Symmetric spectra

The long hunt for a symmetric monoidal category of spectra finally ended in success with the simultaneous discovery of the third author's discovery of symmetric spectra and the Elmendorf-Kriz-Mandell-May category of S-modules. In this paper we define and study the model category of symmetric spectra, based on simplicial sets and topological spaces. We prove that the category of symmetric spectra is closed symmetric monoidal and that the symmetric monoidal structure is compatible with the model structure. We prove that the model category of symmetric spectra is Quillen equivalent to Bousfield and Friedlander's category of spectra. We show that the monoidal axiom holds, so that we get model categories of ring spectra and modules over a given ring spectrum.Comment: 77 pages. This version corrects some errors in the section on topological symmetric spectr

Content and Language Integrated Learning for First and Second Year University Students - Aspirations, Challenges and Solutions

This paper offers an overview of two modules from the Centre for English Language Communication, National University of Singapore. These belong to a programme entitled the Ideas and Exposition Modules (IEM) and they pertain to a content and language integrated learning (CLIL) approach. The courses and some of the main learning objectives are explained. These are critical thinking abilities; research skills; and academic study skills. It is surmised that these are useful for all students independent of their academic discipline. The challenges that the lecturer and students face during the courses are also presented. These challenges often arise because students are from different educational cultures and academic disciplines, and as a result, classes tend to be comprised of students with mixed interests, English language levels and academic research and writing experience. Students also tend to vary in their abilities to think critically and work independently. The first section in this paper looks at the educational context of the IEM courses; the second, presents the core learning outcomes aspired to; the third, examines the challenges faced and how these are met by the tutor and students taking the courses. The final section offers a brief overview of the paper and considers the future for this genre of course, particularly how students benefit from a more student-centered, individualized educational practice today

ENHANCING PRE-SERVICE TEACHER TRAINING: THE CONSTRUCTION OF AN ONLINE MODEL TO DEVELOP REFLECTIVE PRACTICE

Abstract. The thesis explored and analyzed an online virtual learning environment (VLE) as a vehicle for facilitating the reflective capabilities of third year pre-service ESOL teacher trainees during field experience block practice. This period was chosen for the study because it is an important time during which neophytes are encouraged, through reflection, to connect theory and practice by applying the learning from their Bachelor of Education tertiary programs to the dynamics of their classroom experiences. The VLE was selected because of the potential benefits of the asynchronous, collaborative discussion forums as a platform on which reflections could be posted and shared. Using action research methodology over eighteen months, three case studies were conducted and a model which could scaffold trainee online reflections constructed. This model entails trainees applying a well-known reflective practice development tool from Argyris and Schön (1978) to enable them to conduct their own small-scale action research projects based on their practicum experiences. It is also designed to facilitate critical thinking that examines events from different perspectives. Findings suggest that trainees could apply the initial single loop learning cycle to their work and report on the outcomes of this. They also suggest that neophyte reflections are improved through online collaboration and asynchronous communication. Thus, the online virtual learning environment can be an effective vehicle for facilitating reflective practice during practicum. However, more research in this field is required as despite these positive results, deeper levels of reflection attempting to apply the second or double loop learning cycle were found to be relatively rare, even when those interactions were co-constructed using tutor Socratic dialogue to guide participant thinking processes. The study concludes by arguing that there is a strong case for this kind of research as it provides trainee teachers with a virtual space to exploit the opportunities that arise during block practice for reflective practice capability development

Establishing the relationship of inhaler satisfaction, treatment adherence, and patient outcomes : A prospective, real-world, cross-sectional survey of US adult asthma patients and physicians

Date of Acceptance: 26/06/2015 Acknowledgements The disease-specific program, on which the analyses were based, was designed and run by Adelphi Real World. The program was supported by a number of pharmaceutical companies, including Meda Pharmaceuticals. This specific analysis, together with this publication, was supported by Meda Pharmaceuticals. The decision to publish was made jointly by all authors cited. Medical writing support and literature searching was provided by Carole Alison Chrvala, PhD of Health Matters, Inc.Peer reviewedPublisher PD

