Evaluation of the Simultaneous Analysis of Organic and Inorganic Gunshot Residues Within a Large Population Data Set Using Electrochemical Sensors*,†

The increasing demand for rapid methods to identify both inorganic and organic gunshot residues (IGSR and OGSR) makes electrochemical methods, an attractive screening tool to modernize current practice. Our research group has previously demonstrated that electrochemical screening of GSR samples delivers a simple, inexpensive, and sensitive analytical solution that is capable of detecting IGSR and OGSR in less than 10 min per sample. In this study, we expand our previous work by increasing the number of GSR markers and applying machine learning classifiers to the interpretation of a larger population data set. Utilizing bare screen-printed carbon electrodes, the detection and resolution of seven markers (IGSR; lead, antimony, and copper, and OGSR; nitroglycerin, 2,4-dinitrotoluene, diphenylamine, and ethyl centralite) was achieved with limits of detection (LODs) below 1 µg/mL. A large population data set was obtained from 395 authentic shooter samples and 350 background samples. Various statistical methods and machine learning algorithms, including critical thresholds (CT), naïve Bayes (NB), logistic regression (LR), and neural networks (NN), were utilized to calculate the performance and error rates. Neural networks proved to be the best predictor when assessing the dichotomous question of detection of GSR on the hands of shooter versus nonshooter groups. Accuracies for the studied population were 81.8 % (CT), 88.1% (NB), 94.7% (LR), and 95.4% (NN), respectively. The ability to detect both IGSR and OGSR simultaneously provides a selective testing platform for gunshot residues that can provide a powerful field-testing technique and assist with decisions in case management.     

Designing deploying competency building-up of in-house lifelong learning： Communication-culture convergence requirements

This paper discusses ways to build up in-house lifelong learning （ILL） competency with reference to the principles of communication-culture convergence （CCC）. Successful CCC, in general, requires meeting three conditions： Securing diverse but appropriate learning technologies, enhancing the value of effectiveness and coordinating interests among stake holders. It, to be specific, necessitates theory-workplace-balanced implementation of five elements： Diagnosing lifelong learning needs, formulating learning goals, identifying appropriate human material resources, choosing goal strategies, and evaluating learning outputs. Lastly, CCC-driven ILL-focused figure and tables are shown to exemplify a successful interconnection between ILL convergence principles and competency requirements. Then, five South Korean cases are briefly summarized to show a discrepancy between the ILL competency guide and a real world of ILL practice. Significance and suggestions are drawn.     

Empirical study on the influence of organizational learning and capability on technological mnovanon

Based upon the generalization of those theories in organizational learning, organizational capability and technological innovation, the essay discusses the influence of organizational learning and capability in technological innovation, and presents its relevant hypotheses. On analyzing the effective sample data from 682 enterprises of different industries across 10 provinces and cities in China, the empirical results reveal that external learning is in favor of enterprises to cultivate dynamic capability but to disfavor in improving the existing operational capability, internal learning benefits enterprises to improve the existing operational capability but to disbenefit in cultivating dynamic capability, dynamic capability has a positive impact on operational capability, dynamic capability has significantly positive correlation with product innovation and process innovation, while operational capability has only evidently positive correlation with product innovation.     

Social Skills Training with Adolescents:

No abstract available for this article.     

Unpacking a Wicked Problem: Enablers/Impediments to Regional Engagement

A case study approach is applied to review Local Government Authorities (LGA) regional engagement in the Australian context. We address the question ‘What are the key LGA enablers/impediments to regional engagement?’ by applying Leydesdorff's (2000) proposition that triple helix type network systems exhibit patterns of complex behaviour if the interaction factors that trigger enablers are reflexively declared. The three strands of the LGA triple helix network system are institutions, industry and government. In this case study the LGA's overall management of its regional stakeholder relationships resulted in impediments that limit strong regional engagement. Importantly, the findings inform practitioners, policy‐makers and research audiences of the nature of impediments and, by inference, the nature of enablers in LGA triple helix network systems.     

英语主、被动语态的认知阐释

从认知语法的角度看,英语主动态和被动态不仅是句子结构的不同,更是人们从不同认知角度对现实世界现象的认识。     

利用网络平台创新高校思想政治教育

虚拟网络技术与应用在高校的飞速发展,给高校思想政治教育工作带来机遇和挑战。高校思想政治工作者要利用网络平台创新网络心理教育方法、网络文化建设、网络监控方法等,从而切实加强高校学生思想政治教育工作。     

教师在教学中如何激发学生学习兴趣、改进教学方法

有效激发学生的学习兴趣,挖掘学生的创新能力,培养学生的创造性思维,使学生成为社会所需的人才,是现代教育的根本任务。而教师为完成教学任务所采用的教学方法,在教学活动中同样起着至关重要的作用。随着社会的发展,教学方法的改革与创新直接影响到教学的效果。因此,在激发学生学习兴趣的同时,不断改革与创新教育的教学方法至关重要。     

Using Creative Assignments to Help Students Integrate Their Learning in a Campaigns and Elections Class

The ability to integrate learning—to make connections across classes or even within a single class—is integral to students becoming better learners, and to growing their capacity to perform as civic actors. We discuss an upper-level Campaigns and Elections class in which the course structure and assignments were set up to encourage students to integrate their learning. As part of the class, students played the role of state party committees during the 2016 presidential election, at first making arguments to devote more national party resources to their state campaign and then reporting back to the national party on how the election went in their state, and what the party must do to maximize its future success. Through coding of student final exam essay questions, we explore the degree to which students were able to achieve the integrative learning goals we had set for them, and examine factors that might help predict which students achieved these learning goals. We conclude by generalizing from our experience to discuss best practices for achieving integrative learning in our courses.     

Cultivating Campaign Managers: A Discussion Regarding the Creation and Implementation of a Campaign Management Course

When approached about working with colleagues to develop a new course revolving around the inner-workings of a political campaign, one thing was obvious to me: We had to give the course the unique element of making it as closely mimic real-world campaign activities as possible. If we were going to attempt to actually prepare students for work on a political campaign, they would have to participate in activities focusing on the practical application of theoretical information. As such, I designed a section of this course where students were matched with a partner and given the task of running a mock political campaign. Students were presented with a series of activities to complete in their role as campaign managers. This article outlines the way the course was set up, explains the activities used in the course, discusses the success of the course based on observation and survey data, and suggests improvements for the future.