bluuebunny/crossref_metadata_2025 huggingface dataset:
MODELING OBSERVED DECAY-LESS OSCILLATIONS AS RESONANTLY ENHANCED KELVIN–HELMHOLTZ VORTICES FROM TRANSVERSE MHD WAVES AND THEIR SEISMOLOGICAL APPLICATION
Authors: Antolin P. , De Moortel I. , Van Doorsselaere T. , Yokoyama T.
Published: October 2016

In the highly structured solar corona, resonant absorption is an unavoidable mechanism of energy transfer from global transverse MHD waves to local azimuthal Alfvén waves. Due to its localized nature, direct detection of this mechanism is extremely difficult. Yet, it is the leading theory explaining the observed fast damping of the global transverse waves. However, at odds with this theoretical prediction are recent observations that indicate that in the low-amplitude regime such transverse MHD waves can also appear decay-less, a still unsolved phenomenon. Recent numerical work has shown that Kelvin–Helmholtz instabilities (KHI) often accompany transverse MHD waves. In this work, we combine 3D MHD simulations and forward modeling to show that for currently achieved spatial resolution and observed small amplitudes, an apparent decay-less oscillation is obtained. This effect results from the combination of periodic brightenings produced by the KHI and the coherent motion of the KHI vortices amplified by resonant absorption. Such an effect is especially clear in emission lines forming at temperatures that capture the boundary dynamics rather than the core, and reflects the low damping character of the local azimuthal Alfvén waves resonantly coupled to the kink mode. Due to phase mixing, the detected period can vary depending on the emission line, with those sensitive to the boundary having shorter periods than those sensitive to the loop core. This allows us to estimate the density contrast at the boundary.
MAGNETIC FIELD OF THE VELA C MOLECULAR CLOUD
Authors: Kusune Takayoshi , Sugitani Koji , Nakamura Fumitaka , Watanabe Makoto , Tamura Motohide , Kwon Jungmi , Sato Shuji
Published: October 2016

We have performed extensive near-infrared (JHK
s) imaging polarimetry toward the Vela C molecular cloud, which covers the five high-density sub-regions (North, Centre-Ridge, Centre-Nest, South-Ridge, and South-Nest) with distinct morphological characteristics. The obtained polarization vector map shows that three of these sub-regions have distinct plane-of-the-sky (POS) magnetic-field characteristics according to the morphological characteristics. (1) In the Centre-Ridge sub-region, a dominating ridge, the POS magnetic field is mostly perpendicular to the ridge. (2) In the Centre-Nest sub-region, a structure having a slightly extended nest of filaments, the POS magnetic field is nearly parallel to its global elongation. (3) In the South-Nest sub-region, which has a network of small filaments, the POS magnetic field appears to be chaotic. By applying the Chandrasekhar–Fermi method, we derived the POS magnetic field strength as ∼70–310 μG in the Centre-Ridge, Centre-Nest, and South-Ridge sub-regions. In the South-Nest sub-region, the dispersion of polarization angles is too large to apply the C-F method. Because the velocity dispersion in this sub-region is not greater than those in the other sub-regions, we suggest that the magnetic field in this sub-region is weaker than those in other sub-regions. We also discuss the relationship between the POS magnetic field (configuration and strength) and the cloud structure of each sub-region.
Information as a Global Public Good and the Role of Modern Educational Technologies in the Creation of the Information Society
Authors: Sahin Deniz
Published: October 2016

Becoming the “basic production and power factor” in the 21st century, information confronts us in a very important form as a Global Public Good (GPG). It is the basis of the “information society” that is regarded as the advanced social form of the present time. Important roles fall to education in the production, access, and use of the information that transforms societies into an economic and social development stage. Education needs to reconstruct itself in accordance with the conditions of the information society through adapting itself to technological and scientific changes in order to fulfill the functions it undertakes. Addressing the topic from a theoretical perspective, this chapter aims at determining the place and importance of education for the creation of information as a global public good and the information society on the basis of the educational paradigm of the information society, and educational technologies to make it possible.
Educational Leadership and Integrated Support for Students with Autism Spectrum Disorders
Authors: Kats Yefim
Published: October 2016

This chapter addresses the integrated approach to the support of children diagnosed with Autism Spectrum Disorders (ASD). In this context we, first, discuss the legislative background, providing legal basis for autism support in an educational environment. We further briefly outline psychological and neurological aspects of ASD diagnostics. We consider how legislative and psychological issues impact special education methods and instructional technology support for ASD. The technology tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology for technology facilitators and special education teachers working with ASD students. Considering that systematic research in the instructional use of affordable robotics is still lacking, the case study focuses primarily on the instructional use of popular LEGO robots. The holistic approach to ASD support, combining educational leadership, counseling, special education methods and technological factors, is emphasized throughout the chapter.
Leadership of Educational Opportunities for Adults
Authors: Knox Alan B.
Published: October 2016