English Language Literacy Development in Deaf Individuals: The Role of Environmental Factors

Learning to read and write plays a significant role in children\u27s linguistic and cognitive development. However, prelingually deaf children born into hearing families face immense linguistic, social, and emotional obstacles in the acquisition of reading and writing skills (Swisher,1989). This research was carried out to gain first hand information on the nature of literacy acquisition by deaf individuals. A case study approach was employed in order to investigate factors contributing to two prelingually deaf adults\u27 acquisition of literacy in English. Findings from this study showed the significance of the home and school settings as learning environments which either enhanced or hindered the development of reading and writing skills. Suggestions based these findings are discussed for caregivers and educators of deaf students

Aquaponics: A Sustainable Food Production System That Provides Research Projects for Undergraduate Engineering Students

Aquaponics is a closed-loop, recirculating water system in which plants and fish grow together mutualistically. Aquaponics resembles a natural river or lake basin in which fish waste serves as nutrients for the plants, which in turn clean the water for the fish. Tilapia and salad greens or herbs are common fish and plants grown in an aquaponics system. The external inputs to an aquaponics system are fish food, minimal amount of water, and energy for lighting and heating the water for the fish and plants. Aquaponics is a sustainable, efficient system to raise fish protein and vegetables for human consumption. Aquaponics systems can be located anywhere in the world where there is adequate energy with a minimal amount of water. Aquaponics is particularly suited to arid climates because it uses much less water to grow plants than soil-based systems. In fact, the only water that is lost is evaporation and transpiration from the plants. Although the field of aquaponics is growing world-wide, the capital and operational costs of producing the plants and fish have not been quantified intensively in the peer-reviewed literature. The relationship between the amount of external energy (fish food plus energy for light and heat) to the output (weight of fish and plants) has not been measured well for aquaponics units in temperate climates. The lack of quantification of the input-output has suppressed aquaponics progress because it is difficult to compare the cost of fish and salad greens grown with aquaponics and conventional methods, such as aquaculture and soil-based methods. The diverse nature of aquaponics and the need to quantify the relationship between input-output presents opportunities for research projects for undergraduate engineering students in Mechanical, Electrical, and Civil Engineering. The following are examples: Sensors: What type of sensors are ideal to measure air and water temperature, water PH, dissolved O2, and nitrates? Thermodynamics: What type of water heating system is most efficient to maintain desirable water and air temperature? Water Quality: What are the optimal methods to filter out the solid fish waste (feces) and introduce necessary bacteria into the system? Hydraulics: What size of pump and diameter of pipe are needed to maintain optimal flow rate? System Design: What are the optimal ratios between fish tank volume and grow area volume? What is the optimal drop in water level between components to utilize the gravity system? Marquette University College of Engineering is building a laboratory to conduct aquaponics research. The design of the system along with the lessons learned will be presented, along with a detailed list of specific projects for engineering students. Lessons learned from this research will aid the development of aquaponics in temperate climates but also possibly in subtropical and tropical region

Applying semantic gravity wave profiles to develop undergraduate students' academic literacy

This study draws on Legitimation Code Theory (LCT), particularly semantic gravity waving, as a strategy for academic literacies practitioners to conceptualise how knowledge in their field might be organised and presented. Students can be guided to notice meanings related to context-dependency at the discourse and lexico-grammatical levels through the presentation of semantic gravity waving profiles. For this study, semantic gravity waving profiles have been found useful for explaining the rationale of a genre pedagogy approach, the structure of an Introduction-Method-Results-Discussion (IMRD) genre, and teaching both lexical coherence for a theoretical framework section, and accurate use of determiners with non-count abstract nouns such as “research”. Therefore, semantic gravity profiling seems to provide explanatory power as a pedagogical tool in the classroom. Findings from a mixed method survey with sixty students as well as extracts from student texts before and after semantic gravity waving profile pedagogical interventions are provided