Nodal Analysis of Circuits Containing Current Conveyors

A special method of the nodal analysis of the circuits containing several types of the multiport current conveyors is presented in this paper. The method is based on the given regular and homogeneous models of the irregular current conveyors by the gyrators. Then a diakoptic solving and modification of the inversion of the admittance matrix is applie

Deep drill hole in the Devonian South Mountain batholith, Nova Scotia: a potential for hidden mineral deposits within the batholith

The drill hole near Digby in southwestern Nova Scotia is the deepest on-shore hole in the Canadian Appalachians, and penetrated to a depth of about 1.5 km. The site of the drill was selected at the periphery of the Devonian South Mountain batholith, which contains important mineralization of tin and uranium. The drill hole intersected texturally uniform megacrystic biotite granodiorite, which does not display any pronounced primary vertical zonation. At depth, the drill core contains zones of alteration, fracturing, and brecciation. The alteration is mainly due to fluid flow along the fractures. Some fractures are mineralized and contain galena, sphalerite, pyrrhotite, chalcopyrite, pyrite, hematite, quartz, and carbonate minerals. Common occurrence of alteration zones in the hole suggests that such zones are widespread in the batholith and point to abundant hydrothermal activity deep within the massif. It is inferred that the potential for hidden economic mineral deposits within the batholith is much greater than is suggested by surface features. The association of mineralization as seen in the drill core with the most primitive rocks of the batholith further indicates that mineral deposits in granitoid rocks are not always hosted by the most evolved and fractionated rocks. Extensive fracturing demonstrates that the batholith is not a suitable candidate for the storage of radioactive waste material. High temperature measured in the drill hole (~68°C at a depth of about 1,450 m) suggests that the pluton has promise as a source of geothermal energy. RESUMÉ Le puits de forage creusé#xE9; prè#xE8;s de Digby dans le Sud-Ouest de la Nouvelle-É#xC9;cosse constitue le puits sur rivage le plus profond dans les Appalaches canadiennes; il s’enfonce à#xE0; une profondeur d’environ 1,5 kilomè#xE8;tre. L’emplacement du trou de forage a é#xE9;té#xE9; choisi à#xE0; la pé#xE9;riphé#xE9;rie du batholite dé#xE9;vonien du mont South, qui abrite une miné#xE9;ralisation importante d’é#xE9;tain et d’uranium. Le trou de forage a entrecoupé#xE9; de la granodiorite à#xE0; biotite phé#xE9;nocristalline à#xE0; texture uniforme qui n’affiche aucun rubanement vertical primaire prononcé#xE9;. En profondeur, la carotte de forage pré#xE9;sente des zones d’alté#xE9;ration, de fissuration et de bré#xE9;chification. L’alté#xE9;ration est principalement due à#xE0; un é#xE9;coulement de fluides le long des fissures. Certaines fissures sont miné#xE9;ralisé#xE9;es et renferment de la galè#xE8;ne, de la sphalé#xE9;rite, de la pyrrhotine, de la chalcopyrite, de la pyrite, de l’hé#xE9;matite, du quartz et des carbonates. La pré#xE9;sence fré#xE9;quente de zones d’alté#xE9;ration dans le trou permet de supposer que ces zones sont ré#xE9;pandues dans le batholite et elle signale une activité#xE9; hydrothermale abondante en profondeur à#xE0; l’inté#xE9;rieur du massif. On en dé#xE9;duit que le potentiel de gî#xEE;tes miné#xE9;raux rentables caché#xE9;s à#xE0; l’inté#xE9;rieur du batholite est beaucoup plus vaste que ce que laissent supposer les caracté#xE9;ristiques à#xE0; la surface. L’association de la miné#xE9;ralisation avec les roches les plus primitives du batholite dont té#xE9;moigne la carotte ré#xE9;vè#xE8;le par ailleurs que les gî#xEE;tes miné#xE9;raux dans des roches granitiques ne sont pas toujours inclus dans les roches les plus é#xE9;volué#xE9;es et les plus fractionné#xE9;es. Le degré#xE9; de fissuration prononcé#xE9; ré#xE9;vè#xE8;le que le batholite ne constitue pas un candidat convenable pour le stockage des dé#xE9;chets radioactifs. La tempé#xE9;rature é#xE9;levé#xE9;e relevé#xE9;e dans le trou de forage (~68°#xB0;C à#xE0; une profondeur de 1 450 m) laisse supposer que le pluton repré#xE9;sente une source prometteuse d’é#xE9;nergie gé#xE9;othermique

Video Review and Reflection for Ongoing Inservice Teacher Professional Development

Purpose. In this chapter we describe how a rubric-style observation instrument for observing classroom writing instruction was used to focus and optimize collaborative video analysis sessions among teachers and researchers spread across six states. As part of a 3-year Institute of Education Sciences (IES) development grant, we used videos of classroom instruction both as data for researchers studying the nature and impact of a specific instructional approach, Strategic and Interactive Writing Instruction (SIWI), and as a vehicle for collaborative teacher professional development-- for both teachers and teacher leaders. Design. By tying video analysis to a shared observation instrument, we were able to target video clip selection for discussion, and focus our analysis to support teachers across several states and school settings implementing a new approach to writing instruction. After a brief overview of the project for which videos were used, we describe the tools and protocols developed over time to ensure the efficient and powerful use of collaborative video analysis. We also share our experiences on the nature and outcomes of these collaborative sessions both in terms of teachers\u27 involvement and changes in practice over time. Findings. We argue that the use of a common rubric to guide video clip selection, discussion, and analysis allowed teachers to strategically engage in data reduction - i.e. not be overwhelmed by the amount of video data - and to use the videos as catalysts for conversations as well as evidence of what works well for individual students. As researchers, these sessions allowed us to ensure collaborative video analysis sessions were focused, efficient, and growth-oriented as well as sources of data for understanding trends in challenges and trajectories of growth for teachers implementing a new approach to instruction. Practical Implications. This work illustrates how researchers can use video for dual purposes--to conduct literacy investigations and to provide teachers with professional development involving video review and reflection

