‘Quite destitute and … very desirous of going to North America’ : The Roots and Repercussions of Emigration from Sutherland and Caithness

Peer reviewed

Electrically Tunable Selective Reflection of Light from Ultraviolet to Visible and Infrared by Heliconical Cholesterics

Acknowledgements This work was supported by NSF DMR-1410378 and DMR-1121288. We thank V. Borshch for helping with preparation of illustrations, to Y. K. Kim for the help in experiments, V. A. Belyakov and S. V. Shiyanovskii for useful discussions.

Teaching as a fractal: from experience to model

The aim of this work is to improve students’ learning by designing a teaching model that seeks to increase student motivation to acquire new knowledge. To design the model, the methodology is based on the study of the students’ opinion on several aspects we think importantly affect the quality of teaching (such as the overcrowded classrooms, time intended for the subject or type of classroom where classes are taught), and on our experience when performing several experimental activities in the classroom (for instance, peer reviews and oral presentations). Besides the feedback from the students, it is essential to rely on the experience and reflections of lecturers who have been teaching the subject several years. This way we could detect several key aspects that, in our opinion, must be considered when designing a teaching proposal: motivation, assessment, progressiveness and autonomy. As a result we have obtained a teaching model based on instructional design as well as on the principles of fractal geometry, in the sense that different levels of abstraction for the various training activities are presented and the activities are self-similar, that is, they are decomposed again and again. At each level, an activity decomposes into a lower level tasks and their corresponding evaluation. With this model the immediate feedback and the student motivation are encouraged. We are convinced that a greater motivation will suppose an increase in the student’s working time and in their performance. Although the study has been done on a subject, the results are fully generalizable to other subjects.

The Role of Enjoyment and Motivational Climate in Relation to the Personal Development of Team Sport Athletes

Sport has been identified as a context in which youth encounter positive and negative experiences. However, relatively little is known about the factors that lead to positive and negative personal development among sport participants. The purpose of this study was to investigate the role of enjoyment and motivational climate on positive and negative personal development of team sport participants. A sample of 510 athletes between the ages of 9 and 19 completed questionnaires on positive and negative personal development, enjoyment, and motivational climate. Stepwise multiple regression analyses examined the effects of enjoyment and motivational climate on the personal development of the athletes. Results demonstrated that positive experiences in sport were most strongly predicted by affiliation with peers, self-referenced competency, effort expenditure, and a task climate. Negative experiences were most strongly predicted by an ego climate and other-referenced competency. Results suggest that creating an environment that encourages peer affiliation and personal achievement can result in the positive personal development of youth sport participants.

Androgen responsiveness to competition in humans: the role of cognitive variables

Although androgens are commonly seen as male sex hormones, it has been established over the years that in both sexes, androgens also respond to social challenges. To explain the socially driven changes in androgens, two theoretical models have been proposed: the biosocial model and the challenge hypothesis. These models are typically seen as partly overlapping; however, they generate different predictions that are clarified here. In humans, sports competition and nonmetabolic competitive tasks have been used in the laboratory setting, as a proxy for agonistic interactions in animals. The results reviewed here show that the testosterone (T) response to competition in humans is highly variable – the studies present postcompetition T levels and changes in T that depend on the contest outcome and that cannot be predicted by the current theoretical models. These conflicting results bring to the foreground the importance of considering cognitive factors that could moderate the androgen response to competition. Among these variables, we elect cognitive appraisal and its components as a key candidate modulating factor. It is known that T also modulates the cognitive processes that are relevant to performance in competition. In this article, we reviewed the evidence arising from studies investigating the effect of administering exogenous T and compare those results with the findings from studies that measured endogenous T levels. Finally, we summarized the importance of also considering the interaction between androgens and other hormones, such as cortisol, when investigating the social modulation of T, as proposed by the dual-hormone hypothesis.

Report of the EPA peer review workshop on alpha 2u-globulin : association with renal toxicity and neoplasia in the male rat /

Mode of access: Internet.

Peer review of a formal verification/design proof methodology : summary of a sub-working-group meeting /

Bibliography: p. 48.

NIH peer review of research grant applications.

Mode of access: Internet.

Zweite Orchestersuite aus der Musik zu "Peer Gynt"

In portfolio.

Peer Gynt suite no. 1, opus 46. [music] /

Time for performance 15 minutes.

University funding: information on the role of peer review at NSF and NIH.

Mode of access: Internet.

Field assessment of social learning approach to teaching adolescents about alcohol and driving. Final report.

National Highway Traffic Safety Administration, Washington, D.C.