Spin rotation schemes at the ILC for two interaction regions and positron polarization with both helicities

This note describes a spin rotation scheme for the ILC that allows the polarization spin vector of the electron and positron beams to be tuned independently for two Interaction Regions (IR). The correct spin direction for a particular IR can be selected by directing the beam into one of two parallel spin rotation beam lines located between the damping ring and the linac. With suitable fast kicker magnets, it is possible to rapidly switch between these parallel beam lines, so that polarized beams can be delivered to two IRs on a pulse train by pulse train basis. A similar scheme can be employed in the insertion beam line to the positron damping ring, to allow rapid helicity switching for polarized positrons

Language in the Mathematics Classroom: An introduction to the papers and presentations within ETC 7

Research considering the role of language in the teaching and learning of mathematics continues to grow and develop, drawing on a range of theoretical, methodological and pedagogical approaches. In this introduction, we detail the discussions had and issues raised at the 7th ERME Topic Conference as a result of the bringing together of the theoretical perspectives, foci and findings of the papers presented that are included in these proceedings. These rich discussions also raised new challenges for those researching language and mathematics and identified new possibilities for the future work of the Mathematics and Language thematic working group. Keywords: Language and mathematics, multilingual contexts, meaning-making, interaction<br/

The integral of the spin-dependent structure function g1p and the Ellis-Jaffe sum rule

Hughes VW, Papavassiliou V, Piegaia R, Schüler KP, Baum G. The integral of the spin-dependent structure function g1p and the Ellis-Jaffe sum rule. Phys.Lett. B. 1988;212(4):511-514

Towards mobile-centered authentic, personalized and collaborative assignments in engineering education

The last decade has seen a significant rise in the use of mobiles devices, such as smartphones, tablets, or laptops in all areas of society. Professionally, engineers collaborate with partners all over the world and this is made possible by mobile technology. In tertiary education, students learn in different settings, in and out of campus, in the train or at a café. Researchers have identified new possibilities for teaching and learning, afforded by the use of mobile technologies (and termed 'mobile learning'; ML). They claim that ML may (1) facilitate learning, formally or informally, in a place, at a time, and in a way preferred by students, (2) help students to become engaged in tasks that resemble authentic tasks in the workplace, and (3) facilitate student cooperation and collaboration. In this paper we present the first results of an ongoing project which aims to design and evaluate - for different engineering disciplines - prototypical ML assignments. We report on the results of a survey carried out at a Dutch University on the current use of and attitudes towards ML from both the instructors' and the students' perspectives. The results show that in various faculties at the university ML initiatives have been introduced in education and that there is a basis to create further opportunities for active student learning. We also present an outlook on the next stage of the project: the design of prototypical student activities from the respective engineering disciplines of the project partners: Mathematics, Physics and Built-Environment.</p

20 Jahre ‚Gäa e.V. - Vereinigung ökologischer Landbau’

For the understanding of ecological agriculture, knowledge of its roots is essential. Actual literature about this topic does not cover the history of ecological agriculture in East Germany especially if chronological development and individual motivation are seen as mutual dependent. The ecological organisation Gäa e.V. was founded in the GDR in 1989. Its origins were oppositional environmental groups working within the East German church. It developed own principles based on individual experience with unique aspects. It has established and integrated well in the German ecological agriculture structure after the reunification and the changed political background as an authentic representative of and for the East German ecological agriculture scene

Effects of Task Experience and Layout on Learning from Text and Pictures with or without Unnecessary Picture Descriptions

The presentation of extraneous (i.e., irrelevant or unnecessary) information may hamper learning with multimedia. The present study examined whether people can learn to ignore unnecessary information with increasing experience with the task and whether this depends on the layout of that information. In two experiments, participants learned about the process of mitosis from a multimedia slideshow, with each slide presenting a combination of expository text and a picture on one of the stages in the process. Slides either contained no unnecessary text (control condition) or unnecessary text (i.e., merely describing the picture) either integrated in the picture (integrated condition) or presented underneath the picture (separated condition). Knowledge about the studied mitosis phase was tested immediately after each slide using a cloze test. Across Experiments 1 and 2, we did not find a reliable negative effect of the unnecessary text on cloze test performance. As a result, the question of whether task experience would reduce or eliminate that negative effect could not be answered. The eye movement data did confirm, however, that participants attended less to the unnecessary information with increasing task experience, suggesting that students can adapt their study strategy and learn to ignore unnecessary information