117 research outputs found
Tutoring is Real: The Benefits of the Peer Tutor Experience for Future English Educators
In this article, an English education professor, a university writing center administrator, and a recent graduate of an undergraduate English education program discuss the role peer tutoring might play in enhancing the education of preservice teachers of writing. The authors argue that by providing additional, authentic field experiences which reflect constructivist, student-centered philosophies often adhered to in English education programs, university peer tutoring can provide undergraduate students with authentic experience in learning collaboratively, developing rapport with students, and conducting student-centered, one-to-one writing conferences
The dynamics of quark-gluon plasma and AdS/CFT
In these pedagogical lectures, we present the techniques of the AdS/CFT
correspondence which can be applied to the study of real time dynamics of a
strongly coupled plasma system. These methods are based on solving
gravitational Einstein's equations on the string/gravity side of the AdS/CFT
correspondence. We illustrate these techniques with applications to the
boost-invariant expansion of a plasma system. We emphasize the common
underlying AdS/CFT description both in the large proper time regime where
hydrodynamic dynamics dominates, and in the small proper time regime where the
dynamics is far from equilibrium. These AdS/CFT methods provide a fascinating
arena interrelating General Relativity phenomenae with strongly coupled gauge
theory physics.Comment: 35 pages, 3 figures. Lectures at the 5th Aegean summer school, `From
gravity to thermal gauge theories: the AdS/CFT correspondence'. To appear in
the proceedings in `Lecture Notes in Physics
Perturbations of anti-de Sitter black holes
I review perturbations of black holes in asymptotically anti-de Sitter space.
I show how the quasi-normal modes governing these perturbations can be
calculated analytically and discuss the implications on the hydrodynamics of
gauge theory fluids per the AdS/CFT correspondence. I also discuss phase
transitions of hairy black holes with hyperbolic horizons and the dual
superconductors emphasizing the analytical calculation of their properties.Comment: 25 pages, 4 figures, prepared for the proceedings of the 5th Aegean
Summer School "From Gravity to Thermal Gauge Theories: the AdS/CFT
Correspondence," Milos, Greece, September 2009
Tutoring Is Real: The Benefits of the Peer Tutor Experience for Future English Educators
Embodied Discourses of Literacy in the Lives of Two Preservice Teachers
This study examines the emerging teacher literacy identities of Ian and A.J., two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses’ discourse of comprehensive literacy and the literacy biographical discourses of Ian and A.J. The results of this study indicate the need to deconstruct how the discourse of comprehensive literacy limits how we, as literacy teacher educators, position, hear and respond to our preservice teachers and suggests the need for differentiation in our teacher education literacy courses
Black holes and the quark-gluon plasma
I discuss the possibility that the quark-gluon plasma at strong coupling
admits a description in terms of a black hole in asymptotically anti-de Sitter
space.Comment: 19 pages, prepared for the Proceedings of Recent Developments in
Gravity - NEB XIII, Thessaloniki, Greece, June 200
Dynamically generated gap from holography in the charged black brane with hyperscaling violation
The challenge to professionals of using social media: teachers in England negotiating personal-professional identities
Social media are a group of technologies such as Twitter, Facebook and LinkedIn which offer people chances to interact with one another in new ways. Teachers, like other members of society, do not all use social media. Some avoid, some experiment with and others embrace social media enthusiastically. As a means of communication available to everyone in modern society, social media is challenging teachers, as other professionals in society, to decide whether to engage with these tools and, if so, on what basis – as an individual (personally), or as a teacher (professionally). Although teachers are guided by schools and codes of practice, teachers as individuals are left to decide whether and how to explore social media for either their own or their students' learning. This paper analyses evidence from interviews with 12 teachers from England about their use of social media as to the challenges they experience in relation to using the media as professional teachers.. Teachers are in society’s spotlight in terms of examples of inappropriate use of social media but also under peer pressure to connect. This paper explores their agency in responding. The paper focuses on how teachers deal with tensions between their personal and professional use of social media. These tensions are not always perceived as negative and some teachers' accounts revealed a unity in their identities when using social media. The paper reflects on the implications of such teachers' identities in relation to the future of social media use in education
How to foster collaborative learning in communities of teachers and student teachers: Introduction to a special issue
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