3,535 research outputs found
Performative Pedagogy, At-Risk Students, and the Basic Course: Fourteen Moments in Search of Possibility
This essay sketches out the complications of a performative pedagogy in the context of a basic communication course, specifically examining how the course negotiates and constitutes what communication scholars have called educational risk. To do this, a collage of narratives are provided--a series of images which, when seen in totality, might generate a conversation about how communication studies could address the intersections of risk, critical performative pedagogy, and the classrooms of our basic communication courses. To initiate this conversation, the essay is grounded in the work of communication studies. Taken together, the collage seeks to ask questions, pose problems, and initiate dialogue about how we might begin to re-conceptualize the issues of \u27at-risk-ness\u27 in our classrooms
Observation and Modeling of Coronal "Moss" With the EUV Imaging Spectrometer on Hinode
Observations of transition region emission in solar active regions represent
a powerful tool for determining the properties of hot coronal loops. In this
Letter we present the analysis of new observations of active region moss taken
with the Extreme Ultraviolet Imaging Spectrometer (EIS) on the \textit{Hinode}
mission. We find that the intensities predicted by steady, uniformly heated
loop models are too intense relative to the observations, consistent with
previous work. To bring the model into agreement with the observations a
filling factor of about 16% is required. Furthermore, our analysis indicates
that the filling factor in the moss is nonuniform and varies inversely with the
loop pressure
Timber Harvesting in the 1980âs
Mechanized harvesting will be an important aspect of the total forestry approach to meet the increased demands for forest products. This paper presents some of the critical equipment needs that we see necessary to supply wood in the 1980\u27s
The transition from amalgam to other restorative materials in the U.S. predoctoral pediatric dentistry clinics
Increased concerns about the safety of amalgam restorations in children have
resulted in many dental schools emphasizing the teaching of alternative dental materials.
This study investigated the current teaching of different dental materials for use
in posterior teeth in the United States predoctoral pediatric dentistry programs. In
2011, the authors invited the chairs of the predoctoral pediatric dentistry departments
in all accredited dental schools at that time (N = 57) to participate in an
internetâbased survey. Descriptive statistics were calculated to describe the frequency
of using different restorative materials. Regression models were developed
to explore the factors related to the use of dental restorations in predoctoral pediatric
clinics. Among the 44 dental schools that responded (77% response rate), 74% used
amalgam, and 93% used composite in primary posterior teeth. Glass ionomer was
used by 61% of the schools in primary posterior teeth. Placing amalgam in primary
posterior teeth was associated with programs that treated more 3â5âyearâold
patients (β = .302, p < .043), whereas the use of glass ionomer was associated with
having students serving at offâsite satellite dental clinics (β = .015, p < .012). In general,
having departments with chairs who had positive attitudes towards Minimal
Invasive Dentistry (MID) used composite (β = .091, p < .0001) and glass ionomer
(β = 103, p < .0001) more frequently and were less likely to use amalgam
(β = â.077, p < .005) in primary posterior teeth. Although teaching MID concepts in
predoctoral pediatric clinics in dental schools is increasing, the use of amalgam in posterior
primary and permanent teeth is still widely practiced.This project was funded by NIH/NIDC R T32 Grant DEO 14678â06
Pedagogy of Relevance: A Critical Communication Pedagogy Agenda for the \u27Basic\u27 Course
In this article, we envision how a critical communication pedagogy approach might lend narrative coherence, intellectual rigor, and a focused agenda to the introductory course. Such a paradigm shift is not only consistent with the trajectory of work in our discipline, but it will likely result in ourselves and others assigning more value and respect to our work with the introductory course. Specifically, we advocate four changes with respect to the introductory course: Challenge âteacher-proofâ textbooks and curricula, engage diversity, embrace pedagogy as teaching and research, and recover and reinvigorate communication education research
Antiracist Pedagogy in the Basic Course: Teaching Cultural Communication as if Whiteness Matters
As we have found in our experience as communication educators and scholars, there is a need for educators to understand the implications and impact of whiteness in the classroom. What we argue is typically missing in the basic course is an antiracist pedagogy. An antiracist pedagogy asks educators to understand the power and privilege inherent in whiteness, and asks educators to examine how whiteness affects their classroom, students, teaching strategies and attitudes toward students of color. In this essay, we offer four modifications to the basic course which are consistent with an antiracist pedagogy. The first modification involves re-examining the way cultural communication is approached in the basic communication course through a move from the margins to the center. The second modification explores the danger of turning cultural communication into a study of the exotic cultural other. The third modification explores the ways the rhetoric of individualism reinforces inequality. Finally, we critique the notion that colorblindness is the appropriate way to handle issues of race in our classrooms. We conclude the essay by suggesting ways in which whiteness work is applicable and important in the basic course
Hinode EUV Imaging Spectrometer Observations of Solar Active Region Dynamics
The EUV Imaging Spectrometer (EIS) on the Hinode satellite is capable of
measuring emission line center positions for Gaussian line profiles to a
fraction of a spectral pixel, resulting in relative solar Doppler-shift
measurements with an accuracy of less than a km/s for strong lines. We show an
example of the application of that capability to an active region sit-and-stare
observation in which the EIS slit is placed at one location on the Sun and many
exposures are taken while the spacecraft tracking keeps the same solar location
within the slit. For the active region examined (NOAA 10930), we find that
significant intensity and Doppler-shift fluctuations as a function of time are
present at a number of locations. These fluctuations appear to be similar to
those observed in high-temperature emission lines with other space-borne
spectroscopic instruments. With its increased sensitivity over earlier
spectrometers and its ability to image many emission lines simultaneously, EIS
should provide significant new constraints on Doppler-shift oscillations in the
corona.Comment: 7 Pages, 7 figure
- âŚ