recording of teaching behavior (the Suchman recording of an inquiry session available from Science Research Associates) was used in estimating reliability of observers, demonstrating the possibility of establishing a universal reference for estimates of observer reliability. (JS)

A system of interaction analysis, the Instrument for the Analysis of Science Teaching (IAST, Part 1), and an accompanying sign system (IAST, Part 2) were developed. Originally used to analyze teaching behavior observed in elementary school classrooms where "Science--A Process Approach" was being taught, IAST was later found to be applicable as a research tool and supervisory aid in other curriculum areas and at other levels. Part 1, a 26-category system based on the 10-category Flanders system, includes 10 student, 14 teacher, and two new categories. Data may be treated for the analysis of various tally records, graphs, ratios, matrices, and tactical findings. Part 2 is a 15-item check list designed to measure some of the characteristics considered to be important in teaching elementary science and "Science--A Process Approach" which could not be determined by part 1 alone. Training in using IAST entails approximately 12 hours of discussion and observation practice. Since the validity of the Scott coefficient PI, the customary statistic for calculating observer reliability, appears to decrease as the number of categories in a system increases, a standardized, nationally available recording of teaching behavior (the Suchman recording of an inquiry session available from Science Research Associates) was used in estimating reliability of observers, demonstrating the possibility of establishing a universal reference for estimates of observer reliability. (JS)

A system of interaction analysis, the Instrument for the Analysis of Science Teaching (IAST, Part 1), and an accompanying sign system (IAST, Part 2) were developed. Originally used to analyze teaching behavior observed in elementary school classrooms where "Science--A Process Approach" was being taught, IAST was later found to be applicable as a research tool and supervisory aid in other curriculum areas and at other levels. Part 1, a 26-category system based on the 10-category Flanders system, includes 10 student, 14 teacher, and two new categories. Data may be treated for the analysis of various tally records, graphs, ratios, matrices, and tactical findings. Part 2 is a 15-item check list designed to measure some of the characteristics considered to be important in teaching elementary science and "Science--A Process Approach" which could not be determined by part 1 alone. Training in using IAST entails approximately 12 hours of discussion and observation practice. Since the validity of the Scott coefficient PI, the customary statistic for calculating observer reliability, appears to decrease as the number of categories in a system increases, a standardized, nationally available recording of teaching behavior (the Suchman recording of an inquiry session available from Science Research Associates) was used in estimating reliability of observers, demonstrating the possibility of establishing a universal reference for estimates of observer reliability. (JS)

The JWST Integrated Science Instrument Module (ISIM) includes a large metering structure (approx. 2m x 2m x 1.5m) that houses the science instruments and guider. Stringent dimensional stability and repeatability requirements combined with mass limitations led to the selection of a composite bonded frame design comprised of biased laminate tubes. Even with the superb material specific stiffness, achieving the required frequency for the given mass allocations in conjunction with severe spatial limitations imposed by the instrument complement has proven challenging. In response to the challenge, the ISIM structure team considered literally over 100 primary structure topology and kinematic mount configurations, and settled on a concept comprised of over 70 m of tubes, over 50 bonded joint assemblies, and a "split bi-pod" kinematic mount configuration. In this paper, we review the evolution of the ISIM primary structure topology and kinematic mount configuration to the current baseline concept.

The JWST Integrated Science Instrument Module (ISIM) includes a large metering structure (approx. 2m x 2m x 1.5m) that houses the science instruments and guider. Stringent dimensional stability and repeatability requirements combined with mass limitations led to the selection of a composite bonded frame design comprised of biased laminate tubes. Even with the superb material specific stiffness, achieving the required frequency for the given mass allocations in conjunction with severe spatial limitations imposed by the instrument complement has proven challenging. In response to the challenge, the ISIM structure team considered literally over 100 primary structure topology and kinematic mount configurations, and settled on a concept comprised of over 70 m of tubes, over 50 bonded joint assemblies, and a "split bi-pod" kinematic mount configuration. In this paper, we review the evolution of the ISIM primary structure topology and kinematic mount configuration to the current baseline concept.

