Method and apparatus for producing an image from a transparent object

The contrast produced from a photographic transparency is controlled by placing the transparency between a pair of partially reflecting mirrors forming walls of an optical cavity. Mirrors trap a collimated laser beam illuminating the transparency so that at least a portion of the beam energy is passed through the transparency plural times. The distance that the light beam travels between the mirrors is controlled as a function of the wavelength of the beam energy to control the phase of light interference in the beam passing through the transparency, thereby controlling the intensity of the beam derived from the mirror downstream of the transparency

\u3cb\u3eFeature Essays:\u3c/b\u3e The Scholarship of Teaching and Learning: A Personal Account and Reflection

Excerpt: One of my favorite stories about teaching recounts the conversation between an aging Jewish schoolteacher in Poland (a melamed in Yiddish) and his wise wife. It is late in the evening and they are sitting quietly before bedtime. Sarah, I\u27ve been thinking about something really interesting. Do you realize that if I were the Czar, I would be richer than the Czar? Sarah, having lived with his ruminations for many years, sighs...

Summer Commencement 2004

Commencement address given by Lee Shulman, President of The Carnegie Foundation for the Advancement of Teaching, to the Summer 2004 graduating class of The Ohio State University, Jerome Schottenstein Center, Columbus, Ohio, August 29, 2004

The Course of Educational Change: Challenge and Opportunity

Full text of Lee Shulman\u27s Keynote speech at the 2013 CHEC conference on School Finance

Transdermal hormone therapy and bone health

The clinical aftermath of the reporting of the initial findings of the Women’s Health Initiative (WHI) in 2002 was a profound reduction in the use of hormone therapies by menopausal women. This reduction led to a well documented increase in vasomotor symptoms and vaginal atrophy among those women who discontinued their hormone regimens. However, another adverse impact among these women, as well as many other menopausal women, is the well recognized increased likelihood of osteoporosis resulting from the decline in circulating estradiol levels associated with natural and surgical menopause. Although the use of non-hormonal drugs such as bisphosphonates has been shown to reduce the risk of fracture in women with osteoporosis, bisphosphonates have not been shown to reduce the risk of fracture in non-osteoporotic women. Indeed, only oral estrogen (as demonstrated in the WHI studies) has been shown to reduce the risk of fracture in osteoporotic and non-osteoporotic women. As non-oral hormone therapies have been shown to be as effective in treating vasomotor symptoms and vulvovaginal atrophy and to have a different (and perhaps more beneficial) physiological effect than oral regimens, it behooves us to assess the impact of non-oral hormone regimens on bone mineral density and fracture risk. Although there are no clinical trials that primarily assess the impact of non-oral regimens on fracture risk in menopausal women, numerous studies are consistent in demonstrating the positive impact of non-oral regimens in maintaining and increasing bone mineral density among users, even for those women using estrogen doses that are considered to be “too low” to have a beneficial impact on other menopausal symptoms

Steam Integration at Aro Academy

This organizational improvement plan centres around a problem of practice at a faith-based independent elementary school in Ontario. Faced with several organizational challenges including declining enrolment and pressure by stakeholders to ensure curriculum delivery remains relevant for 21st Century learners, there is a goal of embedding Science, Technology, Engineering, Arts and Math (STEAM) integrated learning in a meaningful way. The school has made physical space and has the technology available to support instructional change including a dedicated Marker Space and Robotics Room. A robotics specialist and an administrator supervising innovation have been hired to support teachers but integration in the past two years has been slow. There are divisions between the English and the faith-based teachers that are pronounced. STEAM will be a driver for design thinking and 21C skill development across both the English and the faith-based teaching groups and the Design Thinking Cycle will guide the process. Many aspects of change management are addressed, including managing resisters, conflict teams and how to implement a lateral leadership model when historically the organization has been hierarchical in nature. Using a Logic Model to identify and articulate the problem of practice and choosing transformational leadership alongside incremental change theory provides the theoretical frame for this process. The Design Thinking cycle provides the conceptual frame as it articulates the change and ultimately the goal for all stakeholders. This problem of practice seeks to build staff capacity and cohesiveness through a process of lateral leadership. Ultimately a final curricular document that outlines STEAM learning at each grade level will be created by members of the STEAM Team and staff will have built capacity. Equity issues such as religion, gender and internal bias will be made transparent and problem solving around these issues will be paramount. Ultimately, the document will be continually revised to react to the global market and as each new technology emerges onto the global landscape and job market the school must pivot and redesign the nature of the STEAM curriculum to reflect these shifts

Educating Lawyers: Preparation for the Profession of Law

Examines the unique aspects and limitations of legal education, as part of a series of reports from the foundation's Preparation for the Professions Program

Estradiol valerate and dienogest: a new approach to oral contraception

Most combination oral contraceptives contain ethinyl estradiol and a progestin. A new and novel oral contraceptive formulation combines estradiol valerate (E2V) with dienogest (DNG) in a four-phase dosing regimen. 17β-estradiol is a naturally-occurring estrogen, and a contraceptive pill containing such an estrogen offers potential benefits with regard to metabolic side effects and adverse events. Dienogest is derived from 19-nortestosterone and exerts profound progestational effects on the endometrium, but it differs from other progestins in its class by its antiandrogenic activity. Estradiol valerate plus dienogest (E2V/DNG) is now available in a four-phasic regimen that integrates an estrogen stepdown and progestin stepup dosing approach along with a short two-day hormone-free interval. This regimen offers safe, reliable contraception and has been shown to be an effective treatment for heavy menstrual bleeding. Metabolic effects and adverse events appear similar to those reported with oral contraceptives containing ethinyl estradiol

Teachers of Substance: Subject Matter Knowledge for Teaching

In this paper they are put forward, in the first place, a overview of the reasons why, in the american context, teacher education must share the responsability for the transmission of subject matter knowledge to prospective teachers. They move to a discussion of the research that has been done in this area, getting into focus in your research program about “Growth of Knowledge in Teaching”. Finally, they explore four prominent dimensions of the knowledge for the teaching: subject matter knowledge, substantive knowledge, syntactic knowledge, and beliefs about subject matter