Translating Normalcy: Tutors Navigating Spaces Between Expectations and Experiences for Non-Traditional Students

Non-traditional students make up a large portion of the current college student population. Mike Rose indicates that the “non-traditional student is becoming the new norm” for higher education, and according to the National Center for Education Statistics, nontraditional students make up “almost 40%” of all students enrolled in higher education (8). This number is slippery, however, as there are different definitions of non-traditional students. The National Center for Education Statistics defines non-traditional students as students who have had at least a five-year break in their education (National). Sometimes financial independence or high school-related experiences are the guides for this label, which includes those who have a GED, were homeschooled, or have an international schooling background (Hess, National). At my institution, non-traditional students are classified as students over the age of 25, and they make up 37% of our student population.University Writing Cente

Caring, sharing widgets: a toolkit of sensitive widgets

Although most of us communicate using multiple sensory modalities in our lives, and many of our computers are similarly capable of multi-modal interaction, most human-computer interaction is predominantly in the visual mode. This paper describes a toolkit of widgets that are capable of presenting themselves in multiple modalities, but further are capapble of adapting their presentation to suit the contexts and environments in which they are used. This is of increasing importance as the use of mobile devices becomes ubiquitous

Large scale emergent properties of an autocatalytic reaction-diffusion model subject to noise

The non-equilibrium dynamic fluctuations of a stochastic version of the Gray-Scott (GS) model are studied analytically in leading order in perturbation theory by means of the dynamic renormalization group. There is an attracting stable fixed point at one-loop order, and the asymptotic scaling of the correlation functions is predicted for both spatial and temporally correlated noise sources. New effective three-body reaction terms, not present in the original GS model, are induced by the combined interplay of the fluctuations and nonlinearities.Comment: 13 pages, 2 figure

Anisotropic valence-->core x-ray fluorescence from a [Rh(en)3][Mn(N)(CN)5]·H2O single crystal: Experimental results and density functional calculations

High resolution x-ray fluorescence spectra have been recorded for emission in different directions from a single crystal of the compound [Rh(en)3][Mn(N)(CN)5]·H2O. The spectra are interpreted by comparison with density functional theory (DFT) electronic structure calculations. The Kbeta[double-prime] line, which is strongly polarized along the Mn–N axis, can be viewed as an N(2s)-->Mn(1s) transition, and the angular dependence is understood within the dipole approximation. The so-called Kbeta2,5 region has numerous contributions but is dominated by Mn(4p) and C(2s)-->Mn(1s) transitions. Transition energy splittings are found in agreement with those of calculated occupied molecular orbitals to within 1 eV. Computed relative transition probabilities reproduce experimentally observed trends

Hydrogen environment embrittlement of astroloy and Udimet 700 (nickel-base) and V-57 (iron-base) superalloys

The sensitivity to hydrogen environment embrittlement of three superalloys was determined. Astroloy forgings were resistant to embrittlement during smooth tensile, notched tensile, and creep testing in 3.5-MN/sq m hydrogen over the range 23 to 760 C. The notched tensile strength of Udimet 700 bar stock in hydrogen at 23 C was only 50 percent of the baseline value in helium. Forgings of V-57 were not significantly embrittled by hydrogen during smooth tensile testing over the range 23 to 675 C; creep and rupture lives of V-57 were degraded by hydrogen. Postcreep tensile ductility of V-57 was reduced by 40 percent after creep exposure in hydrogen

Finding an identity and meeting a standard : connecting the conflicting in teacher induction

This article has the apparently contradictory aims of describing a discourse of new teachers that is at odds with the policy-derived competence-based discourse of the professional standard for teachers, but of also seeking to find some points of connection that may help start a dialogue between policy and research. The experience of new teachers is conceptualized as personal stories of identity formation with a clear emotional-relational dimension and a sense of self and intrinsic purpose in which others, especially colleagues and children, are central - themes not visible in the standard. The empirical context is that of new teachers in Scotland but the argument is supported through a wider literature that extends beyond the traditional limits of teacher education, drawing on, for example, notions of self-identity, pure relationship and ontological security in the work of Giddens. Whether a more constructive dialogue can begin depends partly on the extent to which the formal standard can be expected to capture the complex, personal nature of the beginner's experience, and partly on the possibility of research identifying particular areas of competence, such as understanding difference, that connect in some way to the standard

Young Member Programs for Cooperatives

The overall objective of this study is to provide cooperative decision makers with effective strategies for developing young member programs in local cooperatives. To accomplish this, the study sets out to determine: (1) the range and scope of young member programs and activities utilized by a sample of local cooperatives, (2) the relationship of young member programs and activities to the legislative system of local cooperatives, (3) the factors that block integration of young member programs and activities into local cooperatives and (4) the organizing procedures that help stimulate the development of young member programs and activities.Cooperative, young member, education, program, participation, Agribusiness,