Nonlinear Effects in the TGB_A Phase

We study the nonlinear interactions in the TGB_A phase by using a rotationally invariant elastic free energy. By deforming a single grain boundary so that the smectic layers undergo their rotation within a finite interval, we construct a consistent three-dimensional structure. With this structure we study the energetics and predict the ratio between the intragrain and intergrain defect spacing, and compare our results with those from linear elasticity and experiment.Comment: 4 pages, RevTeX, 2 included eps figure

The Health Empowerment Program: A Primary Care – Area Agency on Aging Partnership

Educational Objectives 1. Appreciate the benefits of a primary care-area agency on aging collaboration. 2. Identify strategies for enhancing this cross-organizational partnership

Integrating Geriatrics in Primary Care: Progress and Prospects

Educational Objectives 1. Demonstrate the need for primary care redesign to better meet the needs of older patients. 2. Identify prospective redesign solutions. 3. Appreciate educational implication that redesign engenders

My Brain Doesn\u27t Work Like That Creating Success with Non-Traditional (and Traditional) Learners by Accommodating Learning

So many of the kids we identify as “at risk” have learning preferences and needs that may not be an ideal match for the way they are being taught or how they are expected to learn. For adults whose learning styles are somewhat more traditional, it can be hard to understand kids who actually learn and perform better when their preferences look very different from our own. Trying to force kids into a picture of learning or attending that is unnatural for them can create stress for them, result in behaviors that create stress for us, and ultimately interfere with the very goals of learning and achievement we claim to want! This program will explore a number of ways individuals learn, offering dozens of practical strategies for accommodating a variety of learner preferences, and examining at ways to teach students to take responsibility for their own learning needs—without creating problems for anyone else. Great ideas for adults working with non-traditional learners

The Core of the Matter: Creating a Community for Making Common Core State Standards Work

This program examines the ingredients of a classroom environment conducive to effectively meeting the demands of the CCSS initiatives, including classroom management policies, relationships, and interactions, instructional strategies, and ways of reaching a wide range of students across the depth and breadth of the curriculum. We’ll see how various policies and practices can impact the emotional climate of a classroom or school and address relationship and safety issues—as well as the social and emotional needs of students—with regard to instruction, motivation, and discipline. The program offers dozens of practical and effective strategies to prevent failure and resistance, minimize or eliminate behavioral disruptions, encourage support and involvement from parents, build a positive school culture, and maximize achievement, commitment, and cooperation

Alien Registration- Bluestein, Max (Bangor, Penobscot County)

https://digitalmaine.com/alien_docs/14348/thumbnail.jp

Soviet Commemoration and Myth-Making of the Nazi Extermination Camps: Case Studies on Treblinka, Sobibór, and Majdanek

The Nazi extermination camps of Treblinka, Sobibór, and Majdanek, all located in Eastern Europe, are understudied, underdiscussed, and undermemorialized in public and scholarly memory. In this paper, I seek to conduct case studies of these three camps, their histories, and their commemoration efforts. Ultimately, four main factors prevented these camps from achieving the solemn recognizability they deserve and from having their victims’ stories adequately told; little remains of these camps compared to concentration camps in Germany, fewer individuals survived them to emphasize their importance, the Soviet Union possessed near complete control of their study and commemoration, which allowed for them to intentionally neglected by Soviet and Polish authorities due to certain ideological difficulties they epitomized to Soviet narratives of the Second World War

Ensuring Every Student Suceeds with a Supportive School Climate

It’s tough to learn in an environment that doesn’t feel safe and supportive—not just physically safe, but also academically, behaviorally, socially, and emotionally safe! Let’s look at school climate through each of lenses and see how we can make our learning environments engaging and inviting, even for defeated, defiant, and discouraged kids, including those who may have had negative, contentious, and failure-oriented experiences in the past. For all grade levels and subject areas

