Language, Literacy and Dewey: Experience in the Language Arts Context

Blending the Deweyan idea of “experience” with the work of contemporary literacy pedagogues and classroom examples, this paper explores the implications of Dewey’s principles upon today’s classroom contexts. If experience is a central component to education, how might Dewey’s ideas help to re-focus our scattered perceptions of what literacy learning “ought” to be in the 21st century? Furthermore, what possibilities are created therein for language arts teachers and students

Reading the Word, Not the World: A Critical Analysis of Close Reading

This article critically analyzes a Common Core-aligned English Language Arts curriculum with particular attention paid to the ways in which it constructs docile subjects in and through literate practices. Through a critical reading and content analysis of this textbook--one that the author was required to teach to her eighth grade students--this paper argues that under the guise of “college and career readiness,” the curriculum contained within the textbook represents a neoliberal approach to literary criticism, one whose ideology is evident through the material practices of “close reading” and in the disciplinary methods it employs in teaching students the “correct” way to read a text. In so doing, students become participants in a mass standardization effort that ultimately works to distort the myriad manifestations of power in K-12 public education today

Language, Literacy and Dewey: Experience in the Language Arts Context

Blending the Deweyan idea of “experience” with the work of contemporary literacy pedagogues and classroom examples, this paper explores the implications of Dewey’s principles upon today’s classroom contexts. If experience is a central component to education, how might Dewey’s ideas help to re-focus our scattered perceptions of what literacy learning “ought” to be in the 21st century? Furthermore, what possibilities are created therein for language arts teachers and students

An IN SITU Measurement System for GARP Using Ballons, Buoys and a Satellite

The goals of the Global Atmospheric Research Program are to increase our understanding of the general circulation of the atmosphere and to develop bases for extended weather prediction. Data to fulfill these goals may come in part from a lowcost random access doppler system using orbiting satellites to recover meteorological and oceanographic data from freely drifting balloons and buoys. Such a system will be used in a scientific study in the tropics and southern hemisphere in 1974 and will involve the Nimbus satellite and some 300 constant-level balloons

Community across a continent: cultivating relationships in online education Distance Education versus Traditional Education: Management Methods and Systems

Online education has undoubtedly revolutionized the ways, means, and criteria for learning. With more systems for cyber communication and collaboration than ever before, online education is often touted as the second coming of Horace Mann's notion of “the great equalizer” in education. However, one critical piece of face-to-face education, the ability to build and cultivate interpersonal relationships and communities, is severely strained, and often nonexistent, in the realm of online learning. As more and more research suggests the importance of community to students' academic success at all levels of the educational system, what are the implications for our online students if this factor is missing? In this paper, the author draws upon her experience as a traditional public school educator and as an online instructor through the Johns Hopkins University Masters of Science in Education program to discuss the importance of nurturing personal connections with online students in ways that support students' intrinsic needs for community and increase participation, interaction, and academic outcomes

An In Situ Measurement System for the Global Atmospheric Research 3-19 Program Using Balloons, Buoys and a Satellite

The Global Atmospheric Research Program (GARP) is an international cooperative program whose ultimate goals are to increase our understanding of the general circulation of the atmosphere and to develop physical and mathematical bases for extended weather prediction. GARP was established in response to United National resolutions of 1960 and 1961; most of the GARP research efforts are scheduled for the decade of the 1970s. GARP encompasses two separate but closely related communities: the World Meterorological Organization (WMO), made up of national meteorological agencies and services and including most of the observing, telecommunications , and automatic data processing facilities now obtaining weather data; and the International Council of Scientific Unions (ICSU), a research community composed of university groups and various research organizations and institutes operated by agencies other than the national meteorological services. This latter group devotes a large portion of its effort to fundamental research problems of the atmosphere. A primary element of a research program is obtaining data. The data necessary for GARP will be collected from a composite of many systems, some of them already in operation. Meteorological satellites will be primary tools, and data from them will be supplemented by shipboard and aircraft observations, groundbased rawinsondes, and regular weather station data

