35,410 research outputs found

    Educating and Training Accelerator Scientists and Technologists for Tomorrow

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    Accelerator science and technology is inherently an integrative discipline that combines aspects of physics, computational science, electrical and mechanical engineering. As few universities offer full academic programs, the education of accelerator physicists and engineers for the future has primarily relied on a combination of on-the-job training supplemented with intense courses at regional accelerator schools. This paper describes the approaches being used to satisfy the educational interests of a growing number of interested physicists and engineers.Comment: 19 pages, 3 figure

    The views of five participating undergraduate students of the Student Associates Scheme in England

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    This paper reports findings from a study which explored undergraduate perceptions of the Student Associates Scheme in England (SAS). The scheme was established by the Training and Development Agency for Schools in an attempt to increase the number of graduates entering the teaching profession, particularly in shortage subjects such as the physical sciences and mathematics. The scheme places undergraduate students on short-term placements in secondary schools throughout England to provide them with experiences that may encourage them to consider teaching as a career option. Findings show that the SAS school placements were a positive experience for the students participating in this study. However, a question emerged as to whether or not the scheme is targeting students who have yet to decide upon teaching as a career or just reinforcing the existing aspirations of students who have already decided to teach. As the scheme is attempting to increase the number of teachers entering the profession this question has important implications for this study and further work which will focus on undergraduates who think that their career ambitions would not be fulfilled by teaching

    Encourage, Enlighten, Engage: Using the Three E’s to Build Students’ Intercultural Competence

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    This essay explores the experiences of a young female faculty member who transitions from being a K-12 classroom teacher to a teacher educator in an undergraduate program at a Christian university. She is initially apprehensive about teaching the diversity course due to fears regarding the sensitivity of the subject matter, personal competency, and classroom dynamics. However, she soon comes to embrace the opportunity she has to help build students’ intercultural competence. The essay includes practical activities and strategies that professors can use in their courses to help students grow in their intercultural competence skills. This essay is based on a presentation given at the 2016 Teaching Professor Conference in Washington, D.

    Mic Check? Mic Check! Amplifying Our Voices

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    Content Warning: discrimination, suicidal ideation, violence When I write about mental illness, I use the terms: disability, identity, and relationship. However, no word captures what mental illness means to me. Mental illness is somehow both a part of me and a separate, intangible entity. Every day is an exhausting struggle to live with and understand it, and during my first year of graduate school, I experienced covert ableism. This harm caused a long and tedious recovery process on top of ongoing unlearning and healing. Through recovery, I adopted the practice of “embracing the whole” of emotions, feelings, symptoms, and triggers. I questioned the concept of “professionalism” emphasized in my assistantship, which often included dehumanizing emotions. However, I will not expend additional emotional labor to educate those who committed ableist actions. Instead, I will write in depth about my mental illness experiences to relate to folx who have a mental illness. Through this article, I hope that folx with mental illness can empower themselves to embrace the whole of their emotions and the authenticity of their experiences, honoring their own bravery and vulnerability

    For Our Information, December 1948, Vol. I, no. 11-12

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    An official publication of the ILR School, Cornell University, “for the information of all faculty, staff and students.

    For Our Information, October 1948, Vol. I, no. 7-8

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    An official publication of the ILR School, Cornell University, “for the information of all faculty, staff and students.

    For Our Information, June 1958, Vol. X, no. 9

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    An official publication of the ILR School, Cornell University, “for the information of all faculty, staff and students.
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