Computer Assisted Language Learning For Spanish Oral Proficiency

ABSTRACT COMPUTER ASSISTED LANGUAGE LEARNING FOR SPANISH ORAL PROFICIENCY by MAY RITTA BLUESTEIN December 2017 Advisor: Dr. Jazlin Ebenezer Major: Curriculum and Instruction Degree: Doctor of Philosophy This three-article five-chapter dissertation is focused on improving high school students’ Spanish oral proficiency through computer assisted language learning (CALL) voice-recordings, and examining the effect of the intervention on foreign language anxiety and integrative motivation. The main goals of the study as a whole were to (1) investigate students’ CALL voice-recordings to determine students’ Spanish oral proficiency development, (2) identify significant differences between the experimental and control group in terms of Spanish oral proficiency, anxiety and integrative motivation, and (3) investigate experimental and control students’ perceptions of their Spanish oral proficiency, anxiety and integrative motivation as a result of the CALL voice-recordings and traditional oral assessments, respectively. Overall, the study employed a mixed-methods approach. Article one consisted of an intervention on fourteen Spanish level-two high school students, engaging them in eight successive CALL task voice-recordings, which were transcribed verbatim and translated. The student scores for each of the eight CALL task voice-recordings were collected to assess the development of students’ oral proficiency. A post-intervention focus group interview and self-reflective journals were used to identify the qualitatively differing ways the students perceived their experiences using the CALL curricular unit for developing their Spanish oral proficiency. Articles two and three employed a mixed methods approach, using quantitative measures such as the Foreign Language Anxiety Scale (FLCAS) and the mini-Attitude and Motivation Test Battery (AMTB) to find significant differences in anxiety and integrative motivation between the experimental and control group. FLCAS and mini-AMTB data were collected and analyzed using the Mann-Whitney U tests comparing both groups; anxiety and motivation levels. Qualitative post-focus group interviews were conducted with experimental and control students, and experimental students’ perceptions were written in a self-reflective journal post-study. In article one, the qualitative results of the CALL tasks oral recordings revealed that the students’ Spanish oral language proficiency meaningful output was high, medium, or low. Specific areas of students’ growth in verb conjugation or weakness in pronunciation, expressions and vocabulary, and grammatical structures were also identified. The qualitatively differing ways students perceived CALL task recordings were as follows: anxiety decrease, motivation and confidence increase, and speaking improvement. Friedman’s tests were run to find significant differences in the students’ oral proficiency from one to eight consecutive tasks. The p-values 0.003, 0.007, 0.002, 0.003, and 0.007 of the students’ scores on CALL tasks (2, 4, 5, 6, and 7) respectively, when compared to task 8, show a significant difference. Too, these quantitative results indicate that students’ meaningful output significantly improved by the time they reached the last task. In article two, Mann-Whitney U tests were run to find significant differences in the experimental group’s anxiety in comparison to the control group’s anxiety, both pre-and post study. Pearson correlations were run to find that a strong correlation exists between post-FLCAS scores and students’ achievement, and the results of the post-focus group interviews and self-reflective journals show a decrease in anxiety by the end of the study, corroborating the negative correlation found between anxiety and achievement. In article three, Mann-Whitney U tests were run to find significant differences in the experimental group’s integrative motivation in comparison to the control group’s integrative motivation, both pre- and post-study. Pearson correlations were run to find that a strong correlation exists between post-mini AMTB scores and students’ achievement. The results of the post-focus group interviews, and experimental students’ reflective journals, show an increase in motivation and confidence by the end of the study, corroborating the positive correlation found between integrative motivation and achievement. The results of article one imply CALL task oral recordings accompanied by self-evaluation and teacher feedback help students develop oral proficiency, archive meaningful output, monitor their own learning, and experience lower anxiety, higher motivation, and confidence towards speaking Spanish. Article two implies that increased oral communication experience leads to decreased anxiety, CALL oral tasks specifically help in decreasing anxiety towards speaking, and such decrease in anxiety leads to achievement on other assessments. Finally, article three implies that increased oral communication experience leads to increased integrative motivation, CALL oral tasks specifically help to increase motivation towards speaking, and such increase in motivation leads to achievement on other assessments