Vapor phase growth technique and system for several 3-5 compound semiconductors Quarterly technical report

Vapor phase growth technique and system for group 3A and 5A compound semiconductor

Rex E. Lee Conference on the Office of the Solicitor General of the United States: Clinton II Panel

I will say a few words about Dickerson, both because Michael has made it impossible not to and also because in some ways it represents the very best about how all of the wonderful, tried-and-true processes of the SG\u27s Office ought to work. Dickerson was very much like the other case that Michael talked about (which is one of, I think, two significant privilege controversies which the Independent Counsel laid on our doorstep). These cases may have appeared to the outside world as paradigmatically cases in which we would be hearing from the White House, or talking to the White House, or thinking about things other than the long-term institutional interests of the United States. But absolutely nothing of the sort ever happened, nor was any effort made by any political person to intrude in our decision-making policy

Vapor phase growth technique and system for several III-V compound semiconductors Interim scientific report

Vapor phase growth method for single crystalline preparation of gallium nitride, gallium arsenide alloy, and gallium antimonide allo

Supporting induction: relationships count

This article examines the structural changes to the induction of teachers in Scotland using the perceptions of a group of final year student teachers. This group would be the first probationer teachers to experience revised arrangements for new teacher induction in 37 years. Their preferences and concerns are highlighted, as the new procedures roll out in schools nationwide, in an attempt to stress the importance of relationships to the success of the induction scheme. The argument put forward in this article is based on the notion that personal intelligence is central to effective relationships and therefore crucially important in the context of this mentoring relationship. The views of our sample provide evidence to suggest that the quality of interactions between the mentor and the probationer teacher are paramount in providing a good induction experience. These views are substantiated by experiences in England and in induction literature elsewhere. A synthesis of this evidence is used to make recommendations for those involved in supporting induction in schools, local authorities or teacher education institutions

High-Resolution Modeling of Multiscale Transient Phenomena in Turbulent Boundary Layers

High fidelity numerical simulation of wall-bounded turbulence requires physically sound representation of the small scale unsteady processes governing near-wall momentum, heat, and mass transfer. Conventional wall treatments do not capture the diverse multiphysics flow regimes relevant to engineering applications. To obtain a robust yet computationally affordable near-wall submodel for turbulent flow computations, the fine-grained spatial structure and time evolution of the near-wall flow is simulated using a model formulated on a 1D domain corresponding to the wall-normal direction. This approach captures the strong variation of flow properties in the wall-normal direction and the transient interactions between this highly inhomogeneous region and the more nearly homogeneous (at fine scales) flow farther from the wall. The 1D simulation utilizes the One Dimensional Turbulence (ODT) methodology, whose formulation for the present application is described in detail. Demonstrations of ODT performance with regard to aspects of flow physics relevant to near-wall flow modeling are presented. The coupling of ODT to a large eddy simulation (LES) of confined turbulent flow is described, and the performance of the coupled formulation is demonstrated. It is concluded that this formulation has the potential to provide the fidelity needed for engineering applications at an affordable computational cost

The Hidden Curriculum of Veterinary Education: Mediators and Moderators of Its Effects

The “hidden curriculum” has long been supposed to have an effect on students' learning during their clinical education, and in particular in shaping their ideas of what it means to be a professional. Despite this, there has been little evidence linking specific changes in professional attitudes to the individual components of the hidden curriculum. This study aimed to recognize those components that led to a change in students' professional attitudes at a UK veterinary school, as well as to identify the attitudes most affected. Observations were made of 11 student groups across five clinical rotations, followed by semi-structured interviews with 23 students at the end of their rotation experience. Data were combined and analyzed thematically, taking both an inductive and deductive approach. Views about the importance of technical competence and communication skills were promoted as a result of students' interaction with the hidden curriculum, and tensions were revealed in relation to their attitudes toward compassion and empathy, autonomy and responsibility, and lifestyle ethic. The assessment processes of rotations and the clinical service organization served to communicate the messages of the hidden curriculum, bringing about changes in student professional attitudes, while student-selected role models and the student rotation groups moderated the effects of these influences

Co-operative learning and adaptive instruction in a mathematics curriculum

The AGO 12 to 16 Project (the acronym AGO stands for the Dutch equivalent of 'Adaptive Instruction and Co-operative Learning') seeks to develop and evaluate a mathematics curriculum which is suitable for mixed-ability groups in secondary education. The research questions we will address here are, first, whether this curriculum is feasible and effective, and, second, what effects, if any, the context variables time and mean cognitive level of the class have on learning. Many mathematics programmes make insufficient allowance for the differences in intellectual ability that exist in mixed-ability classes. In order to change this situation we developed a mathematics curriculum with adaptive qualities. The evaluation of the experimental curriculum was carried out in two stages. During the first stage the curriculum was used at two schools with the aim of investigating the feasibility of the programme. Experience with the implementation of the programme led to some improvements in the experimental materials. By and large the AGO model appeared to be feasible in secondary classrooms. In the second stage, which was on a large scale, the focus was on the effectiveness of the programme. Six hundred students, 13 teachers and six schools were involved in the research. Teachers in the experimental group were trained in AGO methods and in implementing the new AGO curriculum. Teachers in the control groups worked with the existing programme following their usual methods of teaching. The main conclusion of the study is positive. The AGO model as a whole proved to be practical and effective in learning mathematics. The AGO model has a positive effect on the intercept, which means that the mean scores of AGO classes are higher than the mean scores of non-AGO classes. It may be concluded that, on the average, students benefit from learning in AGO classes as compared with non-AGO classes. AGO does not increase or decrease the differences between students in the same class. As expected, positive effects of two context variables were found: (1) the total amount of time spent in class covering the mathematical content and (2) class composition as indicated by the mean pretest score (aptitude) of the class

Treatment of hallux valgus by modified McBride procedure: a 6-year follow-up

PubMed ID: 20505975Background Surgical decision-making was reevaluated by comparison with an algorithm designed to analyze treatment of hallux valgus deformities. Materials and methods A modified McBride procedure was performed on 52 feet of 35 patients with hallux valgusdeformity. From this series, 36 feet of 21 patients were evaluated preoperatively, early postoperatively, and late postoperatively by means of subjective evaluation and clinical and radiological findings. Results The hallux valgus angle preoperatively, early postoperatively, and late postoperatively was 32.7 ± 8.5°, 10.1 ± 6.9°, and 20.6 ± 9.5°, respectively. Hallux valgus recurrence of 72.2% was observed. Subjective results were better and the patients rated their satisfaction with the procedure as excellent or high in 23 cases (63.9%) and moderate, low, or unsatisfactory in 13 cases (36.1%). Conclusions This level of patient satisfaction demonstrates that the McBride procedure is an efficient approach for eliminating pain due to hallux valgus deformity. © The Author(s) 2010

The Future of American Sentencing: A National Roundtable on Blakely

In the wake of the dramatic Supreme Court decision in Blakely v. Washington, Stanford Law School convened an assembly of the most eminent academic and professional sentencing experts in the country to jointly assess the meaning of the decision and its implications for federal and state sentencing reform. The event took place on October 8 and 9, just a few months after Blakely came down and the very week that the Supreme Court heard the arguments in United States v. Booker and United States v. Fanfan, the cases that will test Blakely\u27s application to the Federal Sentencing Guidelines. Thus the Roundtable offered these experts an intellectual breathing space at a crucial point in American criminal law. The event was built around six sessions, with shifting panels of participants doing brief presentations on the subject of the session, and with others then joining in the discussion. We are pleased that FSR is able to publish this version of the proceedings of the event-a condensed and edited transcript of the sessions