This chapter on leadership of educational opportunities for adults in the United States includes chapter purpose about an American vision for conducting excellent learning programs. This purpose and format differ from the other book chapters. The middle section contains 15 brief examples about leadership tasks. The conclusion of each section poses a question about strengthening educational leadership. The concluding section provides a rationale for the reader's comparative analysis of similar leadership tasks, by considering similarities and differences between the American examples and similar educational opportunities for adults in the reader's setting. The chapter ends with a bibliographic essay on additional readings for readers interested in more detailed information and comparative analysis about a selected leadership task. These concepts help to explain the examples and guidelines and suggest future directions for related research and evaluation.
Aligning and Valuing Data-Based Wisdom Projects
Authors: Olson Brandon
Published: October 2016

Data-based wisdom projects in the form of Knowledge Management System (KMS) initiatives exhibit a high degree of failure. These failures are caused by technical, people, and organizational challenges. Although the literature provides some degree of guidance for improving the success of KMS initiatives, an overall approach to ensure the KMS meets the needs of the organization does not exist. In this chapter, the common challenges to KMS implementations are discussed and the factors leading to more successful KMS implementation evaluated. Using the findings from the challenges and success factors, a conceptual framework is presented as an approach to increase the success of KMS initiatives. The proposed framework uses strategic alignment and organizational value as drivers in the KMS efforts. The framework applies a multi-dimensional strategy and the Project Portfolio Management (PPM) approach to govern KMS initiatives in an effort to maximize the value offered by the KMS and to ensure the KMS supports the organization's strategies.
A Paradigm Shift for Teachers' Professional Development Structure in Turkey
Authors: Günel Murat , Özer-Keskin Melike , Keskin-Samancı Nilay
Published: October 2016

This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.
Dissertation Redesign for Scholarly Practitioners in Educational Leadership
Authors: MacGregor Cynthia J. , Fellabaum Jennifer
Published: October 2016

The purpose of this chapter is to describe the innovative Dissertation-in-Practice model being implemented in the University of Missouri Statewide Cooperative Doctoral Program in Educational Leadership (EdD Program). This doctoral program develops scholarly practitioners who are able to address critical problems of practice through the use of theory, inquiry, and practice-oriented knowledge. While these skills are utilized to create purposeful, professional products throughout the program, the redesigned Dissertation-in-Practice at MU is intended to further showcase the impact of the students' work as scholarly practitioners through dissemination-ready components. The chapter includes the history of the program and a description of the process through which program faculty redesigned the dissertation from a traditional five-chapter model to its current six section form. This restructuring, which includes dissemination to scholars and practitioners, is detailed. The chapter concludes with emerging supports for the scholarly practitioner graduates.
An Adaptive Model for a Rigorous Professional Practice Doctorate
Authors: Crow Robert , Lomotey Kofi , Topolka-Jorissen Kathleen
Published: October 2016

As part of the current re-envisioning movement in professional practice doctoral education, the culminating activity and subsequent product have received heightened scrutiny. This chapter responds to the mandate that, in order to differentiate herself from her sister, the research-based PhD dissertation, the EdD's capstone exercise and culminating product arise through a practice-based, pedagogically appropriate application reflecting the philosophy and principles established for a problem-based dissertation in practice. Inexorably bound to context, and therefore unique in purpose, practice-driven models reflect a range of purposes and formats. This chapter presents a model that engages improvement science methods, the four dimensions characterizing a problem-based thesis, and the lens of contemporary thinking on the professional practice degree. The disquisition is an alternative capstone framework that affords doctoral candidates the opportunity to develop the qualitatively distinct ‘empirically-grounded know-how' of practitioner-scholar thinking.
Adaptable Learning Theory Framework for Technology-Enhanced Learning
Authors: Havard Byron , East Marlene L. , Prayaga Lakshmi , Whiteside Alex
Published: October 2016

The sheer volume of technological innovations with educational potential along with the myriad of instructional theories and models present quite the challenge for educators. A contemporary framework is needed to connect these components with learning theory and to ultimately serve as a guide to educators grappling with how to align the interrelated components of effective instruction when using educational technologies. The objective of this chapter is to present a viable contemporary framework to fulfill this need. The Adaptable Learning Theory Framework for Technology Enhanced Learning (AF-TEL) provides a framework based on the cognitive presence, social presence, and teaching presence tenets of the Community of Inquiry model (Garrison, Anderson, & Archer, 2003) to achieve desired educational outcomes. Professional Development for STEM Teachers using Discovery Labs (PDSTDL) is a format of teacher professional development that integrates AF-TEL to address the critical need of preparing effective STEM teachers.
Integrating Technological Innovations to Enhance the Teaching-Learning Process
Authors: Estes Judi Simmons , Dailey-Hebert Amber , Choi Dong Hwa
Published: October 2016