The JWST Integrated Science Instrument Module (ISIM) includes a large metering structure (approx. 2m x 2m x 1.5m) that houses the science instruments and guider. Stringent dimensional stability and repeatability requirements combined with mass limitations led to the selection of a composite bonded frame design comprised of biased laminate tubes. Even with the superb material specific stiffness, achieving the required frequency for the given mass allocations in conjunction with severe spatial limitations imposed by the instrument complement has proven challenging. In response to the challenge, the ISIM structure team considered literally over 100 primary structure topology and kinematic mount configurations, and settled on a concept comprised of over 70 m of tubes, over 50 bonded joint assemblies, and a "split bi-pod" kinematic mount configuration. In this paper, we review the evolution of the ISIM primary structure topology and kinematic mount configuration to the current baseline concept.

It is often the case that some instruments being used for geophysical measurements cannot measure some parameters that are important for processing the data obtained using the instrument. However, the parameters of interest may be measured by other instruments and these data made available to the operators of the first instrument. Processing the data immediately after it is acquired is useful in directing the operation of the same or different instrument or in providing a quick look data set to users on the ground. The four applications which are considered are: the decision to acquire data due to some important occurrence detected by Eos instruments; the decision not to acquire data at a scheduled time and/or location; the decision to acquire additional data to improve data quality; and combining data from several sources to enhance data quality. General examples are presented, which may or may not apply directly to Eos instruments on the various platforms.

It is often the case that some instruments being used for geophysical measurements cannot measure some parameters that are important for processing the data obtained using the instrument. However, the parameters of interest may be measured by other instruments and these data made available to the operators of the first instrument. Processing the data immediately after it is acquired is useful in directing the operation of the same or different instrument or in providing a quick look data set to users on the ground. The four applications which are considered are: the decision to acquire data due to some important occurrence detected by Eos instruments; the decision not to acquire data at a scheduled time and/or location; the decision to acquire additional data to improve data quality; and combining data from several sources to enhance data quality. General examples are presented, which may or may not apply directly to Eos instruments on the various platforms.

It is often the case that some instruments being used for geophysical measurements cannot measure some parameters that are important for processing the data obtained using the instrument. However, the parameters of interest may be measured by other instruments and these data made available to the operators of the first instrument. Processing the data immediately after it is acquired is useful in directing the operation of the same or different instrument or in providing a quick look data set to users on the ground. The four applications which are considered are: the decision to acquire data due to some important occurrence detected by Eos instruments; the decision not to acquire data at a scheduled time and/or location; the decision to acquire additional data to improve data quality; and combining data from several sources to enhance data quality. General examples are presented, which may or may not apply directly to Eos instruments on the various platforms.

It is often the case that some instruments being used for geophysical measurements cannot measure some parameters that are important for processing the data obtained using the instrument. However, the parameters of interest may be measured by other instruments and these data made available to the operators of the first instrument. Processing the data immediately after it is acquired is useful in directing the operation of the same or different instrument or in providing a quick look data set to users on the ground. The four applications which are considered are: the decision to acquire data due to some important occurrence detected by Eos instruments; the decision not to acquire data at a scheduled time and/or location; the decision to acquire additional data to improve data quality; and combining data from several sources to enhance data quality. General examples are presented, which may or may not apply directly to Eos instruments on the various platforms.

It is often the case that some instruments being used for geophysical measurements cannot measure some parameters that are important for processing the data obtained using the instrument. However, the parameters of interest may be measured by other instruments and these data made available to the operators of the first instrument. Processing the data immediately after it is acquired is useful in directing the operation of the same or different instrument or in providing a quick look data set to users on the ground. The four applications which are considered are: the decision to acquire data due to some important occurrence detected by Eos instruments; the decision not to acquire data at a scheduled time and/or location; the decision to acquire additional data to improve data quality; and combining data from several sources to enhance data quality. General examples are presented, which may or may not apply directly to Eos instruments on the various platforms.

