Professional Traits And Skills: First-Year Teachers Principals Like To Hire

The purpose of this paper was to survey South Dakota school administrators and identify a set of professional traits and skills that K-12 school principals most value when they hire first-year teachers for their classrooms. The participants were elementary and secondary school principals across rural South Dakota. Eighty-four principals were sent the electronic survey, and forty-five principals responded in April and May of 2009. This survey was conducted by the Northern State University Teacher Induction Program a data collection and follow-up support program for new teachers graduating from Northern State University and entering their first year of teaching. The results of the data collection documents trends and issues to be addressed by NSU School of Education

School Traits: A Report On Rural Schools New And Aspiring Teachers Choose First

The purpose of this research was to survey new and aspiring teachers from Northern State University in Aberdeen, South Dakota, and ask them to identify a set of school traits that they believe are most important when they first seek employment in new schools as teachers upon graduating from college. The participants were forty-three new and aspiring teachers participating in the Northern State University Teacher Induction Program who are ready to begin their teaching careers in elementary and secondary education. The new teachers were asked to identify a specific set of environmental, professional, school location, and career longevity factors that they consider important when choosing a new school. The NSU Teacher Induction Program is a follow-up support and data collection program for new teachers who are entering education after they graduate from Northern State University and starting their first year of teaching. The data collected documents trends and issues and is reported to Northern State University School of Education

Comprehensive Teacher Induction: Meeting The Dual Needs Of Principals And New Teachers In Rural Schools

This research project is the third in a series of research projects conducted for the purpose of assisting rural school principals create comprehensive first-year teacher induction programs. This project promotes the use of comprehensive teacher induction programs that meet both the needs of school principals, but also the social, personal, and family needs of new teachers starting their education careers in rural schools in South Dakota. The data was collected from previous teacher skills and school traits studies involving school principals and first-year teachers from across South Dakota. This report was created through the Northern State University Teacher Induction Program, a follow-up support and data collection program intended for new teachers entering education upon graduation from Northern State University in Aberdeen, South Dakota. The data collected documents trends and issues and is reported annually to Northern State University School of Education

Northern State University Teacher Induction: Reflections And Assessments On First-Year Teaching Experiences

The purpose of this paper is to report on the elementary and secondary school experiences of first year classroom teachers who participated in the Northern State University Teacher Induction Program during the 2007-2008 school year. Most of the participants were primarily employed as classroom teachers in large and small schools across South Dakota, with three first-year teachers located out of South Dakota. The NSU Teacher Induction Program is a follow-up support program for new teachers graduating from Northern State University and entering their first year of teaching. The Teacher Induction Program collects data reflecting the first-year experiences of new teachers, and documents trends and issues to be addressed by NSU faculty

Loop space homology associated with the mod 2 Dickson invariants

Peer reviewedPublisher PD

Circular-Polarization Dependent Cyclotron Resonance in Large-Area Graphene in Ultrahigh Magnetic Fields

Using ultrahigh magnetic fields up to 170 T and polarized midinfrared radiation with tunable wavelengths from 9.22 to 10.67 um, we studied cyclotron resonance in large-area graphene grown by chemical vapor deposition. Circular-polarization dependent studies reveal strong p-type doping for as-grown graphene, and the dependence of the cyclotron resonance on radiation wavelength allows for a determination of the Fermi energy. Thermal annealing shifts the Fermi energy to near the Dirac point, resulting in the simultaneous appearance of hole and electron cyclotron resonance in the magnetic quantum limit, even though the sample is still p-type, due to graphene's linear dispersion and unique Landau level structure. These high-field studies therefore allow for a clear identification of cyclotron resonance features in large-area, low-mobility graphene samples.Comment: 9 pages, 3 figure

Spin Relaxation Times of Single-Wall Carbon Nanotubes

We have measured temperature ($T$)- and power-dependent electron spin resonance in bulk single-wall carbon nanotubes to determine both the spin-lattice and spin-spin relaxation times, $T_1$ and $T_2$. We observe that $T_1^{-1}$ increases linearly with $T$ from 4 to 100 K, whereas $T_2^{-1}$ {\em decreases} by over a factor of two when $T$ is increased from 3 to 300 K. We interpret the $T_1^{-1} \propto T$ trend as spin-lattice relaxation via interaction with conduction electrons (Korringa law) and the decreasing $T$ dependence of $T_2^{-1}$ as motional narrowing. By analyzing the latter, we find the spin hopping frequency to be 285 GHz. Last, we show that the Dysonian lineshape asymmetry follows a three-dimensional variable-range hopping behavior from 3 to 20 K; from this scaling relation, we extract a localization length of the hopping spins to be $\sim$100 nm.Comment: 6 pages, 3 figure