Virtual reality is one of the latest technologies to be integrated into the teaching-learning process and it holds significant potential to enhance instructional processes and impact student learning. Historically, technology integration for instruction has been initiated primarily within institutions of higher education, while K-12 integration has been gradual to become part of mainstream education. Likewise, as teachers play a pivotal role in the process of technology integration, it is imperative to train teachers not only in computer literacy, but also in the requisite technological knowledge and skills needed to use technology in instruction. Furthermore, such training should be accompanied by support for teachers in developing a pedagogy and self-efficacy for technology integration. Self-efficacy can also serve as a foundation of motivation for teachers to keep abreast of new technologies and to determine how and when to use such emergent tools to enhance instruction.
A Call for Teacher Preparation Programs to Model Technology Integration into the Instructional Process
Authors: Estes Judi Simmons
Published: October 2016

The purpose of this chapter is to create a sense of urgency for teacher preparation programs to integrate technology into the instructional process. School administrators expect that first-year teachers will know how to integrate technology with instruction to enhance the teaching-learning process (Webb, 2011). Yet, teacher preparation program faculty, do not consistently model the use or pedagogy of technology-infused coursework. The intentional embedding of technology in teacher preparation courses and assignments is critical in developing teacher candidates with requisite technology knowledge and skills for P-12 teaching in the 21st century. This chapter discusses: (a) the need for technology literate teachers, (b) the role of teacher preparation programs, (c) the need for technology literate faculty, (d) one training model for integrating technology into instruction, enhancing Missouri's Instructional Network Teaching Strategies (e-MINTS).
An Investigation of a Computer Training Company's Migration to a New Distance Learning Platform and the Implementation of an Online Professional Development Program
Authors: Rudd Denis , Bernadowski Carianne
Published: October 2016

The purpose of the study was to determine if the Training Partner Program was successful in preparing trainers to use a new distance learning platform. Results indicate the program was a success in improving self-efficacy, engagement, and collaboration among trainers. Additionally, characteristics of online trainers are identified. Online learning in higher education, business training, and elementary/secondary schools is increasing exponentially and developing effective professional development programs to prepare instructors is of paramount importance. The current study provides valuable insight for any training managers or educators developing activities and exercises to train their faculty on distance learning software and systems.
Self-Assessment of Principals Based on Leadership in Complexity
Authors: Fındık Leyla Yılmaz
Published: October 2016

This study is designed to provide a picture of principal leaders in the school. The focus of this study is to identify and describe the characteristics of principal's leadership process in complex situation based on self-assessment. The study conducted by qualitative approach consisted of volunteer principals working in the city center of Ankara, Turkey. We discuss how these findings provide a deeper understanding of the latest principals' leadership process in complexity based on principals' self-assessment. The researcher gathered and analyzed data in an effort to create a template of essential leadership characteristics that could be utilized at other schools or in other educational environment. The results likely to suggest that self-assessment of principals in complexity are well worth revealing how the principals perceive their leadership process and what leading characteristics are viewed when they have complex situation.
High School Turnaround
Authors: Stobaugh Rebecca , Chandler Wanda G. , White Crystal
Published: October 2016

After implementing Response to Intervention (RTI), a high school in a rural Kentucky community made a dramatic turnaround within 2 years after establishing structures to support both teachers and students. The principal, special education director, other administrators, district personnel, school improvement specialists, teacher leaders, interventionists (i.e., a high school content area specialist), and school faculty implemented changes that were responsible for the turnaround. High expectations, a positive school culture, professional development, guided planning, student assessment, data analysis, research-based intervention programs, and a systems change approach are some of the contributions that led to widespread improvements at the school level and in individual student gains.
Cultivating Community in Online and Blended Learning Environments
Authors: Smith Tracy W. , Maiden III Emory
Published: October 2016

The popularity of social media networking sites like Facebook and Twitter demonstrates how communities can develop and flourish in virtual spaces. How can higher education institutions and instructors leverage the power of community to enhance student learning without compromising the rigor that is foundational to the academy? Building on the scholarly literature and their own experiences teaching and providing faculty development in online and blended learning environments, the authors provide a rationale for cultivating community in online environments as well as provide descriptive cases of instructors who have effectively used a learning management system to cultivate vibrant learning communities in online and hybrid courses. They also offer multiple faculty development models for helping faculty develop a social, teaching, and cognitive presence in online environments.
Primary Grades Teachers' Fidelity of Teaching Practices during Mathematics Professional Development
Authors: Martin Christie S. , Polly Drew , Wang Chuang , Lambert Richard G. , Pugalee David
Published: October 2016

This chapter shares the findings from a study that examined primary grades teachers' fidelity of implementation during a year-long professional development program on formative assessment in mathematics. The project provided over 80 hours of professional development to elementary school teachers regarding their use of an internet-based formative assessment system for their students' mathematics achievement. This study examined teachers' online reflections and data in the internet-based assessment system to identify themes that lead to either a high fidelity or low fidelity of implementation. High fidelity teachers expressed beliefs that formative assessment supported their mathematics teaching, improved their students' learning, and was feasible to carry out in their classrooms. