The educational situation in Utopia: Why what is, is

In this response to Molly Ware’s review of our 2013 book, John Dewey and Education Outdoors, we extend her suggestion that complexity be regarded as an important, generative force in education reform. Drawing on Dewey’s 1933 Utopian Schools speech, we discuss the “level deeper” that Dewey sought as he criticized the method/subject mater dichotomy, which he saw as an artifact of social class carried forward in the form of a curricular debate rather than a natural source of tension that would be productive to democratic education. Dewey radically argued that learning itself contained similar anti-democratic potential. Eschewing the false child versus curriculum dichotomy, Dewey believed complexity as a catalyst for educational action would be achieved by engaging children in historically formed occupations, harnessing the forces that drive technological and cultural evolution in order to spur interest, effort, and the formation of social attitudes among students. Following Ware, we suggest that reformers should seek to understand at a lever deeper the many sources of complexity they encounter as they both challenge and honor what is

The evolution of experiential learning: Tracing lines of research in the JEE

This essay introduces a collection of past articles from the Journal of Experiential Education (JEE) focused on the concept of experiential learning. It outlines the historical trajectory of the concept beginning with human relations training practices beginning in 1946, as it came to be understood as a naturally occurring psychological process and a grounding for pedagogical reforms. The eight articles included in the issue reflect the way JEE authors have contended with problems arising from the concept’s departure from its origins in practice. We suggest that experiential learning’s evolution into a general theory was accomplished by decoupling it from its roots in a particular social practice and ideology, and then focusing on the concept’s technical problems. It is now important for researchers to revisit assumptions underpinning current theory and practice, situate research on experiential learning in wider practical and scholarly traditions, and develop new vocabularies concerning the relationship between experience and learning in educational programs

Redfield ratios revisited: Removing the biasing effect of anthropogenic CO2

Redfield ratios of remineralization are calculated based on chemical data analysis on isopycnal surfaces. The concentrations of dissolved inorganic carbon used in this study were corrected for the anthropogenic CO2 content as estimated with a back-calculation technique. The corrections increased the apparent carbon remineralization by 25-30%, thus proving important for the reliable estimation of Redfield carbon ratios in the presence of anthropogenic CO2. Best estimates from this study largely confirm the more recently published Redfield ratios of remineralization. The following results were obtained for the latitude range 3-41°N along 20-29°W in the Northeast Atlantic Ocean: Corg: P ratio = 123 ± 10; Corg : N ratio = 7.2 ± 0.8; -O2 :Corg ratio = 1.34 ± 0.06; -O2 : P ratio = 165 ± 15; N: P ratio = 17.5 ± 2.0. These ratios are in close agreement with the average composition of phytoplankton and represent respiration of organic matter consisting on average of 52% protein, 36% polysaccharide, and 12% lipid

Transport Properties of Carbon Nanotube C60_{60} Peapods

We measure the conductance of carbon nanotube peapods from room temperature down to 250mK. Our devices show both metallic and semiconducting behavior at room temperature. At the lowest temperatures, we observe single electron effects. Our results suggest that the encapsulated C$_{60}$ molecules do not introduce substantial backscattering for electrons near the Fermi level. This is remarkable given that previous tunneling spectroscopy measurements show that encapsulated C$_{60}$ strongly modifies the electronic structure of a nanotube away from the Fermi level.Comment: 9 pages, 4 figures. This is one of two manuscripts replacing the one orginally submitted as arXiv:cond-mat/0606258. The other one is arXiv:0704.3641 [cond-mat

The Ursinus Weekly, December 3, 1909

Football number • Credit due coach • The scrubs • Football rules discussed • A review of the football season • Comment • Choral concert • Seminary notes • Personals • Latin-Maths and Math-Phys meet • Slonaker hurt • Football managers electedhttps://digitalcommons.ursinus.edu/weekly/2817/thumbnail.jp

Limitations and Implementation Strategies of Interstage Matching in a 6-W, 28-38-GHz GaN Power Amplifier MMIC

In this article, we summarize the theoretical matching boundaries and show the limitations they implicate for real-world amplifier design. Starting with a common schematic prototype, we investigate the question of how to realize its electrical response in a densely routed, massively parallelized layout. To that end, we develop a comprehensive study on the application of space-mapping techniques toward the design of high-power amplifiers (HPAs). We derive three reference design procedures and compare their performance in terms of convergence, speed, and practicality when laying out a densely routed HPA interstage matching network. Subsequently, we demonstrate the usefulness of the study by designing the networks of a compact three-stage eight-way wideband HPA in the Ka-band. The processed monolithic microwave integrated circuit features a 1-dB large-signal bandwidth of more than 11 GHz (a fractional bandwidth of 32.8%) and thus covers most of the Ka-band with an output power exceeding 6 W in 3 dB of gain compression. This demonstrates the highest combination of power and bandwidth to date using a reactively matched topology in the Ka-band

Joint Recommendations on Reporting Empirical Research in Outdoor, Experiential, Environmental, and Adventure Education Journals

Background: Ongoing changes in academic publishing require periodic updates to research reporting standards in outdoor, experiential, environmental, and adventure education and recreation fields, to maintain quality and relevance. Purpose: This essay interprets recent statements by major educational and psychological associations and applies their guidelines for research reporting to the Journal of Outdoor Recreation, Education, and Leadership (JOREL), the Journal of Outdoor and Environmental Education (JOEE), the Journal of Adventure Education and Outdoor Learning (JAEOL), and the Journal of Experiential Education (JEE). Methodology/Approach: This joint statement was written by editors of the JOREL, JOEE, JAEOL, and JEE to produce guidance for research reporting across these journal platforms. Findings/Conclusions: The associations’ recommendations for reporting qualitative and quantitative research should be considered as guidance for submitting future empirical manuscripts to the JOREL, JOEE, JAEOL, and JEE. Implications: Authors, reviewers, and readers should consult this essay for guidelines on reporting, reviewing, and reading research in the above journals