Hansen-Thomas

Abstract This paper explores the different ways a graduate level Second Language Acquisition (SLA) Theory course influenced the perspective and practice of U.S. mainstream content area teachers with primarily Spanishspeaking English Language Learners (ELLs) in their classrooms. Relying on teacher surveys to illustrate how teachers gained knowledge and applied this newly-garnered knowledge to both their own practice, and the sharing of knowledge with colleagues on their campuses, the study revealed that a majority of the teachers feel that it is challenging to apply SLA theory to content classrooms, but that SLA theory facilitates integration of content and language instruction to improve learning for ELLs. Resumen Este estudio explora las diferentes formas en que un curso de posgrado en teoría sobre la adquisición de un segundo idioma influenció la perspectiva y práctica de maestros de educación secundaria en los Estados Unidos, que tienen a su cargo estudiantes hispanoparlantes que están aprendiendo inglés como segundo idioma. La investigación se basó en una encuesta que buscó ilustrar la forma en que los maestros adquirieron nuevo conocimiento y lo aplicaron en su propia práctica, y cómo compartieron dicho conocimiento con sus colegas. Se encontró que la mayoría de los maestros consideran que es un reto aplicar la teoría sobre la adquisición de un segundo idioma, pero que hacerlo facilita la integración de la enseñanza del contenido y del idioma y, con ello, el aprendizaje de sus estudiantes

A Student Recital

This is the program for a recital that took place on May 7, 1962. Paul Orton performed on clarinet, JoAnn Hellen performed on piano, Mary Miller performed on the organ, Linda Evans and Charles Wright sang

Bond Behavior of Grade 100 ASTM A 1035 Reinforcing Steel in Beam-Splice Specimens

The bond behavior of Grade 100 ASTM A 1035 deformed steel reinforcing bars manufactured by MMFX Technologies Corp., operating at stresses from 80 to 140 ksi, is evaluated. The reinforcement is tested using beam-splice specimens designed to investigate factors known to influence bond behavior, including splice length, bar size, concrete cover, concrete compressive strength, and transverse reinforcement. The tests were performed as part of a joint bond research program conducted at the University of Kansas (KU), North Carolina State University (NCSU), and the University of Texas at Austin (UT). This report describes the tests performed at KU and summarizes the data from the three schools. Of 69 specimens tested, 64 failed in bond in the splice region. Lap splices developed bar stresses between 68 and 155 ksi prior to failure. The use of confining transverse reinforcement significantly increased splice strength and deformation capacity of the beam specimens. The development length equation proposed in ACI 408R-03 is an accurate predictor for the beam-splice specimens, with a coefficient of variation of test/prediction ratios of 0.11 for splices without confining transverse reinforcement, and 0.10 for those with confining transverse reinforcement. The development length equation in ACI 318-05 exhibited more scatter with respect to the test data than the ACI 408R-03 equation and significantly over predicted bar stress in splices without confining transverse reinforcement, indicating that it cannot be used for development length and splice design with Grade 100 reinforcing steel. A development length equation proposed by NCSU as part of this study provides an accurate representation of strength for splices without confining transverse reinforcement

Examining Self-Care among Individuals Employed in Social Work Capacities: Implications for the Profession

Increasingly, the social work profession recognizes the need for more attention to self-care. Concomitantly, this growing awareness and ethical commitment is fostering a burgeoning self-care movement. However, despite recognition about the importance of self-care, there is a paucity of research that explicitly examines self-care practices among social workers. This cross-sectional study examined the self-care practices of individuals employed in social work capacities (n=1,011) in one southeastern state in the United States. Findings suggest that participants in the sample engaged in personal and professional self-care practices only moderately. Further, data suggest significant group differences in the practice of self-care, by relationship status, educational attainment, health status, and current financial situation, respectively. Overall, results indicate self-care as a potential area of improvement for participants in this study, in general, and perhaps for individuals employed in social work contexts, more generally

Effect of Cracking on Chloride Content in Concrete Bridge Decks

Field surveys to measure bridge deck cracking and chloride contents of uncracked as well as cracked concrete were performed as a part of a larger research program evaluating bridge deck performance. Three deck types were studied: monolithic decks, decks with a conventional high density concrete overlay, and decks with a high density concrete overlay containing either a 5 or 7% replacement of cement by silica fume. The results of the field surveys indicate that bridge deck type does not have a major effect on chloride content. For samples taken away from cracks, the average chloride concentration at the top of transverse reinforcement rarely exceeded even the most conservative estimates of the corrosion threshold for conventional reinforcement. Chloride concentrations taken at crack locations, however, often exceeded the corrosion threshold of conventional reinforcement in less than 1 year

Local view: Partnerships a proven model

Four years ago, we turned the first shovel of dirt at Nebraska Innovation Campus. Leaders in Nebraska education, business and government had outlined a bold vision for this public-private venture adjacent to the University of Nebraska-Lincoln campus. We wanted to combine the expertise of UNL faculty with the resources of the private sector to bring research breakthroughs to market, attract talent to our state and grow Nebraska’s workforce and economy. Almost 20 private partners, tens of thousands of visitors, and hundreds of jobs and student internships later, our only regret is that we didn’t start down this path decades earlier. Innovation Campus – and the philosophy of partnership it embodies – is the right strategy for Nebraska. In public-private partnerships, we have a proven approach for bringing together the ideas and resources of diverse sectors to advance our shared goals for economic growth, education and quality of life. And at a time when we need to be making strategic decisions that will position Nebraska’s economy for long-term success, our commitment to partnership is asimportant as it has ever been. Success will require all of us – business and education leaders, community members, private donors and policymakers – to work together, as we’ve done so productively throughout our state’s history

Local view: Partnerships a proven model

Four years ago, we turned the first shovel of dirt at Nebraska Innovation Campus. Leaders in Nebraska education, business and government had outlined a bold vision for this public-private venture adjacent to the University of Nebraska-Lincoln campus. We wanted to combine the expertise of UNL faculty with the resources of the private sector to bring research breakthroughs to market, attract talent to our state and grow Nebraska’s workforce and economy. Almost 20 private partners, tens of thousands of visitors, and hundreds of jobs and student internships later, our only regret is that we didn’t start down this path decades earlier. Innovation Campus – and the philosophy of partnership it embodies – is the right strategy for Nebraska. In public-private partnerships, we have a proven approach for bringing together the ideas and resources of diverse sectors to advance our shared goals for economic growth, education and quality of life. And at a time when we need to be making strategic decisions that will position Nebraska’s economy for long-term success, our commitment to partnership is asimportant as it has ever been. Success will require all of us – business and education leaders, community members, private donors and policymakers – to work together, as we’ve done so productively throughout our state’s history