228 research outputs found

    Spin wave dispersion softening in the ferromagnetic Kondo lattice model for manganites

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    Spin dynamics is calculated in the ferromagnetic (FM) state of the generalized Kondo lattice model taking into account strong on-site correlations between e_g electrons and antiferromagnetic (AFM) exchange among t_{2g} spins. Our study suggests that competing FM double-exchange and AFM super-exchange interaction lead to a rather nontrivial spin-wave spectrum. While spin excitations have a conventional Dq^2 spectrum in the long-wavelength limit, there is a strong deviation from the spin-wave spectrum of the isotropic Heisenberg model close to the zone boundary. The relevance of our results to the experimental data are discussed.Comment: 6 RevTex pages, 3 embedded PostScript figure

    The Effect of the Course “Women in Aviation” on College Student Attitudes Regarding Women in the Career Field of Aviation

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    This study was undertaken to determine whether the course Women in Aviation” had an effect over the time period of the course on college student attitudes on women in aviation. The survey instrument was developed to examine those attitudes. It consisted of 25 statements that invited responses on a five-point Likert-type attitude scale. The survey was administered pre- and post-course with students asked to code their survey forms with an identification number and gender. Comparisons were made between the mean scores of 64 sets of paired responses to each of the statements on pre- and post-course surveys as well as between the mean scores of 60 sets of gender-related responses to the statements. The study suggested the course had an effect on student attitudes and further suggests that the attitude changes that appeared to occur supported women in aviation. The study also seemed to indicate that differences exist between male and female students in their attitudes on women in aviation-related career fields and that these differences persisted over the time period of the course. Finally, this study suggested that there is less agreement among men than among women in their attitudes on women in aviation-related career fields

    Conceptualising examinable physical education in the Irish context: Leaving Certificate Physical Education

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    peer-reviewedA Physical Education Development Group (PEDG) was responsible for constructing a new school subject curriculum, Leaving Certificate Physical Education (LCPE), in Ireland. This paper provides an insight into this development group and explores the process of curriculum development, and the influence of roles and power-ratios within the group, in the construction of the LCPE curriculum. Figurational sociology concepts (Elias, 1978) were drawn on to make sense of the curriculum makers’ experiences. Interviews were conducted with 10 PEDG members. The findings suggest that the members’ roles had very little, if any, influence on the curriculum development process. Findings also revolved around the unbalanced power-ratios which existed in the PEDG and highlighted the socially powerful position of ‘strong, well-established’ (in the academic field of curriculum development – participant's words) members and the other members (predominantly representing practicing teachers). We express concern for the role of teachers in the curriculum process and argue that they play a crucial and significant role in the school subject curriculum development process. This paper supports Goodson’s (1983) and Penney’s (2006) conceptualisation of the contested and socially constructed nature of the curriculum development process.peer-reviewe

    Beyond screen time: a synergistic approach to a more comprehensive assessment of family media exposure during early childhood

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    Digital media availability has surged over the past decade. Because of a lack of comprehensive measurement tools, this rapid growth in access to digital media is accompanied by a scarcity of research examining the family media context and sociocognitive outcomes. There is also little cross-cultural research in families with young children. Modern media are mobile, interactive, and often short in duration, making them difficult to remember when caregivers respond to surveys about media use. The Comprehensive Assessment of Family Media Exposure (CAFE) Consortium has developed a novel tool to measure household media use through a web-based questionnaire, time-use diary, and passive-sensing app installed on family mobile devices. The goal of developing a comprehensive assessment of family media exposure was to take into account the contextual factors of media use and improve upon the limitations of existing self-report measures, while creating a consistent, scalable, and cost-effective tool. The CAFE tool captures the content and context of early media exposure and addresses the limitations of prior media measurement approaches. Preliminary data collected using this measure have been integrated into a shared visualization platform. In this perspective article, we take a tools-of-the-trade approach (Oakes, 2010) to describe four challenges associated with measuring household media exposure in families with young children: measuring attitudes and practices; capturing content and context; measuring short bursts of mobile device usage; and integrating data to capture the complexity of household media usage. We illustrate how each of these challenges can be addressed with preliminary data collected with the CAFE tool and visualized on our dashboard. We conclude with future directions including plans to test reliability, validity, and generalizability of these measures

    You Say Bully, I Say Bullied: School Culture and Definitions of Bullying in Two Elementary Schools

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    Purpose This chapter examines the definitions of bullying used by students and adults in elementary schools and the effects that these definitions had within the broader school culture. Design/methodology/approach I combine interviews with 53 students and 10 adults and over 430 hours of participant observation with fifth grade students at two rural elementary schools. Findings Definitions of bullying held by those in these schools typically differed from those used by researchers. Even when individuals held definitions that were in line with those used by researchers, however, a focus on identifying bullies rather than on behaviors that fit definitions of bullying contributed to a school culture in which negative interactions were normalized and student reports of these behaviors were discouraged. Research limitations/implications This study is limited to two elementary schools in the rural Midwest and cannot be seen as representative of all schools. Support for my findings from other research combined with similar definitions and school cultures in both schools, however, suggest that these definitions and practices are part of a broader cultural context of bullying in the United States. Practical implications These findings suggest that schools might be better served by focusing less on labels like bully and more on particular behaviors that are to be taken seriously by students, teachers, staff members, and principals. Originality/value Although other researchers have studied definitions of bullying, none have combined these definitions with observational data on the broader school contexts in which those definitions are created and used
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