Learning and Living Difference That Makes A Difference: Postmodern Theory & Multicultural Education

The application of postmodern theory to a transformative understanding of multiculturalism can make a difference. Multicentered culture, antiessentialist race consciousness, and political equity—aspects of a transformative multiculturalism put forward in 1996 by Newfield and Gordon—can be juxtaposed with elements of a postmodern theorization of society as a consumer-driven economy saturated with multiple mediated unstable, fragmented, and evolving discourses and cultural interaction. This theoretical construct can be illustrated with research data from college classrooms and specifically an analysis of the television show The X-Files. This analysis shows how a discussion of whiteness creates larger discussion of transformative multiculturalism in which difference makes a difference. Moreover, a postmodern transformative multiculturalism sees universities as ideological sites in the production and reproduction of hegemony

Using Lower-Division Developmental Education Students as Teaching Assistants

There has been little research on the experiences of undergraduate teaching assistants, and this small body of information is usually tightly focused on traditional disciplinary concerns like sociology, psychology, and communications. Additionally, undergraduate teaching assistant research tends to focus on upper-division students. This article explores the benefits and drawbacks of using lower-division developmental education students as teaching assistants in developmental social science courses. Included are comments from students enrolled in a course staffed by a sophomore as the teaching assistant. Employing developmental education students as teaching assistants can be beneficial to instructors, students, and the teaching assistants themselves

Using Technology to Open Storytelling Doors

In a University of Minnesota College of Liberal Arts online spotlight on teaching, I\u27m deemed to be The Open-Door Storyteller. The article notes: One of Jacobs\u27 goals is to teach his students media literacy—analyzing critically what they read, hear, and see—without reducing their enjoyment of the media. He encourages his students to learn how to tell their own stories as a way of influencing how the media in turn portrays them. Technology has been a key part of this process ever since I first stepped into the classroom as an instructor in my third year of graduate school, in 1995. I\u27ll still be using technology in the classroom when I retire, around 2035..

The Pedagogy of Digital Storytelling in the College Classroom

In the fall of 2008, Rachel Raimist and Walter Jacobs collaboratively designed and taught the course “Digital Storytelling in and with Communities of Color” to 18 undergraduate students from a variety of disciplines. Candance Doerr-Stevens audited the class as a graduate student. This article examines the media making processes of the students in the course, asking how participants used digital storytelling to engage with themselves and the media through content creation that both mimicked and critiqued current media messages. In particular, students used the medium of digital storytelling to build and revise identities for purposes of rememory, reinvention, and cultural remixing. We provide a detailed online account of the digital stories and composing processes of the students through the same multimedia genre that the students were asked to use, that of digital storytelling

Speaking the Lower Frequencies 2.0: Digital Ghost Stories

In Speaking the Lower Frequencies: Students and Media Literacy Walter R. Jacobs explores how college students can become critical consumers of media while retaining the pleasure they derive from it. Speaking the Lower Frequencies 2.0: Race, Learning, and Literacy in the Digital Age builds on its predecessor by examining pedagogy and literacy through theories and practices of digital media making, specifically digital storytelling methods used in a fall 2008 undergraduate class, Digital Storytelling in and with Communities of Color. Jacobs begins his keynote with the course description and then examines one component of the class project. students\u27 engagement with social ghosts, the strong but usually hidden and unexamined forces that structure their educational experiences

Suzaku observation of IGR J16318-4848

We report on the first Suzaku observation of IGR J16318-4848, the most extreme example of a new group of highly absorbed X-ray binaries that have recently been discovered by the International Gamma-Ray Astrophysics Laboratory INTEGRAL. The Suzaku observation was carried out between 2006 August 14 and 17, with a net exposure time of 97 ks. The average X-ray spectrum of the source can be well described with a continuum model typical for neutron stars i.e., a strongly absorbed power law continuum with a photon index of 0.676(42) and an exponential cutoff at 20.5(6) keV. The absorbing column is 1.95(3)x10e24 cm-2. Consistent with earlier work, strong fluorescent emission lines of Fe Kalpha, Fe Kbeta, and Ni Kalpha are observed. Despite the large absorbing column, no Compton shoulder is seen in the lines, arguing for a non-spherical and inhomogeneous absorber. Seen at an average 5-60 keV absorbed flux of 3.4x10e-10 erg cm-2 s-1, the source exhibits significant variability on timescales of hours.Comment: 5 pages, 5 figures, 1 table. Accepted for publication in A&

Electron spectral function and algebraic spin liquid for the normal state of underdoped high TcT_c superconductors

We propose to describe the spin fluctuations in the normal state of underdoped high $T_{c}$ superconductors as a manifestation of an algebraic spin liquid. We have performed calculations within the slave-boson model to support our proposal. Under the spin-charge separation picture, the normal state (the spin-pseudogap phase) is described by massless Dirac fermions, charged bosons, and a gauge field. We find that the gauge interaction is a marginal perturbation and drives the mean-field free-spinon fixed point to a more complicated spin-quantum-fixed-point -- the algebraic spin liquid, where gapless excitations interact at low energies. The electron spectral function in the normal state was found to have a Luttinger-liquid-like line shape as observed in experiments. The spectral function obtained in the superconducting state shows how a coherent quasiparticle peak appears from the incoherent background as spin and charge recombine.Comment: 4 pages, 3 figures. published versio

Quantum trajectories for Brownian motion

We present the stochastic Schroedinger equation for the dynamics of a quantum particle coupled to a high temperature environment and apply it the dynamics of a driven, damped, nonlinear quantum oscillator. Apart from an initial slip on the environmental memory time scale, in the mean, our result recovers the solution of the known non-Lindblad quantum Brownian motion master equation. A remarkable feature of our approach is its localization property: individual quantum trajectories remain localized wave packets for all times, even for the classically chaotic system considered here, the localization being stronger the smaller $\hbar$.Comment: 4 pages, 3 eps figure