A study of alternating current arcs

The purpose of this paper is to attempt a theoretical investigation of the conditions existing in the gap between electrodes of a short alternating current arc immediately after the current passes through its zero value and to apply a recently developed thttp://archive.org/details/astudyoflternati1094531605U.S. Navy (U.S.N.) author

The influence of response mode on learning from a programmed text

The purpose of this study was (1) to compare the test scores of sub-groups within the experimental group who responded to the frames in the programmed text, English 2600, by writing,· speaking or thinking; (2) to compare the scores of the experimental group with those of the population from which the sample was drawn on the final test from the English 2600 text; and (3) to compare the scores of the experimental group with those of the population . from which the s ample was drawn on the Cooperative English Test Form 2c. Approximately two weeks prior to the end of the experiment, permission was given by the administration of Stockton College to administer the final test of the English 2600 programmed text to the population. The instructors appeared to cooperate because they wished to compare the programmed method to their own instructional method

Nonadiabatic extension of the Heisenberg model

The localized states within the Heisenberg model of magnetism should be represented by best localized Wannier functions forming a unitary transformation of the Bloch functions of the narrowest partly filled energy bands in the metals. However, as a consequence of degeneracies between the energy bands near the Fermi level, in any metal these Wannier functions cannot be chosen symmetry-adapted to the complete paramagnetic group M^P. Therefore, it is proposed to use Wannier functions with the reduced symmetry of a magnetic subgroup M of M^P [case (a)] or spin dependent Wannier functions [case (b)]. The original Heisenberg model is reinterpreted in order to understand the pronounced symmetry of these Wannier functions. While the original model assumes that there is exactly one electron at each atom, the extended model postulates that in narrow bands there are as many as possible atoms occupied by exactly one electron. However, this state with the highest possible atomiclike character cannot be described within the adiabatic (or Born-Oppenheimer) approximation because in the (true) nonadiabatic system the electrons move on localized orbitals that are still symmetric on the average of time, but not at any moment. The nonadiabatic states have the same symmetry as the adiabatic states and determine the commutation properties of the nonadiabatic Hamiltonian H^n. The nonadiabatic Heisenberg model is a purely group- theoretical model which interprets the commutation properties of H^n that are explicitly given in this paper for the two important cases (a) and (b). There is evidence that the occurrence of these two types of Wannier functions in the band structure of a metal is connected with the occurrence of magnetism and superconductivity, respectively

Workshop: Bloom\u27s Taxonomy Analysis Software

This workshop provides participants the opportunity to discuss their course objectives in accordance with the parameters suggested by Bloom. Bloom’s Taxonomy is established, well-known, comprehensive, hierarchical in design and contains action verbs which succinctly describe learning outcomes. When educators develop instructional objectives, they are typically asked to categorize or label each one according the Bloom’s level of cognitive complexity. It provides educators with a common frame of reference that clarifies various types of learning outcomes. It illustrates the wide array of learning outcomes that can be included in any given instructional area. Of primary importance is the development of learning objectives and the measures to determine accomplishment of those objectives. Participants are invited to bring course objectives in both print and digital formats. If desired, course objectives may be discussed and evaluated for compliance with Bloom’s BCD (behavior, condition, degree) format. Additionally, software designed to analyze the course objectives’ level within Bloom’s cognitive domain will be demonstrated and participants will be encouraged to have their course objectives analyzed using this technology. This software technology was developed by Baker and Papp and is a continuation of studies previously presented at SAIS and other conferences

Evaluating Critical Success Factors of Distributed Learning

Distributed learning presents universities and colleges with the ability to expand their reach into new markets and stay competitive and relevant in this dynamic information-based global economy. Through the effective use of distributed learning tools, location and cost are no longer barriers to earning a degree and enable universities and colleges to reach working adults and international students as well as further penetrate the traditional student market. This paper highlights the evolving transformation of Distance learning models to the evolving technology based distributed learning modes. While each institution has its own mission and goal for distance learning and distributed learning, there are certain things that need to be considered while developing or implementing a curriculum that involves education at a distance. This paper explores distance learning from a macro perspective and suggests some critical success factors that will aid faculty and institutions in distance learning and distributed learning development

Dealing With Digital Academic Dishonesty

For some time, universities have been concerned about digital academic dishonesty, particularly with respect to plagiarized term papers and reports. Recently, many universities have adopted classroom management software, such as Blackboard ™or WebCT™. These classroom management applications afford faculty and students many additional electronic capabilities, including easy posting of class notes or presentation files for downloading, collection of student assignments in digital drop boxes, online testing, chat rooms, and so forth. The inventive student intent on earning an acceptable course grade may use classroom management software, email, and the Web in ways that violate academic integrity standards. Now, in addition to the problem of electronically plagiarized term papers and reports, students are discovering ways to cheat in online and computer-based testing