Soliton complexes in dissipative systems: vibrating, shaking and mixed soliton pairs

We show, numerically, that coupled soliton pairs in nonlinear dissipative systems modeled by the cubic-quintic complex Ginzburg-Landau equation can exist in various forms. They can be stationary, or they can pulsate periodically, quasiperiodically, or chaotically, as is the case for single solitons. In particular, we have found various types of vibrating and shaking soliton pairs. Each type is stable in the sense that a given bound state exists in the same form indefinitely. New solutions appear at special values of the equation parameters, thus bifurcating from stationary pairs. We also report the finding of mixed soliton pairs, formed by two different types of single solitons. We present regions of existence of the pair solutions and corresponding bifurcation diagrams

Developing Functional Standards as a Means to Greater Accessibility in NFA-LD

A consistent theme of debate league innovation and alternatives has been the attempt at an increased focus on substantive argument along with increased accessibility to the activity. The National Forensic Association\u27s Lincoln-Douglas Debate (NFA-LD) is one of the more recent responses to the desire for an event which promotes topic specific argumentation, at a reasonable rate of delivery, which is accessible to students with no formal debate experience. NFA-LD\u27s approach provides a reference point for examining the interaction of the league and event structure in the context of the desire for less speed, more substance, and, more accessibility. The argument I will pursue is, first, defining a specific paradigm for judging was an excellent first step toward the above mentioned goals. And, second, there is still a need for a league-wide forum to specify and disseminate this paradigm. This development, in the specific situation of NFA-LD as well as debate leagues in general, shifts paradigmatic argumentation to the organizational level, at which it belongs. The pressure to speed is reduced. And, finally, accessibility is increased as both debaters and judges are not required to argue procedural, or paradigmatic, theory in rounds. I will trace this progression through three scenarios--a no-holds-barred format, the NFA-LD model and a modified version of NFA-LD, incorporating a league-wide forum on procedural/paradigmatic definition. At each step, paradigmatic argumentation is moved further away from individual rounds and closer to league-wide consideration

Dramatic Criticism: Its Place in the American Theater and a Discussion of Its Exponents

Criticism is as essential to the theater as it is to literature, art or music. It is a connecting link between the theater and the theater-goer. Most authorities today concede that without criticism the theater would wane in popularity

The One-Stop Shop: Beyond Estate Planning

An investigation of the special needs of the elderly looks to expand the current practice of conventional estate planning beyond the creation of trusts and wills into an innovative business providing holistic life plans and services to address all the needs of aging

The One-Stop Shop: Beyond Estate Planning

An investigation of the special needs of the elderly looks to expand the current practice of conventional estate planning beyond the creation of trusts and wills into an innovative business providing holistic life plans and services to address all the needs of aging

Effects of a Multimedia Shared Story on Comprehension of an Employee Handbook

Employment outcomes for individuals with intellectual disability (ID) continue to be among the lowest reported (Migliore, Butterworth, & Hart, 2009; Siperstein, Parker, & Drascher, 2013). Literacy skills are critical for obtaining employment and for supporting continued success in the workplace (Conceição, 2016), but individuals with ID typically have very low literacy levels (Katims, 2000). Limited research has been conducted on literacy skill development for young adults with ID, particularly on work-related texts such as employee handbooks. Research supports the use of shared stories on adapted age-appropriate texts for students with significant cognitive disabilities, including those with ID (Hudson & Test, 2011; Shurr & Taber-Doughty, 2012; Spooner, Kemp-Inman, Ahlgrim-Delzell, Wood, & Davis, 2015), but these studies primarily focused on elementary or middle school students. Very little research on shared stories has been conducted with older students with ID (ages 18 and up). These students may have access to functional academic instruction, such as accessing real-world texts, within high school, vocational programs, and postsecondary education programs found in colleges and universities. Participation in university-based postsecondary education programs for young adults with ID have demonstrated improved competitive employment outcomes for this population, with 82% of the students working jobs that paid at or above minimum wage (Grigal & Hart, 2013). Functional academic instruction, such as literacy skill development, within these programs has successfully included the incorporation of technology to access or supplement the intervention (Evmenova, Behrmann, Mastropieri, Baker, & Graff, 2011; McMahon, Cihak, Wright, & Bell, 2016). The purpose of this study was to examine the effects of a multimedia shared story using speech-to-text technology on the text comprehension skills of college students with ID. This intervention included the use of systematic instruction to provide error correction instruction for correctly answering comprehension questions about the text of an adapted employee handbook. This study used a multiple probe across participants design to measure the effectiveness of the intervention across three sections of the employee handbook as well as demonstration of three performance tasks related to the readings. This research seeks to extend the literature by investigating the effects of this literacy treatment package on the participants’ comprehension of the text and their ability to transfer that knowledge into a practical demonstration of related work tasks. Results indicated that three of the four participants improved in their overall correct responses to the multiple-choice questions and were able to maintain their levels of response during maintenance. One participant did not have a significant change in number of correct responses. Two of the participants were able to generalize the Safety Skills performance task. One participant generalized the intercom task. Most of the steps of the handwashing task were generalized by all three participants, but they never successfully completed one of the steps in this task. The participants, program director, and potential employer all found the intervention to be effective and relevant for the participants

Challenge Based Integrated Brand Promotions Project

The Integrated Textile and Apparel Promotions course examines the utilization of textile brand marketing communication and promotion tools to build, maintain, or expand a brand\u27s value in the textile complex. To improve the students’ understanding and application of the course concepts, the instructor developed an Integrated Brand Promotions (IBP) Challenge Project that incorporated business, creative and presentation skills to address timely industry issues through challenge based learning. This innovative project allowed students to work in agency teams to develop an integrated brand promotions campaign for an industry “client”