Wunderlich Revisited: New Limits on Judicial Review of Administrative Determination of Government Contract Disputes

The overall purpose of the thesis is to explore the school subject Art as an arena where pupils and Art teachers do gender. The study focuses on how pupils interact and position themselves during Art lessons and in the artworks they create, and also on how their notions of Art are linked to notions of gender. The study was conducted using a range of methods for gathering data, inspired by visual ethnography. A total of 50 Art lessons have been observed. The empirical material consists of observation notes, photographs and sound recordings from the observed lessons, the artworks created by the pupils during those lessons, and also interviews with pupils and Art teachers. Included in the study are more than 70 pupils, 14-16 years old, and two Art teachers, from two different schools. The theoretical perspective is doing gender, meaning that gender is perceived as something that is accomplished through actions and interactions between people and in institutional arenas. The concepts interpretative repertoires and subject positions have been used for analysing the interviews. The pupils’ artworks have been analysed with concepts from visual semiotics.  In both schools, the pupils were asked to describe their identity in pictures during the observed lessons, and in both schools the students positioned themselves in accordance with common notions of gender in their artworks. In one of the schools, girls positioned themselves as feminine using symbols such as hearts, suns and smiley faces, thus portraying a harmless and caring femininity. In the other school, girls presented themselves as preoccupied with their appearance, or as objects for the male gaze, or portrayed longing and anticipation, thus positioning themselves as passive beings. Boys in both schools positioned themselves, to a greater extent, as masculine through their interests in e.g. sports, computers, music or motor vehicles. Many of the pupils chose not to reveal too much about themselves in their pictures and instead presented themselves in an impersonal way, which is interpreted as a form of resistance to the theme, since it was going against the intentions of the assignments. Some girls resisted the teaching or the theme by working very fast to free up time that allowed them to pursue private projects, resisting in a less overt manner, to gain control of their time in the Art classroom. Some boys resisted the theme by using humour and irony in their artworks. Many boys also protested verbally and asked critical questions during instructions.  The study suggests that the legacy of the ideas of the free creative expression persists in Art teaching as well as in the pupils’ notions of what Art is. The notion of Art as a subject for expressing emotions makes the subject appear as feminine to the pupils. The study also points to the importance of a clear framework for the pupils to relate to in their creative work. In the absence of this framework, gender stereotypes are more prevalent in the artworks that are created

Students with Disabilities and the Common Core

In lieu of an abstract, here are the article\u27s first two paragraphs: The adoption and implementation of the Common Core State Standards purports increased learning for all students. The Common Core, through the provision of rigorous standards, provides benchmarks for what students are expected to know or learn, to prepare them for college and the work force (http://www.corestandards.org). Providing opportunities for students with disabilities to participate in the Common Core allows access to higher level curriculum. The Common Core standards provide a framework of what content should come before and after current standards, assert Saunders, Spooner, Browder, Wakeman and Lee (2013, p. 22,) and indicates what should be taught, not how to teach it (p. 32). This provides flexibility to teachers who possess in-depth knowledge of instructional strategies, how students\u27 best learn, and how to differentiate, making learning and materials assessable to each student (Haager & Vaughn, 2013, p. 6). This is particularly pertinent for special education students in states where access to the general education curriculum has been limited. Access to general education curriculum is a plus for special educators as well, who in theory, should have increased opportunity for professional development in the content areas

Quasi-exospheric heat flux of solar-wind electrons

Density, bulk-velocity, and heat-flow moments are calculated for truncated Maxwellian distributions representing the cool and hot populations of solar-wind electrons, as realized at the base of a hypothetical exosphere. The electrostatic potential is thus calculated by requiring charge quasi-neutrality and the absence of electrical current. Plasma-kinetic coupling of the cool-electron and proton bulk velocities leads to an increase in the electrostatic potential and a decrease in the heat-flow moment

The production rate of cosmogenic 21-Ne in chondrites deduced from 81-Kr measurements

Cosmogenic Ne-21 is used widely to calculate exposure ages of stone meteorites. In order to do so, the production rate P(21) must be known. This rate, however, is dependent on the chemical composition of the meteorite as well as the mass of, and position within, the meteoroid during its exposure to the cosmic radiation. Even for a mean shielding the production rates determined from measurments of different radionuclides vary by a factor of two. A method that can be used to determine exposure ages of meteorites that avoids shielding and chemical composition corrections is the -81-Kr-Kr-method. However, for chondrites, in many cases, the direct determination of production rates for the Kr isotopes is prevented by the trapped gases and the neutron effects on bromine. Therefore, this method was applied to four eucrite falls and then their 81-Kr-83-Kr-ages were compared to their cosmogenic Ne-21 and Ar-38 concentrations. The eucrites Bouvante-le-Haut, Juvinas, Sioux County, and Stannern were chosen for these measurements because of their similar chemical composition regarding the major elements

Stochastic Transition Model for Discrete Agent Movements

We propose a calibrated two-dimensional cellular automaton model to simulate pedestrian motion behavior. It is a v=4 (3) model with exclusion statistics and random shuffled dynamics. The underlying regular grid structure results in a direction-dependent behavior, which has in particular not been considered within previous approaches. We efficiently compensate these grid-caused deficiencies on model level.Comment: 8 pages, 4 figure

Reparable Harm: Assessing and Addressing Disparities Faced by Boys and Men of Color in California

The California Endowment commissioned this report to highlight the most glaring inequities in socioeconomics, health, safety, and education faced by African-American and Latino men and boys in the state. In addition to presenting the statistics on these indicators, the authors outline a framework for addressing the disparities at the individual, community, and macro levels