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Shreveport, LA, United States

For other institutions of higher education using the name Centenary College, see Centenary CollegeCentenary College of Louisiana is a private, four-year arts and science college located in Shreveport, in the U.S. state of Louisiana. The College is affiliated with the United Methodist Church. Founded in 1825, it is the oldest chartered liberal arts college west of the Mississippi River and is accredited by the Southern Association of Colleges and Schools . Wikipedia.

Oliva-Chatelain B.L.,Rice University | Ticich T.M.,Centenary College of Louisiana | Barron A.R.,Rice University | Barron A.R.,University of Swansea

The ability to incorporate a dopant element into silicon nanocrystals (NC) and quantum dots (QD) is one of the key technical challenges for the use of these materials in a number of optoelectronic applications. Unlike doping of traditional bulk semiconductor materials, the location of the doping element can be either within the crystal lattice (c-doping), on the surface (s-doping) or within the surrounding matrix (m-doping). A review of the various synthetic strategies for doping silicon NCs and QDs is presented, concentrating on the efficacy of the synthetic routes, both in situ and post synthesis, with regard to the structural location of the dopant and the doping level. Methods that have been applied to the characterization of doped NCs and QDs are summarized with regard to the information that is obtained, in particular to provide researchers with a guide to the suitable techniques for determining dopant concentration and location, as well as electronic and photonic effectiveness of the dopant. © The Royal Society of Chemistry 2016. Source

Ticich T.M.,Centenary College of Louisiana
Journal of Chemical Education

A simple and direct method for measuring the absorption of carbon dioxide by two different substances is described. Lithium hydroxide has been used for decades to remove the gas from enclosed living spaces, such as spacecraft and submarines. The ratio of the mass of carbon dioxide absorbed to the mass of lithium hydroxide used obtained from this static method compares favorably with results in the literature that use a more complex constant-flow method. The method also works well for ethanolamine, another commonly used carbon dioxide absorber. The experiment for the general chemistry laboratory serves both quantitative and qualitative learning goals. Students compare stoichiometric calculations that assume a complete reaction with their experimental results to motivate use of the latter in predicting the amount of lithium hydroxide required for space missions. They use the ideal gas law to determine the mass of carbon dioxide absorbed. Their data allow a comparison of the performance characteristics of the two absorbers on the basis of their absorption capacity and the reversibility of their reactions with carbon dioxide. Students can also enhance their knowledge of descriptive chemistry by connecting qualitative observations during the reactions with species in the chemical equations. Source

Kim R.H.,Louisiana State University Health Sciences Center | Gilbert T.,Louisiana State University Health Sciences Center | Ristig K.,Centenary College of Louisiana
Journal of Surgical Education

Background There is a growing body of literature that suggests that learners assimilate information differently, depending on their preferred learning style. The VARK model categorizes learners as visual (V), aural (A), read/write (R), kinesthetic (K), or multimodal (MM). We hypothesized that resident VARK learning style preferences and American Board of Surgery In-Training Examination (ABSITE) performance are associated. Methods The Fleming VARK learning styles inventory was administered to all general surgery residents at a university hospital-based program each year to determine their preferred learning style. Resident scores from the 2012 and 2013 ABSITE were examined to identify any correlation with learning style preferences. Results Over a 2-year period, residents completed 53 VARK inventory assessments. Most (51%) had a multimodal preference. Dominant aural and read/write learners had the lowest and highest mean ABSITE scores, respectively (p = 0.03). Conclusion Residents with dominant read/write learning preferences perform better on the ABSITE than their peers did, whereas residents with dominant aural learning preferences underperform on the ABSITE. This may reflect an inherent and inadvertent bias of the examination against residents who prefer to learn via aural modalities. © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved. Source

Westfall J.E.,Centenary College of Louisiana | Corser R.,University of Toledo | Jasper J.D.,University of Toledo

Degree of handedness is a correlate of structural brain asymmetries and predicts individual differences in episodic memory, belief updating and various biases in decision-making. We examined whether handedness moderated the status quo bias given previous research suggests that both constructs are related to loss aversion. Participants answered hypothetical scenarios in which they decided either to stay with the status quo or to switch. Results indicated that consistent and inconsistent right-handers both exhibited status quo bias (Experiment 1; N = 180), but inconsistent right-handers were more (or less) likely to stick with the status quo when informed of a positive (or negative) past experience. When provided with more equivocal information about the quality of the status quo and alternative, consistent-handers (CH) were more likely to show a status quo bias (Experiment 2; N = 222). Compared to CH, we argue that inconsistent-handers (IH) more readily update their beliefs in a manner consistent with how the status quo and alternative options are presented-switching when finding a reason to favour the alternative and staying when the status quo is described more favourably. These handedness differences fit a motivational account explaining status quo bias rather than a loss aversion account. © 2014 © 2014 Taylor & Francis. Source

Kim R.H.,Louisiana State University Health Sciences Center | Gilbert T.,Louisiana State University Health Sciences Center | Ristig K.,Centenary College of Louisiana | Chu Q.D.,Louisiana State University Health Sciences Center
Journal of Surgical Research

Introduction: As a consequence of surgical resident duty hour restrictions, there is a need for faculty to utilize novel teaching methods to convey information in a more efficient manner. The current paradigmof surgical training, which has not changed significantly since the time of Halsted, assumes that all residents assimilate information in a similar fashion. However, recent data has shown that learners have preferences for the ways in which they receive and process information. The VARK model categorizes learners as visual (V), aural (A), read/write (R), and kinesthetic (K). The VARK learning style preferences of surgical residents have not been previously evaluated. In this study, the preferred learning styles of general surgery residents were determined, along with faculty and resident perception of resident learning styles. In addition, we hypothesized that American Board of Surgery In-Training Exam (ABSITE) scores are associated with preference for a read/write (R) learning style. Methods: The Fleming VARK learning styles inventory was administered to all general surgery residents at a university hospitalebased program. Responses on the inventory were scored to determine the preferred learning style for each resident. Faculty members were surveyed to determine their accuracy in identifying the preferred learning style of each resident. All residents were also surveyed to determine their accuracy in identifying their peers' VARK preferences. Resident ABSITE scores were examined for association with preferred learning styles. Results: Twenty-nine residents completed the inventory. Most (18 of 29, 62%) had a multimodal preference, although more than a third (11 of 29, 38%) demonstrated a singlemodality preference. Seventy-six percent of all residents (22 of 29) had some degree of kinesthetic (K) learning, while under 50% (14 of 29) were aural (A) learners. Although not significant, dominant (R) learners had the highest mean ABSITE scores. Faculty identified residents' learning styles accurately 41% of the time; more experienced faculty were better than less experienced ones (R2 = 0.703, P = 0.018). Residents had similar accuracy to faculty in identifying their peers' learning styles. Chief residents were more accurate than junior residents (44% versus 28%, P = 0.009). © 2013 Elsevier Inc. All rights reserved. Source

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