Indirect Education

Indirect Education discusses direct and indirect pedagogies and the complexities of these concepts within the field of education practice and research. It addresses the question of when it is most beneficial to be indirect with regard to teaching and educational research. The book offers an original approach to education in how it reasserts our right to a sense of ownership and agency in educational explorations. It argues that there should be space for indirect ways of teaching and communication when matters without clear answers and objectives enter the educational sphere. Bringing together a mix of empirical studies presented with a degree of storytelling, the book explores the literature of educational theory to make a novel and relatable argument for making space for indirectness in learning contexts. Putting forward a compelling case that is necessary for education in the difficult times that we are living in, the book will appeal to academics, researchers and students in the fields of educational theory, pedagogy, leadership studies and educational practice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license

Alien Registration- Herner, Albert (Portland, Cumberland County)

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Search for neutral Higgs bosons decaying to tau pairs in association with b-quarks at the D0 Detector

We report results from a search for neutral Higgs bosons decaying to tau pairs produced in association with a b-quark in 1.2/fb of data taken from June 2006 to August 2007 with the D0 detector at Fermi National Accelerator Laboratory. The final state includes a muon, hadronically decaying tau and jet identified as coming from a $b$-quark. We set cross section times branching ratio limits on production of such neutral Higgs bosons in the mass range from 90 GeV/c^2 to 160 GeV/c^2. Exclusion limits are set at the 95% Confidence Level for several supersymmetric scenarios.Comment: 4 pages, 4 figures, Proceedings of the Lake Louise Winter Institute 200

Indirect Education

Indirect Education discusses direct and indirect pedagogies and the complexities of these concepts within the field of education practice and research. It addresses the question of when it is most beneficial to be indirect with regard to teaching and educational research. The book offers an original approach to education in how it reasserts our right to a sense of ownership and agency in educational explorations. It argues that there should be space for indirect ways of teaching and communication when matters without clear answers and objectives enter the educational sphere. Bringing together a mix of empirical studies presented with a degree of storytelling, the book explores the literature of educational theory to make a novel and relatable argument for making space for indirectness in learning contexts. Putting forward a compelling case that is necessary for education in the difficult times that we are living in, the book will appeal to academics, researchers and students in the fields of educational theory, pedagogy, leadership studies and educational practice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license

Educator study groups: An exploration of an alternative method of preservice teacher development

This study was conducted to investigate the effect study groups have on preservice teacher education. The participants were enrolled in ESP 444, The Special Education Student in the General Education Classroom. The study took place during a 9-week period; Forty-two students participated in this study. The study involved placing the students randomly into two groups. The lecture group received lectures from graduate students in special education. The study group worked together in groups to research and discuss inclusion of students with disabilities. All students took a knowledge-based pretest and attitude survey prior to beginning the study. All students took a knowledge-based posttest and attitude survey after a presentation by a guest lecturer. All students took a knowledge-based posttest and attitude survey after the intervention phase of the study. Two students from each group were also interviewed prior to and after the completion of the study; Students\u27 scores on three knowledge-based tests and three attitude surveys were analyzed. Results of this study indicated: (a) achievement between the two groups was similar; (b) study groups can be an effective tool for preservice instruction; (c) study group participants were more confident in their beliefs

Competence Levels of Didactic Practice for the Learning of the Unknown

The research objective of this article is to identify didactic practice and its competence levels and discuss possible differences and common traits within these competence levels. Furthermore, the paper seeks to develop an understanding of didactic practice which is led by an educational interest related to the learning of an unknown future or that which is unforeseen. In search for a framework of such a didactic practice one of the findings of the paper is that hermeneutics falls short as this theory mainly revolves around understanding. If we are to take questions of the unknown and unforeseen seriously, so we argue, there is a need for another didactic approach. We suggest that ironic questioning may be complicit. Irony is about concealing and withdrawal of knowledge, so as to creating space for silence, doubt and reflection. Thus we argue that the ironic questioning may emerge as a complement to different competence levels of didactic practice, including planning, conducting and evaluation of teaching, and discussion of teaching and curricula or research, towards renewed didactic theory

Methane emissions inventory verification in southern California

Methane (CH4) and carbon monoxide (CO) mixing ratios were measured at an air quality monitoring station near the Mt. Wilson (MW) Observatory in southern California starting in the spring of 2007. Diurnal variation and mixing ratio correlation (R2 = 0.81) were observed. The correlation results observed agree with previous aircraft measurements collected over the greater Los Angeles (LA) metropolitan area. The consistent agreement between CH4 and CO indicates these gases are well-mixed before reaching the sampling site and the emission source contributions of both compounds are reasonably constant. Since CH4 and CO are considered non-reactive on the time scale of dispersion within the LA urban area and their emission sources are likely to be similarly distributed (e.g., associated with human activities) they are subject to similar scales of atmospheric transport and dilution. This behavior allows the relationship of CH4 and CO to be applied for estimation of CH4 emissions using well-documented CO emissions. Applying this relationship a "top-down" CH4 inventory was calculated for LA County based on the measurements observed at MW and compared with the California Air Resources Board (CARB) "bottom-up" CH4 emissions inventory based on the Intergovernmental Panel on Climate Change recommended methodologies. The "top-down" CH4 emissions inventory is approximately one-third greater than CARB's "bottom-up" inventory for LA County. Considering the uncertainties in both methodologies, the different CH4 emissions inventory approaches are in good agreement, although some under and/or uninventoried CH4 sources may exist