It is often the case that some instruments being used for geophysical measurements cannot measure some parameters that are important for processing the data obtained using the instrument. However, the parameters of interest may be measured by other instruments and these data made available to the operators of the first instrument. Processing the data immediately after it is acquired is useful in directing the operation of the same or different instrument or in providing a quick look data set to users on the ground. The four applications which are considered are: the decision to acquire data due to some important occurrence detected by Eos instruments; the decision not to acquire data at a scheduled time and/or location; the decision to acquire additional data to improve data quality; and combining data from several sources to enhance data quality. General examples are presented, which may or may not apply directly to Eos instruments on the various platforms.

It is often the case that some instruments being used for geophysical measurements cannot measure some parameters that are important for processing the data obtained using the instrument. However, the parameters of interest may be measured by other instruments and these data made available to the operators of the first instrument. Processing the data immediately after it is acquired is useful in directing the operation of the same or different instrument or in providing a quick look data set to users on the ground. The four applications which are considered are: the decision to acquire data due to some important occurrence detected by Eos instruments; the decision not to acquire data at a scheduled time and/or location; the decision to acquire additional data to improve data quality; and combining data from several sources to enhance data quality. General examples are presented, which may or may not apply directly to Eos instruments on the various platforms.

It is often the case that some instruments being used for geophysical measurements cannot measure some parameters that are important for processing the data obtained using the instrument. However, the parameters of interest may be measured by other instruments and these data made available to the operators of the first instrument. Processing the data immediately after it is acquired is useful in directing the operation of the same or different instrument or in providing a quick look data set to users on the ground. The four applications which are considered are: the decision to acquire data due to some important occurrence detected by Eos instruments; the decision not to acquire data at a scheduled time and/or location; the decision to acquire additional data to improve data quality; and combining data from several sources to enhance data quality. General examples are presented, which may or may not apply directly to Eos instruments on the various platforms.

It is often the case that some instruments being used for geophysical measurements cannot measure some parameters that are important for processing the data obtained using the instrument. However, the parameters of interest may be measured by other instruments and these data made available to the operators of the first instrument. Processing the data immediately after it is acquired is useful in directing the operation of the same or different instrument or in providing a quick look data set to users on the ground. The four applications which are considered are: the decision to acquire data due to some important occurrence detected by Eos instruments; the decision not to acquire data at a scheduled time and/or location; the decision to acquire additional data to improve data quality; and combining data from several sources to enhance data quality. General examples are presented, which may or may not apply directly to Eos instruments on the various platforms.

It is often the case that some instruments being used for geophysical measurements cannot measure some parameters that are important for processing the data obtained using the instrument. However, the parameters of interest may be measured by other instruments and these data made available to the operators of the first instrument. Processing the data immediately after it is acquired is useful in directing the operation of the same or different instrument or in providing a quick look data set to users on the ground. The four applications which are considered are: the decision to acquire data due to some important occurrence detected by Eos instruments; the decision not to acquire data at a scheduled time and/or location; the decision to acquire additional data to improve data quality; and combining data from several sources to enhance data quality. General examples are presented, which may or may not apply directly to Eos instruments on the various platforms.

This paper describes the development of a valid and reliable instrument to measure teacher candidates' attitudes and beliefs about the nature of and the teaching of mathematics and science. The instrument--Attitudes and Beliefs about the Nature of an the Teaching of Mathematics and Science--was developed for the Maryland Collaborative for Teacher Preparation (MCTP), an undergraduate teacher preparation program for specialist mathematics and science elementary/middle level teachers funded by the National Science Foundation. Sections of the instrument that were verified by factor analysis dealt with beliefs about mathematics and science, attitudes toward mathematics and science, beliefs about teaching mathematics and science, attitudes toward learning to teach mathematics and science, and attitudes toward teaching mathematics and science. It is concluded that the survey instrument has proven useful as one tool in an effort to landscape the attitude and belief paths the MCTP teacher candidates travel during their undergraduate years. The survey instrument is included in the appendix. Contains 37 references. (Author/JRH)

