The high energy limit of the trajectory representation of quantum mechanics

The trajectory representation in the high energy limit (Bohr correspondence principle) manifests a residual indeterminacy. This indeterminacy is compared to the indeterminacy found in the classical limit (Planck's constant to 0) [Int. J. Mod. Phys. A 15, 1363 (2000)] for particles in the classically allowed region, the classically forbiden region, and near the WKB turning point. The differences between Bohr's and Planck's principles for the trajectory representation are compared with the differences between these correspondence principles for the wave representation. The trajectory representation in the high energy limit is shown to go to neither classical nor statistical mechanics. The residual indeterminacy is contrasted to Heisenberg uncertainty. The relationship between indeterminacy and 't Hooft's information loss and equivalence classes is investigated.Comment: 12 pages of LaTeX. No figures. Incorporated into the "Proceedings of the Seventh International Wigner Symposium" (ed. M. E. Noz), 24-29 August 2001, U. of Maryland. Proceedings available at http://www.physics.umd.edu/robo

Welcher Weg? A trajectory representation of a quantum Young's diffraction experiment

The double slit problem is idealized by simplifying each slit by a point source. A composite reduced action for the two correlated point sources is developed. Contours of the reduced action, trajectories and loci of transit times are developed in the region near the two point sources. The trajectory through any point in Euclidian 3-space also passes simultaneously through both point sources.Comment: 12 pages LaTeX2e, 9 figures. Typos corrected. Author's final submission. A companion paper to "Interference, reduced action, and trajectories", quant-ph/0605120. Keywords: interference, Young's experiment, entanglement, nonlocality, trajectory representation, determinis

‘Jugglers’, ‘copers’ and ‘strugglers’: academics’ perceptions of being a head of department in a post-1992 UK university and how it influences their future careers

This study investigates the experiences of academics who became department heads in a post-1992 UK university and explores the influence that being in the position has on their planned future academic career. Drawing on life history interviews undertaken with 17 male and female heads of department, the paper constitutes an in-depth study of their careers in the same university. The findings suggest that academics who become department heads not only need the capacity to assume a range of personal and professional identities, but need flexibility to regularly adopt and switch between them. Whether individuals can successfully balance and manage such multiple identities, or whether they experience major conflicts within or between them, greatly affects their experiences of being a head of department and seems to influence their subsequent career decisions. The paper concludes by proposing a conceptual framework and typology to interpret the career trajectories of academics that became department heads in the case university

An Analysis of How the Gender and Race of School Principals Influence Their Perception of Multicultural Education

The purpose of this study was to investigate secondary school principals’ perceptions of multicultural education in a rural southeastern state. The researchers wanted to ascertain whether or not the race or gender of school principals have a role in how those principals view multicultural education in theory (its theoretical value). For the purpose of this study, multicultural education in theory was defined as the belief that multicultural education is for all students, elevates students’ self-esteem, is embedded in cultural pluralism, and recognizes the social, political, and economic community and societal constructs on students of color (Fernandez, 1996). Three hundred and two secondary school principals were surveyed in a designated southeastern state. A significant difference was discovered with regard to the gender of the school principals and their perceptions of the theoretical value of multicultural education

Changes and Transformations in the Philosophy of Character Education in the 20th Century

Character education is a “hot-button” issue in many educational circles. It can be both controversial and divisive. Though there is generous support from politicians, educators, and parents, character education is still somewhat mired by its lack of scope. This examination proposes that current character education proponents can find new frameworks for implementation by observing the history of character education. Twentieth century character education efforts are examined with regard to sociohistorical influences and philosophical vicissitudes. Careful consideration is given to the interaction and contributions of the school and society in terms of promoting and developing character education

Educational Salvation: Integrating Critical Spirituality in Educational Leadership

Improving education for students in K-12 urban settings remains a slow-paced and difficult task, with many successes in student learning being episodic at best. Disconnect between government mandates to improve schools and persistent societal issues of poverty and inequity act to increase stress on teachers and educational leaders working in urban schools. Drawing upon the strengths of the African-American community and its collective historical experiences, this study explores creative ways to integrate spirituality in the education of students in urban schools. The authors begin by addressing the contextual and structural issues facing urban schools. They then explain the benefits of integrating the four elements of critical spirituality—critical self-reflection; deconstructive interpretation; performative creativity; and, transformative action—in educational leadership to enhance their work in urban communities

Note on Comparability of MicroCog Test Forms

This study investigated the differences between the Standard and Short forms of MicroCog by comparing Domain scores for a clinical sample of 351 substance abusers which gave a significant difference between scores on the Spatial Processing Domain. Implications for research and clinical use are discussed