Examining Student Writing Proficiencies Across Genres: Results of an Intervention Study

This study examines the patterns of growth across both taught and untaught genres of writing for deaf and hard of hearing students in grades 4-6. 23 students were exposed to Strategic and Interactive Writing Instruction (SIWI) for five weeks, during which time they received guided, interactive instruction focused on how writers address particular purposes and audiences with their writing. By examining student writing samples before and after both regular writing instruction and SIWI using genre-specific rubrics, we investigated whether students transfer and generalize writing strategies and processes learned in one genre to writing in a genre for which they did not receive instruction, in this case: information report writing. We found that after five weeks focused on recount genre instruction, students spontaneously transfer competencies related to genre-specific features that were not explicitly taught, and that students with greater language proficiency did so more effectively. We discuss these findings as they relate to theories of composition and language competence, and generate implications for writing instruction that can lead to growth in writing

Writing instruction as an authentic context for targeting speech and language therapy goals for deaf and hard of hearing children.

Purpose: This tutorial describes how a speech-language pathologist (SLP) might incorporate writing-based principles into therapy sessions to target a variety of speech and language goals for Deaf and Hard of Hearing (DHH) children in addition to writing. We present an illustrative example of one SLP’s experience implementing Strategic and Interactive Writing Instruction (SIWI), an approach to writing instruction designed for DHH students, within a public elementary school setting. Method: We motivate this tutorial by first reviewing the literature related to the challenges for SLPs in targeting written language within therapy settings and then discuss writing and communication difficulties for DHH students. We describe the components of SIWI with illustrative examples of how one SLP applied these principles within her therapy sessions with DHH students. The SIWI instructional approach integrates well with the roles and responsibilities of an SLP in providing therapy across a variety of communication domains for the DHH students. This tutorial describes how the SLP scaffolds production of various morphological and syntactic linguistic structures as a natural part of co-creating text with her students. The highly interactive nature of SIWI allows for targeting pragmatic language goals with student-student and student-SLP interactions. Students also have opportunities for practicing articulation when generating or revising ideas for the co-created text and when rereading the text. Conclusions: SIWI provides a framework to address DHH students’ speech and language goals within authentic writing activities which may support increased generalization into classroom academic tasks. We provide suggestions about how an SLP can incorporate the principles of SIWI into therapy sessions to integrate writing instruction with the various speech and language goals they already target as a part of implementing a student’s Individualized Education Program

Teacher Reports of Secondary Writing Instruction With Deaf Students

Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a mixed-methods approach using a sequential explanatory design. Two hundred and twenty-two teachers responded to a survey about writing instruction, and 10 teachers participated in follow-up focus groups. The findings indicate that the primary difference between the hearing middle and high school student population and the DHH population is experiences of language deprivation, which impact the preparedness of teachers of DHH students, as well as the time and focus of their writing instruction. Teachers reported that American Sign Language/English bilingual instruction was the greatest area of need in research

Differentiating writing instruction for students who are deaf and hard of hearing

Researchers have long highlighted the need to apply evidence-based approaches to writing instruction for students who are 1d/Deaf and hard of hearing (d/Dhh). Yet, the majority of the research base for effective writing instruction and intervention is based on studies of hearing children, with or without disability labels. Therefore, existing interventions often fail to account for the unique language and literacy needs of d/Dhh students. In this article we describe an approach that enhances the power of Interactive Writing (IW) instruction, an evidence-based approach for typically developing students, that is specifically designed to engage and support d/Dhh learners. We begin by providing a brief historical overview of IW instruction as it is often used in contemporary general education classrooms. Then, we describe evidence of the unique language and literacy development of d/Dhh students from a series of recent studies related to Strategic and Interactive Writing Instruction (SIWI) with d/Dhh students. Finally, we present the language zone in the form of a flowchart, which illustrates the teacher decision making process when responding to d/Dhh students’ various language needs in the context of IW. We conclude by illustrating examples of the language zone in use and discussing the implications of this approach for d/Dhh learners

Characteristics of Deaf Emergent Writers Who Experienced Language Deprivation

This study explores the intertwined phenomena of language deprivation, emergent writing, and translanguaging in deaf students without additional disabilities in grades 3–6. A case study was conducted using deductive and inductive approaches to analyze 42 writing samples. There were four areas of focus: (1) stages of emergent writing development, (2) writing change over time, (3) emerging writing and translanguaging features, and (4) writing features unique to the context of language deprivation. First, pre-writing samples add to evidence that older deaf students undergo similar developmental processes with their emergent writing patterns. Second, an analysis of pre- and post-writing samples indicated that movement between stages occurred for most students. Third, students incorporated emergent writing and translanguaging features that reflected the application of their linguistic resources in writing. Finally, existing theories were extended by uncovering writing characteristics unique to the context of language deprivation. Incomplete ideation and restricted translanguaging practices were identified as attributions of language deprivation impacting cognitive and linguistic resources. This study provides evidence that deaf students as old as thirteen years old are developing emergent writing skills not because of their deafness but likely because they were in environments that produced chronic inadequate language access

Written language outcomes of deaf elementary students engaged in authentic writing

This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students’ written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of implementation of SIWI. For the majority of skills analyzed, there were improvements in the mean level of performance with the implementation of SIWI, as well as more consistent responding and positive trends in the data. The study also revealed that teachers are in need of additional tools to aid the systematic identification and tracking of syntax skills in children’s written language development, and to distinguish these from other writing skills such as convention or handwriting