The study examined some human resource management variables and academic staff job effectiveness in the university of Calabar in Cross River State, Nigeria. To achieve the aim of this study, two research questions were raised and two hypotheses were formulated to guide the study. A correlational research design was adopted for the study. The population of the study comprises all the academic staff in the University of Calabar. The total number of all the academic staff is three thousand eight hundred and sixty (3860). A stratified random sampling technique was used to select total numbers of one hundred (100) respondents from the University of Calabar. Relevant data for the study was collected with a researcher-developed questionnaire titled: "Human Resource Management Variable and Academic Staff Job Effectiveness Questionnaire" (HRMVASJEQ). The instrument was subjected to face and content validity by experts in the administration of higher education and measurement and evaluation, Faculty of Education, University of Calabar. The Pearson Product Moment Correlation Analysis with the aid of the statistical package for social science (SPSS) version 25, was used for data analysis. The result revealed that the management of lecturers' appraisal/promotion and management of lecturers' in-service training significantly relate to their job effectiveness in the university. It was recommended that the university management should ensure that lecturers are appraised and promoted appropriately to enhance their lecturer job performance. Also, that the university management should make provision for lecturer in-service training to enhance learning and improving lecturers' job effectiveness.

The Integrated Science Instrument Module (ISIM) of the James Webb Space Telescope will be integrated and tested at the Environmental Test Facilities at Goddard Space Flight Center (GSFC). The cryogenic thermal vacuum testing of the ISIM will be the most difficult and problematic portion of the GSFC Integration and Test flow. The test is to validate the coupled interface of the science instruments and the ISIM structure and to sufficiently stress that interface while validating image quality of the science instruments. The instruments and the structure are not made from the same materials and have different CTE. Test objectives and verification rationale are currently being evaluated in Phase B of the project plan. The test program will encounter engineering challenges and limitations, which are derived by cost and technology many of which can be mitigated by facility upgrades, creative GSE, and thorough forethought. The cryogenic testing of the ISIM will involve a number of risks such as the implementation of unique metrology techniques, mechanical, electrical and optical simulators housed within the cryogenic vacuum environment. These potential risks are investigated and possible solutions are proposed.

Natural News Forensic Food Lab director Mike Adams (the Health Ranger) gives viewers a tour of the Agilent 7700x ICP-MS instrument used to test foods and superfoods for toxic heavy metals.

This is an update to the Preregistration for the Project of the same name. As files needed to be changed which is currently not supported by regular registration updates, this new open ended registration accounts for the changes made.

Note this registration has been withdrawn: This is an update to the Preregistration for the Project of the same name. As files needed to be changed which is currently not supported by regular registration updates, this new open ended registration accounts for the changes made.

This article is from Journal of Family & Community Medicine , volume 21 . Abstract Objective:: The aim of this paper was to determine the validity and reliability of a questionnaire tool for measuring students' attitudes toward components relevant to research training programs in the Kingdom of Saudi Arabia. Materials and Methods:: The paper reports the responses of 564 Saudi Arabian students from seven government universities to the questionnaire comprising 16 items on 3 conceptual subscales, which measured students' attitude to research activities in the college; students' opinion of faculty involvement in research; and infrastructural facilities in the college. The results of this study provide the final scale, with all the 16 items of the initial Likert scale, for which strong evidence was obtained. Results:: Results indicated that the students' attitude toward the research (SAR) scale had three latent factors, which explained 62% of the variance: The three subscales measured includes: (i) Research activities offered in the college, (ii) students' opinion of faculty involvement in research, and (iii) infrastructural facilities offered in the college for research. The full scale including three subscales had good internal consistency (rs = 0.72 and α = 0.77 for full scale; and α between 0.71 and 0.79 for three subscales). Conclusion:: This study provides evidence of reliability and validity of the SAR scale for the measurement of students' attitudes toward research training programs in Saudi Arabian Universities. The research findings will provide the basis for further research on health science students.

This article is from Journal of Family & Community Medicine , volume 21 . Abstract Objective:: The aim of this paper was to determine the validity and reliability of a questionnaire tool for measuring students' attitudes toward components relevant to research training programs in the Kingdom of Saudi Arabia. Materials and Methods:: The paper reports the responses of 564 Saudi Arabian students from seven government universities to the questionnaire comprising 16 items on 3 conceptual subscales, which measured students' attitude to research activities in the college; students' opinion of faculty involvement in research; and infrastructural facilities in the college. The results of this study provide the final scale, with all the 16 items of the initial Likert scale, for which strong evidence was obtained. Results:: Results indicated that the students' attitude toward the research (SAR) scale had three latent factors, which explained 62% of the variance: The three subscales measured includes: (i) Research activities offered in the college, (ii) students' opinion of faculty involvement in research, and (iii) infrastructural facilities offered in the college for research. The full scale including three subscales had good internal consistency (rs = 0.72 and α = 0.77 for full scale; and α between 0.71 and 0.79 for three subscales). Conclusion:: This study provides evidence of reliability and validity of the SAR scale for the measurement of students' attitudes toward research training programs in Saudi Arabian Universities. The research findings will provide the basis for further research on health science students.

