The Metal-Insulator Transition in the Hubbard Model at Zero Temperature II

We study the metal-to-insulator transition of the Hubbard model at zero temperatures in infinite dimensions. The coexistence of metallic and insulating solutions for a finite range of the interaction is established. It is shown that the metallic solution is lower in energy for any interaction in the coexistence region and that the transition is of second order.Comment: 12 pages, revte

Cold molecular welding study in ultra-high vacuum Final report, 8 Oct. 1964 - 17 Dec. 1965

Cold molecular welding in ultrahigh vacuum of metals for use in Apollo projec

The Interplay of Emotion, Cognition, and Learning in the Language Classroom

Challenge Statement Emotions are inextricably linked to our actions, behaviors, and dispositions. To promote deeper learning, emotion and cognition must be in sync to maximize learning. How can we connect our learners’ emotions in ways that fully capitalize on the interplay with cognition and engages them in the language learning process? Abstract This article seeks to broaden the discourse on world language teaching to take a more holistic view of learning and teaching that supports and promotes the integration of feeling and thinking. A summary of the research on the role of emotions in learning is documented and classroom examples are provided that demonstrate ways to integrate emotional learning designed to optimize language learning. When positive emotions are activated, learners allocate more cognitive effort to the learning tasks and display a greater sense of efficacy. By creating a positive, caring classroom climate filled with meaningful and challenging learning tasks, learners can experience a sense of joy of learning

Learner Ownership of Learning

Developing learners’ ability to manage their own learning is integral to building language proficiency and requires that learners clearly understand what they are learning and why they are learning it (Little, Dam & Legenhausen, 2017). There is general agreement that autonomous learners accept responsibility and take ownership for their own learning, share in identifying learning goals, actively and positively engage in learning tasks, and reflect on and evaluate their own learning (Holec 1981, Little 1991). When learners are actively engaged in the learning process, motivation is ensured, and temporary challenges and setbacks in language learning can be overcome. This issue of The Language Educator addresses questions such as: What are the key factors in developing ownership in language learning? What does it mean to be an autonomous learner? What are the key principles that undergird autonomous learning? How does a teacher create learner ownership in the language learner? How do we position learners to think about their own learning and make connections inside and outside the classroom to monitor their learning development? Why and how does learner ownership build and sustain motivation in learners to increase language proficiency

Concerning the Ministry of the Church

The editorial committee had hoped to publish this article in the February issue of this journal as a companion article to the one by H. G. Brueggemann, The Public Ministry in the Apostolic Age. February issue, 1951. Circumstances beyond the control both of the editorial committee and of the author made it impossible to carry our this plan

Macrophyte-macroinvertebrate interactions in a lentic ecosystem and the effect of fluridone treatment to control Myriophyllum spicatum L.

Myriophyllum spicatum L. is an exotic macrophyte that can become pestiferous in lentic ecosystems. Two field studies were conducted to investigate: 1) epiphytic macroinvertebrates associated with M. spicatum and native macrophytes; and 2) epiphytic macroinvertebrate community response to fluridone treatment for M. spicatum control. In the first study evaluating epiphytic macroinvertebrates associated with M. spicatum and native macrophytes, triplicate samples were collected at three sites in both Auburn and Zumbra Lakes, Minnesota, USA. One site in each lake contained primarily M. spicatum, the second site contained M. spicatum and native vegetation, and the third site was dominated by native vegetation. Mean macroinvertebrate taxa richness, total density and biomass were significantly higher in Auburn Lake than at corresponding sites in Zumbra Lake on most dates. Several significant differences in mean epiphytic macroinvertebrate taxa richness, total density and biomass were observed among the sites within both Auburn and Zumbra Lakes. However, these differences followed no apparent trend suggesting that epiphytic macroinvertebrates do not selectively colonize any of the macrophyte assemblages studied in Auburn or Zumbra Lakes. The second study evaluated the secondary effects of fluridone treatment for M. spicatum control on epiphytic macroinvertebrate communities. Sites in Zumbra Lake, Minnesota were compared before and after fluridone application. One site contained predominantly M. spicatum, the second contained a mixture of M. spicatum and native vegetation, and the third possessed predominantly native vegetation. Triplicate macroinvertebrate samples were taken at 1 and 2 m depths at each sample site. Samples were taken before treatment in July, August and September, 1993, and after the May 23, 1994 fluridone treatment (24 µg/L) in July, August and September, 1994 and 1995. Following herbicide application a decrease in macrophyte species richness and biomass at each site was associated with significant decreases in epiphytic macroinvertebrate mean taxa richness, densities and biomass

Learner Ownership of Learning

Developing learners’ ability to manage their own learning is integral to building language proficiency and requires that learners clearly understand what they are learning and why they are learning it (Little, Dam & Legenhausen, 2017). There is general agreement that autonomous learners accept responsibility and take ownership for their own learning, share in identifying learning goals, actively and positively engage in learning tasks, and reflect on and evaluate their own learning (Holec 1981, Little 1991). When learners are actively engaged in the learning process, motivation is ensured, and temporary challenges and setbacks in language learning can be overcome. This issue of The Language Educator addresses questions such as: What are the key factors in developing ownership in language learning? What does it mean to be an autonomous learner? What are the key principles that undergird autonomous learning? How does a teacher create learner ownership in the language learner? How do we position learners to think about their own learning and make connections inside and outside the classroom to monitor their learning development? Why and how does learner ownership build and sustain motivation in learners to increase language proficiency