Reconstituting Teacher Education: Toward Wholeness in an Era of Monumental Challenges

Speaking to the political and social upheaval of our present moment, and drawing on discourses of democratic education, we argue that the U.S.’s racial reckoning propelled by recent events constitutes a sort of “founding” for our democracy and that this founding has important implications for reconfiguring citizenship within institutions and practices of teacher education. In building this argument, the authors articulate the aims of teacher education in a democracy and expand upon political scientist Danielle Allen’s theoretical concepts of sacrifice, reconstitution, and wholeness, demonstrating their urgent utility within our “thinning” democracy (Hess & McAvoy, 2015). We then draw on relevant literature to examine how teacher education fits into this larger political landscape, and we identify three monumental challenges within the field. Finally, we offer a way forward for teacher education, one grounded in democratic principles and centered on Allen’s conceptualization of wholeness

Strengthening of 7175 Aluminum Alloy Through Multi-Step Aging Process

7175 is a heat-treatable aluminum alloy commonly used in aerospace forgings. This alloy is aged with a multi-step heat treatment. This treatment must balance strength with stress corrosion cracking resistance through a degree of overaging. The team was tasked by Weber Metals to increase the strength of this treatment without sacrificing stress corrosion cracking resistance. Both two-step and retrogression and reaging treatments were tested in experiments to find a heat treatment that could increase the yield and tensile strength by 1-2 ksi while maintaining a minimum electrochemical conductivity equivalence of 38% relative to copper. Two-step aging is the more conventional process for achieving this mixture of properties, while retrogression and reaging has seen promising results in the literature but is not widely used in industry. A two-step aging treatment that aged samples in a 117°C furnace for 6 hours followed by a 185°C step for 13 hours was identified as a suitable candidate. Twelve samples tested over three different runs showed this treatment to have an average yield and tensile strength 1.57 ksi and 1.18 ksi respectively higher than the control group. This was accompanied by an average conductivity of 38.6% relative to copper. None of the retrogression and reaging treatments had suitable properties

Hydrogeochemical Evaluation of the Uinta Formation and Green River Formation, Piceance Creek Basin, Northwestern Colorado, USA

The Piceance Creek Basin in northwestern Colorado contains extensive oil shale deposits that produce natural gas and which could potentially yield ~1.5 trillion barrels of shale oil. However, much of the oil shale lies at depths too great for traditional mining practices and various innovative approaches for in situ conversion of kerogen to oil have been proposed. A firm understanding of the existing hydrogeochemistry is needed as resulting mineralogical changes or rock-fluid reactions may affect rock porosity and permeability. Using an existing database complied by the USGS, the water chemistry of 267 surface and groundwater samples in the Piceance Creek primary drainage basin have been evaluated by mapping major ion concentrations and mineral saturation indicies with respect to hydrostratigraphic units and geologic structures. Controlling processes have been further assessed using statistical correlation and factor analysis. Results indicate that shallow waters in recharge zones are dominated by mixed cations (Na, Ca, Mg) and bicarbonate anions but with increased depth, groundwater transition to nearly 100% sodium bicarbonate type water. The chemistry of lower aquifer waters are principally controlled by nahcolite dissolution, but evidence of sulfate reduction and cation exchange aid in maintaining a sodium-bicarbonate water type. Ion evolution in surface and upper aquifer waters are influenced by an increase in sulfate concentration which is necessary to evolve water to an intermediate stage with sulfate-dominant anions. The source of sulfate is speculative, but likely due in part to the oxidation of sulfide-enriched groundwater and possible dissolution of sulfate-bearing carbonates. Surface and upper aquifer water chemistry in the northern portion of the basin is the result of discharge of deeper groundwater which is controlled to some degree by preferential pathways created by faults. Lower aquifer water migrates upward and mixes with the less-concentrated near-surface water, resulting in sodium bicarbonate type water in all hydrologic units