Objective. To determine the frequency distribution of pharmacy students across Emotionally Intelligent Leadership Inventory (EILI) measures. Methods. The EILI was administered to 235 pharmacy students at two schools. The instrument was systematically compared to the 2013 CAPE Outcomes and analyzed by confirmatory factor analysis. Results. The EILI has primary connections with pharmacy competencies related to interprofessional communication and leadership. The three facets of the EILI were verified for internal consistency (Context, α=.78; Self, α=.74; Others, α=.79). Student scores were the highest for the consciousness of self facet, with a mean score of 31.4 out of 40. Conclusion. The EILI shows promise as an instrument for use in assessing pharmacy students’ emotional intelligence and leadership skills.

The prompt γ radiation from the interaction of fast neutrons with aluminum was measured using the white neutron beam of the WNR facility at the Los Alamos National Laboratory. Aluminum samples were positioned at about 20 m or 41 m distance from the neutron production target. The spectra of the emitted γ rays were measured with a high-resolution HPGe detector. The incident neutron energy was determined by the time-of-flight method and the neutron fluence was measured with a ${}^{238}\mathrm{U}$ fission chamber. From the γ-ray spectra excitation functions for prominent γ-ray transitions in various residual nuclei (in the element range from F to Al) were derived for neutron energies from 3 to 400 MeV. Up to 200 MeV incident neutron energy the results are compared with the predictions of nuclear model calculations performed with the code GNASH. This code combines compound nucleus calculations using Hauser-Feshbach statistical theory with preequilibrium calculations from an exciton model including multiple preequilibrium processes. For the majority of the γ-ray transitions there is reasonable agreement between the measured and the calculated cross sections.

Objective. To design and implement an instrument capable of providing students with valuable peer feedback on team behaviors and to provide results of the administration of the instrument. Methods. A three-part instrument was designed that requires teammate rankings with justification on attributes aligned with school outcomes and team functioning, reporting of student behaviors, and provision of feedback on the value of peer contributions to their team. Score results after three years of administration were analyzed. Results. Six evaluations per year were completed by members of four different professional classes over a three-year time period. Mean scores increased slightly as students progressed through the program. Students were able to differentially score peers on attributes and behaviors. Conclusion. The peer evaluation instrument presented here provides formative and summative feedback through qualitative and quantitative scores that allow students to acknowledge differential contributions of individual team members.