Global Education in Second Language Teaching

This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education

Healthiness from Duality

Healthiness is a good old question in program logics that dates back to Dijkstra. It asks for an intrinsic characterization of those predicate transformers which arise as the (backward) interpretation of a certain class of programs. There are several results known for healthiness conditions: for deterministic programs, nondeterministic ones, probabilistic ones, etc. Building upon our previous works on so-called state-and-effect triangles, we contribute a unified categorical framework for investigating healthiness conditions. We find the framework to be centered around a dual adjunction induced by a dualizing object, together with our notion of relative Eilenberg-Moore algebra playing fundamental roles too. The latter notion seems interesting in its own right in the context of monads, Lawvere theories and enriched categories.Comment: 13 pages, Extended version with appendices of a paper accepted to LICS 201

Interaction of vortices in superconductors with kappa close to 2^(-1/2)

Using a perturbative approach to the infinitely degenerate Bogomolnyi vortex state for a superconductor with kappa = 2^(-1/2), T -> T_c, we calculate the interaction of vortices in a superconductor with kappa close to 2^(-1/2). We find, numerically and analytically, that depending on the material the interaction potential between the vortices varies with decreasing kappa from purely repulsive (as in a type-II superconductor) to purely attractive (as in a type-I superconductor) in two different ways: either vortices form a bound state and the distance between them changes gradually from infinity to zero, or this transition occurs in a discontinuous way as a result of a competition between minima at infinity and zero. We study the discontinuous transition between the vortex and Meissner states caused by the non-monotonous vortex interaction and calculate the corresponding magnetization jump.Comment: v1:original submit v2:changed formate of images (gave problems to some) v3:corrected fig v4v6 (was -v4v6) orthographic corrections (and U_lat/int) mismatch v4:more small orthographic corrections v5:converted to revtex4 and bibTex v6:Renamed images to submit to pr

Collaborative Learning or Cooperative Learning? the Name is Not Important; Flexibility Is

A great deal of theory and research, not to mention students\u27 and teachers\u27 practical experience, supports the use of group activities in education. Collaborative learning and cooperative learning are two terms commonly used in discussions of how and why to use group activities. This article looks at the issue of whether the two terms collaborative learning and cooperative learning are synonymous or whether they represent different conceptualisations of how and why students should interact as part of their learning. Those scholars who differentiate the two terms often see collaborative learning as more student centred and cooperative learning as a more teacher centred way to facilitate student-student interaction. The present article argues that collaborative and cooperative learning should be seen as synonymous student centric approaches, and that teachers and students, regardless of which of the two terms they use, should and will vary the ways they shape their learning environments in order to best facilitate the cognitive and affective benefits that student-student interaction offers. Keywords: Collaborative learning, cooperative learning, flexibilit

Combinatorial models of rigidity and renormalization

We first introduce the percolation problems associated with the graph theoretical concepts of $(k,l)$-sparsity, and make contact with the physical concepts of ordinary and rigidity percolation. We then devise a renormalization transformation for $(k,l)$-percolation problems, and investigate its domain of validity. In particular, we show that it allows an exact solution of $(k,l)$-percolation problems on hierarchical graphs, for $k\leq l<2k$. We introduce and solve by renormalization such a model, which has the interesting feature of showing both ordinary percolation and rigidity percolation phase transitions, depending on the values of the parameters.Comment: 22 pages, 6 figure

Affective iconic words benefit from additional sound–meaning integration in the left amygdala

Recent studies have shown that a similarity between sound and meaning of a word (i.e., iconicity) can help more readily access the meaning of that word, but the neural mechanisms underlying this beneficial role of iconicity in semantic processing remain largely unknown. In an fMRI study, we focused on the affective domain and examined whether affective iconic words (e.g., high arousal in both sound and meaning) activate additional brain regions that integrate emotional information from different domains (i.e., sound and meaning). In line with our hypothesis, affective iconic words, compared to their non‐iconic counterparts, elicited additional BOLD responses in the left amygdala known for its role in multimodal representation of emotions. Functional connectivity analyses revealed that the observed amygdalar activity was modulated by an interaction of iconic condition and activations in two hubs representative for processing sound (left superior temporal gyrus) and meaning (left inferior frontal gyrus) of words. These results provide a neural explanation for the facilitative role of iconicity in language processing and indicate that language users are sensitive to the interaction between sound and meaning aspect of words, suggesting the existence of iconicity as a general property of human language

Overview of the Status and Strangeness Capabilities of STAR

STAR is a large acceptance spectrometer capable of precision measurements of a wide variety of strange particles. We discuss the STAR detector, its configuration during the first two years of RHIC operation, and its initial performance for Au+Au collisions. The expected performance for strangeness physics and initial data on strange particle reconstruction in Au+Au collisions are presented.Comment: Proceedings of the Fifth International Conference on Strangeness in Quark Matter, Berkeley, California, July 20-25, 200

Phonon number quantum jumps in an optomechanical system

We describe an optomechanical system in which the mean phonon number of a single mechanical mode conditionally displaces the amplitude of the optical field. Using homodyne detection of the output field we establish the conditions under which phonon number quantum jumps can be inferred from the measurement record: both the cavity damping rate and the measurement rate of the phonon number must be much greater than the thermalization rate of the mechanical mode. We present simulations of the conditional dynamics of the measured system using the stochastic master equation. In the good-measurement limit, the conditional evolution of the mean phonon number shows quantum jumps as phonons enter and exit the mechanical resonator via the bath.Comment: 13 pages, 4 figures. minor revisions since first versio