A Critical analysis of theatre posters

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Continuity and Change in Cultural Models of Teaching: Transnational Chinese Teachers in U.S. Early Childhood Classrooms

There is a long history of research documenting cultural differences in educational aims and teaching practices. Such studies reveal that what educators want for young children and the practices they use to achieve these goals vary in different nations around the world. However, researchers know little about what happens when educators trained in one part of the world begin to teach in a different national, cultural and political context. This study took advantage of the accelerating trend of teacher migration and the growing number of transnational educators in the U.S. force to explore cultural differences experienced by transnational teachers during their initial transitions into the U.S. schools. This study took place in four U.S. public elementary schools in a southeastern state that recently launched dual language Mandarin immersion programs. Study participants were overseas-trained Chinese teachers hired in the U.S. as primary grade teachers (K-3rd grade). The study was designed to elucidate (1) what transnational teachers know and can articulate about their own teaching; (2) how they approach their responsibilities to students of (and in) a different culture; and (3) what changes emerge (at the group and individual level) as transnational teachers are participating in U.S. schools where they contribute their particular foreign language expertise while simultaneously learning new ideas and practices. Contemporary scholarship on cultural models guided this exploratory study. Results of this study provide new insights into dynamics of continuity and change in cultural models and illustrate individual differences in how transnational teachers make sense of and respond to new educational ideas and practices within a different socio-cultural context.Doctor of Philosoph

Studies of 4-chloro-2-fluoroanisole by two-color resonant two-photon mass-analyzed threshold ionization spectroscopy

We applied the two-color resonant two-photon mass analyzed threshold ionization technique to record the cation spectra of 4-chloro-2-fluoroanisole by ionizing via five intermediate vibronic levels. The excitation and adiabatic ionization energies were determined to be 35 227, and 67 218 \wn, respectively. Spectral analysis and theoretical calculation suggest that the geometry of the aromatic ring of the neutral species in the S$_{1}$ state is non-planar, but that of the cation in the D$_{0}$ state is planar

The diverse magneto-optical selection rules in bilayer black phosphorus

The magneto-optical properties of bilayer phosphorene is investigated by the generalized tight-binding model and the gradient approximation. The vertical inter-Landau-level transitions, being sensitive to the polarization directions, are mainly determined by the spatial symmetries of sub-envelope functions on the distinct sublattices. The anisotropic excitations strongly depend on the electric and magnetic fields. A perpendicular uniform electric field could greatly diversify the selection rule, frequency, intensity, number and form of symmetric absorption peaks. Specifically, the unusual magneto-optical properties appear beyond the critical field as a result of two subgroups of Landau levels with the main and side modes. The rich and unique magneto-absorption spectra arise from the very close relations among the geometric structures, multiple intralayer and interlayer hopping integrals, and composite external fields

Learning Styles of Undergraduate and Graduate Physical Therapy Students in Taiwan

AbstractThe research was conducted to identify the learning styles of undergraduate and graduate physical therapy students in Taiwan and to examine the associations between learning style and academic performance. Basic data and Kolb's Learning Style Inventory were obtained from 52 participants from one university. The most commonly occurring style of learner was assimilator (44%), followed by diverger (23%), accommodator (15%), and converger (17%). There was no significant difference in academic performance among the four different styles of learners. Qualitative analyses provided further understanding of the preferred learning and teaching strategies. The different strategies are recommended to meet students’ learning preferences