Critical ultrasonic propagation in magnetic fields

Effect of an external magnetic field on the critical sound attenuation and velocity of the longitudinal wave is studied in ferromagnets. We derive a parametric model that incorporates a crossover from the asymptotic critical behavior to the Landau-Ginzburg regular behavior far away from the critical point. The dynamics is based on the time dependent Ginzburg-Landau model with non conserved order parameter (model A). The variations of the sound attenuation coefficient and velocity have been obtained for arbitrary values of the magnetic field and reduced temperature. The scaling functions are given within the renormalization group formalism at one-loop order. Using MnP as an example, we show that such parametric crossover model yields an accurate description of ultrasonic data in a large region of temperatures and magnetic fields around the critical point.Comment: 19 pages,7 figure

Designing and Piloting a Tool for the Measurement of the Use of Pronunciation Learning Strategies

What appears to be indispensable to drive the field forward and ensure that research findings will be comparable across studies and provide a sound basis for feasible pedagogic proposals is to draw up a classification of PLS and design on that basis a valid and reliable data collection tool which could be employed to measure the use of these strategies in different groups of learners, correlate it with individual and contextual variables, and appraise the effects of training programs. In accordance with this rationale, the present paper represents an attempt to propose a tentative categorization of pronunciation learning strategies, adopting as a point of reference the existing taxonomies of strategic devices (i.e. O'Malley and Chamot 1990; Oxford 1990) and the instructional options teachers have at their disposal when dealing with elements of this language subsystem (e.g. Kelly 2000; Goodwin 2001). It also introduces a research instrument designed on the basis of the classification that shares a number of characteristics with Oxford's (1990) Strategy Inventory for Language Learning but, in contrast to it, includes both Likert-scale and open-ended items. The findings of a pilot study which involved 80 English Department students demonstrate that although the tool requires considerable refinement, it provides a useful point of departure for future research into PLS

Self-Regulated Learning Prompts in the Enhancement of Critical Thinking Skills

Critical thinking has been recognized as an essential concept in nursing curricula, as well as an important outcome for nursing students. The process of journaling has been used as an educational tool within nursing education to evaluate the critical thinking skills in nursing students. Despite its vigorous use, there is no specific format or conceptual model that is used consistently in nursing education to guide the journaling process or to evaluate if critical thinking is or has indeed occurred. This study will introduce the concept of using self-regulated learning (SRL) theory to prompt Basic BSN students in the development of critical thinking skills through the act of journaling. Self-regulated learning was used to format and apply journaling prompts to guide the Medical-Surgical II clinical rotation of Cleveland State University nursing students. The hypothesis was that students who use the self-regulated prompts will show a higher level of critical thinking skills as compared to the students who did not use the self-regulated prompts. A convenience sample of students were recruited and randomly assigned into groups. Journal reflections were scored and evaluated using the Lasater Clinical Judgement Rubric for the presence of cognitive, metacognitive and motivational critical thought processes. A t-test analysis was conducted to measure the difference between the two BSN groups for level of critical thinking. The results of this study did not show a significant difference between the two groups, but is a step in developing a more conceptually consistent method of guiding and evaluating the journaling process in order to show the presence of critical thinking

Self-Regulated Learning Prompts in the Enhancement of Critical Thinking Skills

Critical thinking has been recognized as an essential concept in nursing curricula, as well as an important outcome for nursing students. The process of journaling has been used as an educational tool within nursing education to evaluate the critical thinking skills in nursing students. Despite its vigorous use, there is no specific format or conceptual model that is used consistently in nursing education to guide the journaling process or to evaluate if critical thinking is or has indeed occurred. This study will introduce the concept of using self-regulated learning (SRL) theory to prompt Basic BSN students in the development of critical thinking skills through the act of journaling. Self-regulated learning was used to format and apply journaling prompts to guide the Medical-Surgical II clinical rotation of Cleveland State University nursing students. The hypothesis was that students who use the self-regulated prompts will show a higher level of critical thinking skills as compared to the students who did not use the self-regulated prompts. A convenience sample of students were recruited and randomly assigned into groups. Journal reflections were scored and evaluated using the Lasater Clinical Judgement Rubric for the presence of cognitive, metacognitive and motivational critical thought processes. A t-test analysis was conducted to measure the difference between the two BSN groups for level of critical thinking. The results of this study did not show a significant difference between the two groups, but is a step in developing a more conceptually consistent method of guiding and evaluating the journaling process in order to show the presence of critical thinking