This article is from Journal of Family & Community Medicine , volume 21 . Abstract Objective:: The aim of this paper was to determine the validity and reliability of a questionnaire tool for measuring students' attitudes toward components relevant to research training programs in the Kingdom of Saudi Arabia. Materials and Methods:: The paper reports the responses of 564 Saudi Arabian students from seven government universities to the questionnaire comprising 16 items on 3 conceptual subscales, which measured students' attitude to research activities in the college; students' opinion of faculty involvement in research; and infrastructural facilities in the college. The results of this study provide the final scale, with all the 16 items of the initial Likert scale, for which strong evidence was obtained. Results:: Results indicated that the students' attitude toward the research (SAR) scale had three latent factors, which explained 62% of the variance: The three subscales measured includes: (i) Research activities offered in the college, (ii) students' opinion of faculty involvement in research, and (iii) infrastructural facilities offered in the college for research. The full scale including three subscales had good internal consistency (rs = 0.72 and α = 0.77 for full scale; and α between 0.71 and 0.79 for three subscales). Conclusion:: This study provides evidence of reliability and validity of the SAR scale for the measurement of students' attitudes toward research training programs in Saudi Arabian Universities. The research findings will provide the basis for further research on health science students.

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As global average temperatures rise, there has been an increase in the frequency and magnitude of meteorological natural hazards. To survive in the world and thrive in the work place, students need to utilize educational skills (such as creative thinking, non-routine problem solving, collaboration and systems thinking) and become independent thinkers. Such learning can be encompassed under the heading of education through science. This study strives to develop a research instrument, which meaningfully determines student preparedness for dealing with natural hazards, based on their education through science learning, including student understanding of the Nature of Science (NOS) and Nature of Technology (NOT). The instrument, piloted with students in grades 7th/8th and 10th/11th in North America and Europe, is designed to allow comparisons across cultures. Outcomes show that the devised instrument is suitable for determining student competences and understanding of NOS/NOT associated with values and attitudes for students from different cultural backgrounds, and determining awareness of natural hazards and the use of appropriate behavioural actions related to disaster risk reduction for students from different cultural backgrounds.

The CheMin mineralogical instrument on MSL will return quantitative powder X-ray diffraction data (XRD) and qualitative X-ray fluorescence data (XRF; 14)Z)92) from scooped soil samples and drilled rock powders collected on the Mars surface. The geometry of the source, sample, and detector is shown. A transmission geometry was chosen so that diffracted intensities in the low-20 region (5-15 deg), important for phyllosilicate identification, could be detected.

The CheMin mineralogical instrument on MSL will return quantitative powder X-ray diffraction data (XRD) and qualitative X-ray fluorescence data (XRF; 14)Z)92) from scooped soil samples and drilled rock powders collected on the Mars surface. The geometry of the source, sample, and detector is shown. A transmission geometry was chosen so that diffracted intensities in the low-20 region (5-15 deg), important for phyllosilicate identification, could be detected.

Includes bibliographic references and index

The objectives are to coordinate the activities of the Science Working Group (SWG) of the Advanced Solar Observatory (ASO) for the study of instruments accommodation and operation requirements on board space station. In order to facilitate the progress of the objective, two conferences were organized, together with two small group discussions.

