Southwestern College

About: Southwestern College is a education organization based out in Winfield, Kansas, United States. It is known for research contribution in the topics: Health care & Teacher education. The organization has 85 authors who have published 107 publications receiving 2371 citations. The organization is also known as: Southwest Kansas Conference College.

Improved Cosmological Constraints from New, Old, and Combined Supernova Data Sets

Abstract: We present a new compilation of Type Ia supernovae (SNe Ia), a new data set of low-redshift nearby-Hubble-flow SNe, and new analysis procedures to work with these heterogeneous compilations This "Union" compilation of 414 SNe Ia, which reduces to 307 SNe after selection cuts, includes the recent large samples of SNe Ia from the Supernova Legacy Survey and ESSENCE Survey, the older data sets, as well as the recently extended data set of distant supernovae observed with the Hubble Space Telescope (HST) A single, consistent, and blind analysis procedure is used for all the various SN Ia subsamples, and a new procedure is implemented that consistently weights the heterogeneous data sets and rejects outliers We present the latest results from this Union compilation and discuss the cosmological constraints from this new compilation and its combination with other cosmological measurements (CMB and BAO) The constraint we obtain from supernovae on the dark energy density is ΩΛ = 0713+ 0027−0029(stat)+ 0036−0039(sys) , for a flat, ΛCDM universe Assuming a constant equation of state parameter, w, the combined constraints from SNe, BAO, and CMB give w = − 0969+ 0059−0063(stat)+ 0063−0066(sys) While our results are consistent with a cosmological constant, we obtain only relatively weak constraints on a w that varies with redshift In particular, the current SN data do not yet significantly constrain w at z > 1 With the addition of our new nearby Hubble-flow SNe Ia, these resulting cosmological constraints are currently the tightest available

Self-handicapping and intrinsic motivation : Buffering intrinsic motivation from the threat of failure

Abstract: High and low self-handicappers (as measured by E. E. Jones & F. Rhodewalt's [1982] Self-Handicapping Scale) were asked to play a game of pinball (in a competitive or noncompetitive setting) after they had practices as much as they wanted on a related task (thus, not practicing could have served as a self-handicap). High self-handicappers who did not practice much became more involved in the game and subsequently reported enjoying the game more than high self-handicappers who practiced a lot. Furthermore, the effects on enjoyment were mediated by task involvement, suggesting that the protection afforded by self-handicapping affects intrinsic motivation by allowing the individual to become absorbed in the activity instead of focusing on performance concerns. Individuals who self-handicap may be providing themselves with the "breathing room" they need to become absorbed in an activity and to experience the activity as enjoyable.

Finite element analysis of elastic contact problems using differential displacements

Abstract: A technique of differential displacements is presented whereby problems involving elastic contact are solved by the finite element method. The technique is applied to axisymmetric situations in which statically indeterminate conditions occur and is shown to provide a means for resolving these conditions in terms of contact stresses. Three typical engineering problems are analysed to demonstrate the technique in cases where body forces, thermal gradients and external applied forces are acting.

Writing-to-Learn in the Inquiry-Science Classroom: Effective Strategies from Middle School Science and Writing Teachers.

Abstract: Student writing skills are an important concern for every teacher. This is especially true when using inquiry-based approaches in the science classroom. Writing promotes critical-thinking skills and construction of vital scientific concepts and challenges ingrained misconceptions. Yet, many teachers encounter practical problems when incorporating writing into science-inquiry activities. In this article, the authors asked middle school science and writing teachers to generate a list of common barriers to implementing writing-to-learn strategies in science-inquiry lessons and suggest methods by which these difficulties might be overcome. The resulting suggestions should help teachers deal with the inevitable problems that arise when incorporating writing-to-learn in their classrooms.