Transparent and Flexible Thin Film Electroluminescent Devices Using HiTUS Deposition and Laser Processing Fabrication

Highly transparent thin film electroluminescent structures offering excellent switch on characteristics, high luminance and large break-down voltages have been deposited onto glass and flexible polymeric materials with no substrate heating using high target utilization sputtering. Deposition of ZnS:Mn as the active light emitting layer and Y2O3,Al2O3,Ta2O5, and HfO2 as dielectric materials arranged in single and multiple layer configurations were investigated. Devices incorporating Al2O3,HfO2 quadruple layers demonstrate the highest attainable luminance at low threshold voltage. Single pulse excimer laser irradiation of the phosphor layer prior to deposition of the top dielectric layer enhanced the luminance of the devices. The devices fabricated on glass and polymeric substrates exhibited a maximum luminance of 500 and 450 cdm−2 when driven at 270 VRMS and 220 VRMS, respectively, with a 1.0 kHz sine wave

Structure and agency in learning: a critical realist theory of the development of capacity to reflect on academic practice

Theories of learning typically downplay the interplay between social structure and student agency. In this article, we adapt a causal hypothesis from realist social theory and draw on wider perspectives from critical realism to account for the development of capacity to engage in reflection on professional practice in academic roles. We thereby offer a theory of professional learning that explores how social and cultural structures and personal emergent powers combine to ensure variation in the emergence of such reflective capacity. The influence of these factors on professional learning is mediated through reflexive deliberation and social interaction, with the exercise of one's personal powers specifically identified as a stratum of social reality. We consider further the role of concerns, intention and attention in professional learning, drawing together issues that are rarely considered within the same theory. We thus offer a comprehensive account of professional learning, showing how a focus on structure and agency increases the explanatory power of learning theory

Reframing professional development through understanding authentic professional learning

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning

Towards an ethical ecology of international service learning

International Service-Learning (ISL) is a pedagogical activity that seeks to blend student learning with community engagement overseas and the development of a more just society. ISL programmes have grown as educational institutions and non-governmental organisations have sought to achieve the goal of developing ‘global citizens’. However, Service Learning (SL) in general and International Service-Learning (ISL) in particular remain deeply under theorised. These educational initiatives provide policy makers with a practical response to their quest for a ‘Big Society’and present alluring pedagogical approaches for Universities as they react to reforms in Higher Education and seek to enhance both the student learning experience and graduate employability. After outlining the development of ISL in policy and practice, this paper draws on the rich tradition of ISL at one British university to argue that ISL is a form of engagement that has the potential to be ethical in character although we identify a number of factors that militate against this. Our contention is that ISL which promotes rationaland instrumental learning represents a deficit model and we therefore conceptualise ISL here as a transformative learning experience that evinces distinctly aesthetic and even spiritual dimensions. Upon this theoretical groundwork we lay the foundations for conceptualizing ISL in ways that ensure its ethical integrity

Achieving Education for Sustainable Development (ESD) in Early Childhood Education Through Critical Reflection in Transformative Learning

The central role of education in creating a more sustainable future has been already recognized by educators and policy-makers alike. This chapter argues that this can only be truly achieved through the efforts of teachers in implementing an “education of a different kind,” a general educational shift that seeks to encompass a converging transformation of the priorities and mindsets of education professionals. In this regard, the professional preparation of teachers, as the leading actors in shaping children’s learning processes, and their continuous professional development are vital considerations for Education for Sustainable Development (ESD) to be successfully achieved. Linking transformative learning and ESD has emerged as a distinct and useful pedagogy because they both support the process of critically examining habits of mind, then revising these habits and acting upon the revised point of view. This study aims to describe and evaluate the potential of transformative learning in innovating mainstream education toward sustainability by focusing on the role of critical reflection in a capacity building research project realized in Turkey. The data was gathered from 24 early childhood educators using a mixed-method research design involving learning diaries, a learning activities survey, and follow-up interviews. This chapter identified content, context, and application method of the in-service training as factors that have contributed to the reflective practices of the participants. In addition, presenting the implications regarding the individual differences in how learners engage in critical reflection practices, this research offers a framework for a content- and process-based approach derived from Mezirow’s conception of critical reflection

Learning is Like a Lava Lamp: The Student Journey to Critical Thinking

This paper explores the ways in which a university Foundation Degree programme supports undergraduate early years students to develop critical thinking, mindfulness and self-actualisation through their lived personal and professional experiences. It considers the impact of this on graduates employed within the Early Years sector. Findings inform future design of a University Foundation Degree programme situated within Early Childhood Education and Care (ECEC). As undergraduates, students engage in higher-level learning aligned to their practice within the workplace. An interpretive Participatory Qualitative Research methodology is used to gather the views of 6 alumni who completed their studies in 2014. They participated in the research freely within ethical parameters approved by a university ethics committee. Findings revealed that the development of critical thinking is empowered by having a personal or professional impetus, which in the case of Early Years is the child as being at the heart of values based practice. This, with the inclusion of mindfulness, drives students to a sustainable deeper layer of thinking to achieve self-actualisation. Through the acquisition of critical thinking students have been subsequently able to take up positions of authority within the early years workforce

Authentic Leadership: A Historical Perspective

The purpose of this paper is to interpret the historical meanings conveyed by Barnard's classic works and use them for theorizing about authenticity of leaders in executive roles. Our analysis employs an interpretative logic for meanings of historical ideas proposed by Bevir. As an outcome of this analysis, we identify the conditions that contribute to the failure, crisis, tragedy, and/or success of leader authenticity. In addition, we discuss practical and research implications of the proposed framework.Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline

An open-path observatory for greenhouse gases based on near-infrared Fourier transform spectroscopy

Monitoring the atmospheric concentrations of the greenhouse gases (GHG) carbon dioxide (CO2) and methane (CH4) is a key ingredient for fostering our understanding of the mechanisms behind the sources and sinks of these gases and for verifying and quantitatively attributing their anthropogenic emissions. Here, we present the instrumental setup and performance evaluation of an open-path GHG observatory in the city of Heidelberg, Germany. The observatory measures path-averaged concentrations of CO2 and CH4 along a 1.55 km path in the urban boundary layer above the city. We combine these open-path data with local in situ measurements to evaluate the representativeness of these observation types on the kilometer scale. This representativeness is necessary to accurately quantify emissions, since atmospheric models tasked with this job typically operate on kilometer-scale horizontal grids. For the operational period between 8 February and 11 July 2023, we find a precision of 2.7 ppm (0.58 %) and 18 ppb (0.89 %) for the dry-air mole fractions of CO2 (xCO2) and CH4 (xCH4) in 5 min measurements, respectively. After bias correction, the open-path measurements show excellent agreement with the local in situ data under atmospheric background conditions. Both datasets show clear signals of traffic CO2 emissions in the diurnal xCO2 cycle. However, there are particular situations, such as under southeasterly wind conditions, in which the in situ and open-path data reveal distinct differences up to 20 ppm in xCO2, most likely related to their different sensitivity to local emission and transport patterns. Our setup is based on a Bruker IFS 125HR Fourier transform spectrometer, which offers a spacious and modular design providing ample opportunities for future refinements of the technique with respect to finer spectral resolution and wider spectral coverage to provide information on gases such as carbon monoxide and nitrogen dioxide.</p