Land use change detection with LANDSAT-2 data for monitoring and predicting regional water quality degradation

There are no author-identified significant results in this report

Strengthening the Campus Leadership Team through Effective Principal and Counselor Relationships: Implications for Training

Campuses with successful leadership teams have a better opportunity to meet the ever-increasing and complex needs of the students they serve (Crowther, Kaagan, Ferguson, & Hann, 2002). These successful campuses are strengthened when they include strong principals and counseling teams with shared mutual trust and understanding that permeates the school climate (DeVoss & Andrews, 2006). A review of the literature revealed a paucity of studies examining the nature of successful principal-counselor relations and the impact of this relationship on student success, effective campus leadership teams, and an effective school climate that promotes learning. Meaningful dialogue and discussion of this critical professional relationship also were found lacking in the major counseling and educational leadership professional journals

Non-vanishing spin Hall currents in disordered spin-orbit coupling systems

Spin currents that flow perpendicular to the electric field direction are generic in metals and doped semiconductors with spin-orbit coupling. It has recently been argued that the spin Hall conductivity can be dominated by an intrinsic contribution which follows from Bloch state distortion in the presence of an electric field. Here we report on an numerical demonstration of the robustness of this effect in the presence of disorder scattering for the case of a two-dimensional electron-gas with Rashba spin-orbit interactions (R2DES).Comment: 4 pages, 3 figure

Taking Time: Part-Time Students and Student Learning Outcomes Assessment

For decades, higher education institutions have undertaken comprehensive and systematic efforts to explore, document, and improve the assessment of student learning outcomes, as well as improving learning itself. However, many of these assessment practices have been designed for full-time traditional students, even as the number of non-traditional students enrolled in higher education continues to grow. One group of these non-traditional students remains particularly invisible on their campuses, in their classrooms, and in assessment practices: part-time students. Part-time students, defined by the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS), are students who are not full-time (USDOE, n.d.). This definition inherently defines full-time students as the default assumption, and part-time students as the aberration – even though nationally speaking, part-time students currently (and historically) make up somewhere around 35-40% of all higher education enrollments (De Brey et al., 2021). The purpose of this study was to focus on part-time students and the student learning outcomes assessment process; specifically, to explore whether assessment practitioners at different institutions were doing anything in particular to measure the learning of part-time students, and to explore with part-time students themselves how they thought about their own learning, how they compared themselves to full-time students, and how they understood assessment practices at their institution. A qualitative phenomenological approach was used to fully explore the richness of the lived experiences of these assessment practitioners and part-time students. Four practitioners and three students participated in semi-structured interviews, which generated more than 11 hours of interview data. These data were coded and analyzed into broad qualitative themes that attempted to capture the full range and depth of these experiences with part-time student learning outcomes assessment. The results raise interesting questions about the nature of part-time learning and how we capture it in assessment practices. The discussion includes some brief recommendations for assessment practitioners

Microscopic Functional Integral Theory of Quantum Fluctuations in Double-Layer Quantum Hall Ferromagnets

We present a microscopic theory of zero-temperature order parameter and pseudospin stiffness reduction due to quantum fluctuations in the ground state of double-layer quantum Hall ferromagnets. Collective excitations in this systems are properly described only when interactions in both direct and exchange particle-hole channels are included. We employ a functional integral approach which is able to account for both, and comment on its relation to diagrammatic perturbation theory. We also discuss its relation to Gaussian fluctuation approximations based on Hubbard-Stratonovich-transformation representations of interactions in ferromagnets and superconductors. We derive remarkably simple analytical expressions for the correlation energy, renormalized order parameter and renormalized pseudospin stiffness.Comment: 15 pages, 5 figure

Non-Adiabatic Spin Transfer Torque in Real Materials

The motion of simple domain walls and of more complex magnetic textures in the presence of a transport current is described by the Landau-Lifshitz-Slonczewski (LLS) equations. Predictions of the LLS equations depend sensitively on the ratio between the dimensionless material parameter $\beta$ which characterizes non-adiabatic spin-transfer torques and the Gilbert damping parameter $\alpha$. This ratio has been variously estimated to be close to 0, close to 1, and large compared to 1. By identifying $\beta$ as the influence of a transport current on $\alpha$, we derive a concise, explicit and relatively simple expression which relates $\beta$ to the band structure and Bloch state lifetimes of a magnetic metal. Using this expression we demonstrate that intrinsic spin-orbit interactions lead to intra-band contributions to $\beta$ which are often dominant and can be (i) estimated with some confidence and (ii) interpreted using the "breathing Fermi surface" model.Comment: 18 pages, 9 figures; submitted to Phys. Rev.