Data were obtained for the purpose of measuring the relative throughput of the Near-IR Science Instruments (SIs) of the James Webb Space Telescope (JWST) as part of the second and third cryogenic-vacuum tests (CV2CV3) of the Integrated Science Instrument Module (ISIM) conducted at the Goddard Space Flight Center (GSFC) in 2014 and 20152016, at the beginning and end of the environmental test program, respectively. This Poster focuses on data obtained as part of the Initial Optical Baseline and as part of the Final Performance test -- two epochs that roughly bracket the CV3 test. The purpose of the test is to trend relative throughput to monitor for any potential changes from gross problems such as contamination or degradation of an optical element. Point source data were taken at a variety of wavelengths for NIRCam Module A and Module B, NIRSpec, NIRISS, Guider 1 and Guider 2 using the Laser Diode (LD) 1.06 micron, LD 1.55 micron, 2.1 micron LED and 3.5 micron LED, as well as for NIRCam Mod A and B and NIRISS using a tungsten source and the F277W, and F480M filters. Spectra were taken using the G140M, G235M, and G395M gratings for NIRSpec, the GRISMR grism for NIRCam Mod A and B and the GR150C grism for NIRISS. The results of these measurements are compared to what would be expected given the efficiency of each of the optical elements in each SI. Although these data were taken as a check against gross problems, they can also be used to provide the first relative throughput estimate for each SI through the various filters source wavelengths measured in their flight-like configurations.

This paper describes the electromagnetic compatibility (EMC) tests performed on the Integrated Science Instrument Module (ISIM), the science payload of the James Webb Space Telescope (JWST), at NASAs Goddard Space Flight Center (GSFC) in August 2015. By its very nature of being an integrated payload, it could be treated as neither a unit level test nor an integrated spacecraft/observatory test. Non-standard test criteria are described along with non-standard test methods that had to be developed in order to evaluate them. Results are presented to demonstrate that all test criteria were met in less than the time allocated.

Following a failure in side 1 of the HST SI C&DH in September 2008, HST Servicing Mission 4 (SM-4) was delayed so that a SI C&DH Orbital Replacement Unit (ORU) could be qualified for flight. This second generation SI C&DH (SI C&DH-2) included several enhancements which increased its thermal dissipation near critical components. In order to maintain the SI C&DH-2 within its operational temperature limits, several thermal modifications were installed prior to its final qualification testing. This paper presents the thermal modifications performed on the SI C&DH-2, as well as the thermal ground test results and a correlation of the SI C&DH-2 thermal design to flight telemetry.

The CheMin instrument on the Mars Science Laboratory (MSL) is an miniature X-ray diffraction (XRD) and X-ray fluorescence (XRF) instrument capable of detecting the mineralogical and elemental compositions of rocks, outcrops and soils on the surface of Mars. CheMin uses a microfocus-source Co X-ray tube, a transmission sample cell, and an energy-discriminating X-ray sensitive CCD to produce simultaneous 2-D XRD patterns and energy-dispersive X-ray histograms from powdered samples. CRISM and OMEGA have identified the presence of phyllosilicates at several locations on Mars including the four candidate MSL landing sites. The objective of this study was to conduct preliminary studies to determine the CheMin detection limit of smectite in a smectite/olivine mixed mineral system.

A classroom observation instrument was developed for investigating teacher and student behaviors associated with the maintenance of an inquiry atmosphere where Earth Science Curriculum Project materials are used as a course of study. This instrument was later used in ESCP classrooms to determine its reliability and usefulness in describing teacher and student philosophy and objectives. Teacher and student behaviors were grouped into four major categories consistent with situations expected to occur in ESCP classes, i.e., developing text materials, pre-laboratory, laboratory, and post-laboratory discussion. Seven judges, selected from a list of ESCP writers and trial teachers, were asked to rate each item as (1) consistent with ESCP, (2) neutral, or (3) inconsistent with ESCP. Classroom observations based on the instrument developed for this study were made of six ninth-grade ESCP teachers in three junior high schools. The results of the study were analyzed to describe teachers relative to ESCP and to develop ideas for future research. (BR)

Presented is a 30-item observational instrument to be used for the evaluation and description of preservice or inservice science teaching in the elementary school. Sections of the instrument include (1) use of intellectual development stages, (2) performance objectives, (3) lesson planning skills, (4) instruction sequencing, (5) question asking skills, (6) learning-teaching strategies, and (7) evaluation techniques. (CS)