Collage Vol. I

JUDY COCHRAN: Editorial MICHAEL TANGEMAN: Haikus 2-5 ELISE ALBRECHT, CURTIS PLOWGIAN: French Calligrams 6 JASON VARDEN: Waiting 7 ALEXANDER GREEN: Photo 8 EDUARDO JARAMILLO: Formas violentas 9-11 GABRIELE DILLMANN: Photo 12 MICHAEL GOLDSBERG: Funf fur Ashley 13 MEGAN CARLSON: Fur Jared (German) 14 MAGGIE GLOVER: For Jared 14-15 CHRIS FAUR: Painting 16 LINDSEY ESHELMAN: Stuhl (The Chair) 17 HALLE THOMPSON, GWENN DOBOS: Les Bouches 18 JILL BOO: Lacheln (A Smile) 19 ALEXANDER GREEN: Photo 20 JULIA GRAWEMEYER: Villanelle 21, Expressions francaises (French Figures) 22-23, Pour me rappeler (So that I\u27d remember) 24 MICHEL CLIQUET: Photo 25 CHARLES O\u27KEEFE: Photos 26-28 LINE LERYCKE: Photos 29-32 MICHEL CLIQUET: Pierre docile (Docile Stone) 29-32 LOGAN FAVIA: Ataraxia 33 AVRITA SINGH: Absence 34 RACHEL GROTHEER: Compassion 35, Ligne (Line) 36, Nuit, douce nuit (Night, gentle night) 37, Rouge (Red) 38, Bonjour Bleu (Hello Blue) 39, Ligne courbe (Curved Line) 40 AMELIA DUNLAP: Compassion 41-42 KYLE SIMPSON: Separation 43 ALEXANDER GREEN: Photo 44 GWENN DOBOS: Ataraxia 45 SARAH SLOTKIN: Separation 46 CURTIS PLOWGIAN: Absence 47 ELISA VER MERRIS: Photo 48, Attachement (Attachment) 49 JENNIFER JOHNSON: Attachement (Attachment)50 ANNA KELLY: Compassion 51 RICHARD BANAHAN: Photo 52, Mon grand-pere et moit (My grandfather and me) 53 MEREDITH KATZ: Separation 54 BRENDA HEATER: Compassion 55 ZACHARY WALSH: Ataraxia 56 MICHEL CLIQUET: Photos 57-5

Whole-Body Learning

Elise Albrecht, Master of Education Miranda English, Bachelor of Education The Cloverleaf School is a private, non-profit school in Decatur that empowers neurodiverse students grades K-8th to become more capable, connected, considerate, and creative through student-centered, whole-body learning. Whole body learning is emphasized in small classes with a comprehensive, student-centered curriculum implemented by teachers skilled in multi-sensory and differentiated instruction. Elise Albrecht has worked at The Cloverleaf School since 2015 and is a middle school teacher and Educational Director. Elise earned her M.Ed. in literacy in 2017, and has trained in Positive Discipline, Singapore math, and assistive technology. Elise’s background in literacy and arts integration helps her incorporate multisensory, movement-based learning in the classroom. Miranda English has worked at The Cloverleaf School since 2015 and is a middle school teacher and Positive Behavior Support System Coordinator. Miranda earned her Bachelors in Education and has Special Education certifications in each subject area as well as a reading endorsement. Miranda’s background in positive behavior implementation helps her incorporate student social development and regulation in the classroom. All students, but especially students with special needs, benefit from various modifications and accommodations in the classroom and thrive in a classroom environment that delivers “whole body learning.” This presentation will illustrate whole body learning in the classroom and offer examples of not only how to best support students to reach their learning potential, but also to encourage positive behaviors, social skills, and coping strategies. Explore the facets of “whole body learning” and how it encompasses best practices for teaching all students, but especially those with special needs. Practical applications to address the physical, mental, and social-emotional needs of students will be covered

The slab geometry laser—Part I: Theory

Abstract-Slab geometry solid-state lasersoffer significant performance improvements over conventional rod geometry lasers. We present a de-tailed theoretical description of the thermal, stress, and beam propaga-tion characteristics of a slab laser. Our analysis includes consideration of the effects of the zig-zag optical path which eliminates thermal and stress focusing and reduces residual birefringence. S I

Reimagining the future of engineering

Reimagining suggests the idea of opening up new, unconventional spaces of possibilities for an activity or an entity that already exists. This chapter sketches some ideas of the future of engineering in various aspects: designing, action, problem framing, professional and disciplinary identity, and the training of future engineers. The thoughts presented here are intended to be inconclusive. They take up and address the question of reimagining the future of engineering in order to inspire future dialogue between philosophers and engineers.Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Ethics & Philosophy of Technolog

Antarctic ice sheet response to sudden and sustained ice-shelf collapse (ABUMIP)

Antarctica's ice shelves modulate the grounded ice flow, and weakening of ice shelves due to climate forcing will decrease their 'buttressing' effect, causing a response in the grounded ice. While the processes governing ice-shelf weakening are complex, uncertainties in the response of the grounded ice sheet are also difficult to assess. The Antarctic BUttressing Model Intercomparison Project (ABUMIP) compares ice-sheet model responses to decrease in buttressing by investigating the 'end-member' scenario of total and sustained loss of ice shelves. Although unrealistic, this scenario enables gauging the sensitivity of an ensemble of 15 ice-sheet models to a total loss of buttressing, hence exhibiting the full potential of marine ice-sheet instability. All models predict that this scenario leads to multi-metre (1-12 m) sea-level rise over 500 years from present day. West Antarctic ice sheet collapse alone leads to a 1.91-5.08 m sea-level rise due to the marine ice-sheet instability. Mass loss rates are a strong function of the sliding/friction law, with plastic laws cause a further destabilization of the Aurora and Wilkes Subglacial Basins, East Antarctica. Improvements to marine ice-sheet models have greatly reduced variability between modelled ice-sheet responses to extreme ice-shelf loss, e.g. compared to the SeaRISE assessments