5,222 research outputs found
Ecocriticism on the Edge: The Anthropocene as a Threshold Concept by Timothy Clark
Review of Timothy Clark\u27s Ecocriticism on the Edge: The Anthropocene as a Threshold Concept
Religion and Ecology: Developing a Planetary Ethic by Whitney A. Bauman
Review of Whitney A. Bauman\u27s Religion and Ecology: Developing a Planetary Ethic
On duality and reflection factors for the sinh-Gordon model
The sinh-Gordon model with integrable boundary conditions is considered in
low order perturbation theory. It is pointed out that results obtained by
Ghoshal for the sine-Gordon breather reflection factors suggest an interesting
dual relationship between models with different boundary conditions. Ghoshal's
formula for the lightest breather is checked perturbatively to in
the special set of cases in which the symmetry is maintained.
It is noted that the parametrisation of the boundary potential which is natural
for the semi-classical approximation also provides a good parametrisation at
the `free-fermion' point.Comment: 17 pages, harvmac(b
Boundary breathers in the sinh-Gordon model
We present an investigation of the boundary breather states of the
sinh-Gordon model restricted to a half-line. The classical boundary breathers
are presented for a two parameter family of integrable boundary conditions.
Restricting to the case of boundary conditions which preserve the \phi -->
-\phi symmetry of the bulk theory, the energy spectrum of the boundary states
is computed in two ways: firstly, by using the bootstrap technique and
subsequently, by using a WKB approximation. Requiring that the two descriptions
of the spectrum agree with each other allows a determination of the
relationship between the boundary parameter, the bulk coupling constant, and
the parameter appearing in the reflection factor derived by Ghoshal to describe
the scattering of the sinh-Gordon particle from the boundary.Comment: 16 pages amslate
Threshold concepts in literary studies
This essay proposes a series of âthreshold conceptsâ for literary studies: text, meaning, context, form, and reading. Each term carries both commonsense understandings and disciplinary understandings, which differ from each other drastically. The disciplinary understandings entail far âmoreâ than the commonsense ones. Unless such differences are named and explained clearly, unacknowledged commonsense understandings may hinder students ability to learn equally unacknowledged disciplinary understandings. The naming and describing of such contrasting sets of understandings and of the differences between them is an act of disciplinary introspectionâa scholarly and pedagogical act vital for understanding and teaching any complex body of knowledge. In addition to proposing threshold concepts for literary studies specifically, then, this essay encourages and offers a model for teacher-scholars in any discipline to undertake the same disciplinary work
Attending to the Act of Reading: Critical Reading, Contemplative Reading, and Active Reading
How students read influences how they learn. In particular, in order for students to learn to read more deeply or on a /oig/oer level, they need to learn to read actively. While many scholars and teachers appear to take active reading for granted, possibly assuming students will come into such âstudy skillsâ on their own, I propose that we should make concerted efforts to help students understand and adopt such habits as underlining, writing comments in the margins, asking questions, rereading, and so forth. In this essay, I survey recent work on critical reading, contemplative reading, and active reading and present a set of practices for teaching active reading
63/12/18 Indictment for Carrying Concealed Weapons (for John W. Terry & Richard D. Chilton)
John W. Terry and Richard D. Chilton\u27s indictment for carrying concealed weapons, filed 12/18/1963
\u3cb\u3ePersonal Reflection:\u3c/b\u3e Teaching in the Shadow of a Dead God
Excerpt: Potter (2013) argues that even though many college teachers have adopted constructivist practices and perspectives, the âfoundationsâ of Western higher education remain objectivist through and through. In the title metaphor of his essay, âobjectivismâ is the dead god. Constructivism killed it conceptually. But materially and ideologically speaking, its shadow still hangs over everything we do. While we work to deeply engage learners in their own learning, the structures and infrastructures of our institutions assume a superficial understanding of learning and thereby undermine our efforts
Scaffolding Critical Reading
Teachers in any discipline where reading matters should practice a robust scaffolding pedagogy to teach critical reading, in contrast to the more common but less direct approaches that often leave students to learn or not learn these skills themselves. In this essay, I describe how to adapt established methods for teaching writing (including templates) to teaching reading. To answer critics who might find the approach too âreductive,â I turn to scaffolding theory, which calls for purposefullyâbut temporarilyâreductive teaching. Finally, I present qualitative and quantitative evidence from three years of an American literature course to show how a scaffolding approach can help students read critically
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