Unexpected Homelands Video

Project 2: In this assignment, students worked in groups to design interview questions, collect video interviews, and then to composing a video essay that makes an argument about relevant commonalities among respondents

Composing For Public Audiences

Project 3: Students were asked to identify a piece of scholarly research or prior inquiry they would like to share with a broader audience, by shifting it into a new modality, and framing its importance rhetorically for their target audience

Maps And Analysis

Project 1: This assignment invites students to experience cartographic agency by producing multiple maps (or inviting others to produce maps for them) and then analyzing the rhetorical effects of the maps\u27 compositions

Visual Rhetorics And Multimodal Writing (ENGL 2V) Syllabus

Visual Rhetorics and Multimodal Writing is a course in rhetoric (the art of persuasion) that focuses on arguments made via digital media. In this course students read, watch, listen and respond to maps, video essays, podcasts, newspaper and magazine articles. They also have the opportunity to gain hands-on experience producing their own persuasive pieces, by creating maps, gathering video interviews, collaborating to produce video essays, learning basic animation skills, and producing podcasts

Structural Evolution of an Extensional Terrane Margin: Case Studies from the Colorado River Extensional Corridor, Southeastern California, USA

The lower Colorado River extensional corridor (CREC) is an area of extreme crustal extension (>100%) which borders areas of moderate to minimal (<15%) extension. Regionally extensive detachment (low-angle normal) fault models commonly applied to the CREC define the margin of the extensional terrane as a discrete “breakaway” where the detachment fault originally intersected the surface. Results of field investigations along the CREC margin reveal locally complex deformation histories inconsistent with simple detachment models. In the Little Piute and northwest Piute Mountain areas, the dominant extension direction (NW-SE) is orthogonal to the commonly observed extension direction in the CREC (SW-NE), multiple generations of strike slip and oblique normal faults are present, and deformation occurred after roughly 17.7 Ma. These observations suggest a complex strain field evolved throughout the Miocene along the western margin of the CREC. Westward tilting of the Piute Mountain block indicates extensional deformation persisted beyond the previously hypothesized CREC breakaway. In the Piute Range, west-directed normal faults dip steeply (60°) and have cutoff angles near 90° showing no obvious relationship to east-dipping detachment faults documented to the south (Homer Mountain) and east (Newberry Mountains). In all study areas the observed deformation history is more complex than expected in simple detachment fault breakaway models, suggesting current models are inadequate in describing deformation patterns along the margin of highly extended terranes

Temperature dependence of the band gap shrinkage due to electron-phonon interaction in undoped n-type GaN

The photoluminescence spectra of band-edge transitions in GaN is studied as a function of temperature. The parameters that describe the temperature dependence red-shift of the band-edge transition energy and the broadening of emission line are evaluated using different models. We find that the semi-empirical relation based on phonon-dispersion related spectral function leads to excellent fit to the experimental data. The exciton-phonon coupling constants are determined from the analysis of linewidth broadening

Black Holes From Different Perspectives

In this paper we consider black holes from a non general relativistic perspective as also from a microphysical point of view.Comment: 8 pages, Te

Puzzle-based versus traditional lecture: comparing the effects of pedagogy on academic performance in an undergraduate human anatomy and physiology II lab

BACKGROUND: A traditional lecture-based pedagogy conveys information and content while lacking sufficient development of critical thinking skills and problem solving. A puzzle-based pedagogy creates a broader contextual framework, and fosters critical thinking as well as logical reasoning skills that can then be used to improve a student’s performance on content specific assessments. This paper describes a pedagogical comparison of traditional lecture-based teaching and puzzle-based teaching in a Human Anatomy and Physiology II Lab. METHODS: Using a single subject/cross-over design half of the students from seven sections of the course were taught using one type of pedagogy for the first half of the semester, and then taught with a different pedagogy for the second half of the semester. The other half of the students were taught the same material but with the order of the pedagogies reversed. Students’ performance on quizzes and exams specific to the course, and in-class assignments specific to this study were assessed for: learning outcomes (the ability to form the correct conclusion or recall specific information), and authentic academic performance as described by (Am J Educ 104:280–312, 1996). RESULTS: Our findings suggest a significant improvement in students’ performance on standard course specific assessments using a puzzle-based pedagogy versus a traditional lecture-based teaching style. Quiz and test scores for students improved by 2.1 and 0.4 % respectively in the puzzle-based pedagogy, versus the traditional lecture-based teaching. Additionally, the assessments of authentic academic performance may only effectively measure a broader conceptual understanding in a limited set of contexts, and not in the context of a Human Anatomy and Physiology II Lab. CONCLUSION: In conclusion, a puzzle-based pedagogy, when compared to traditional lecture-based teaching, can effectively enhance the performance of students on standard course specific assessments, even when the assessments only test a limited conceptual understanding of the material