Sticking probabilities of hydrogen on evaporated metal films

Imperial Users onl

Policing domestic violence :police policy and discretion and the need for a multi-agency response

PhD ThesisAs gatekeeper to the criminal justice system the Police Service is placed in a unique position to respond to the problem of domestic violence. The police are a reactive agency that is available 24 hours every day, but the activities, or more appropriately the inactivity, of the police to effectively deal with domestic violence has been the subject of considerable scrutiny over the past 20 years or so. Previous research has tended to centre around the victims and perpetrators of domestic violence and pointed towards a police service that is generally unsympathetic and unhelpful. Whilst considerable advances have been made over recent years and attitudes are changing, there is still the perception, whether right or wrong, that the police stance has not changed sufficiently to make any real difference

Methods of a Narrative Inquirist: Storying the Endured Teacher Identity

While I was a young English language arts teacher, my teacher identity matured in a nurturing environment cultivated by my veteran colleagues. Finding that this is not the common narrative told by beginning teachers (Alsup, 2019, 2006; Danielewicz, 2001), I wondered what impact sharing the stories of my veteran colleagues could have on young teachers. The purpose of this paper is to explain why narrative inquiry fit the parameters of this particular inquiry, what methods were utilized and how the project was constructed. Like Spector-Mersel (2011), I intend to describe my use of narrative inquiry to expand its conceptual and methodological definitions

Viola brittoniana Pollard

https://thekeep.eiu.edu/herbarium_specimens_byname/20123/thumbnail.jp

The Student Centered Approach Storied: What Students Have to Teach Us

In this paper, the pedagogical method known as student centered instruction is storied. Classroom narratives, called pedagogical stories, are shared to inform the collective practice of teaching. Together, stories of classroom experiences speak in one voice (Coles, 2004). A voice that tells preservice teachers stories of what they might encounter when applying their learned methods to classroom practice; stories of classroom situations that aim to inform theory and method with practice. Through the use of classroom narratives, the author suggests that the student centered approach has a responsibility to culturally responsive teaching, especially in the language arts classroom

Methods of a Narrative Inquirist: Storying the Endured Teacher Identity

While I was a young English language arts teacher, my teacher identity matured in a nurturing environment cultivated by my veteran colleagues. Finding that this is not the common narrative told by beginning teachers (Alsup, 2019, 2006; Danielewicz, 2001), I wondered what impact sharing the stories of my veteran colleagues could have on young teachers. The purpose of this paper is to explain why narrative inquiry fit the parameters of this particular inquiry, what methods were utilized and how the project was constructed. Like Spector-Mersel (2011), I intend to describe my use of narrative inquiry to expand its conceptual and methodological definitions

Teacher Candidates Collaborate to Create Place-Based Integrated Curriculum

A small group of middle level teacher candidates collaborated to create place-based integrated curriculum. These candidates and the authors, two teacher educators, selected two local sites, visited them together, and debriefed these visits. State and national standards as well as guidelines for integrated curriculum (e.g., Beane, 1997; Nesin & Lounsbury, 1999) informed the process. Through interpretive phenomenology analysis (Smith et al., 2009), we analyzed place-based learning as a catalyst for collaboration. Teacher candidates recognized possibilities with place-based learning to draw on local cultural, historical, and natural resources in ways that are relevant to students and their communities. We offer implications for teacher educators and middle level educators invested in place-based pedagogies and curricula

Lithologies contributing to the clast population in Apollo 17 LKFM basaltic impact melts

LKFM basaltic impact melts are abundant among Apollo lunar samples, especially those from Apollo 15, 16, and 17. They are generally basaltic in composition, but are found exclusively as impact melts. They seem to be related to basins and so could represent the composition of the lower lunar crust. They contain lithic clasts that cannot be mixed in any proportion to produce the composition of the melt matrix; components rich in transition elements (Ti, Cr, Sc) and REE are not considered. To search for the mysterious cryptic component, we previously investigated the mineral clast population in two Apollo 14 LKFM basaltic impact melts, 15445 and 15455. The cryptic component was not present in the mineral clast assemblage of these breccias either, but some olivine and pyroxene grains appeared to be from lithologies not represented among identified igneous rocks from the lunar highlands. In addition, none of the mineral clasts could be unambiguously assigned to a ferroan anorthosite source. We have now extended this study to Apollo 17, starting with two LKFM impact melt breccias (76295 and 76315) from the Apollo 17 station 6 boulder. The results from the study are presented

Evaluation of the utility of sediment data in NASQAN (National Stream Quality Accounting Network)

Monthly suspended sediment discharge measurements, made by the USGS as part of the National Stream Quality Accounting Network (NASQAN), are analysed to assess the adequacy in terms of spatial coverage, temporal sampling frequency, accuracy of measurements, as well as in determining the sediment yield in the nation's rivers. It is concluded that the spatial distribution of NASQAN stations is reasonable but necessarily judgemental. The temporal variations of sediment data contain much higher frequencies than monthly. Sampling error is found to be minor when compared with other causes of data scatter which can be substantial. The usefulness of the monthly measurements of sediment transport is enhanced when combined with the daily measurements of water discharge. Increasing the sampling frequency moderately would not materially improve the accuracy of sediment yield determinations

Curriculum Integration: Walking the Walk

Curriculum integration is a hallmark of middle level education. This approach to education involves blending topics across content areas as a way of studying topics and problems of interest to young adolescents. Approaches to curriculum integration and interdisciplinary curriculum overlap with concepts like democratic education, place-based learning, student agency, and student-designed curriculum. Here, two teacher educators report on a recent initiative in which we co-designed integrated curriculum along with middle level teacher candidates. We drew on place-based instruction and models of collaboration to develop this project. Candidates then developed integrated units appropriate for middle school classrooms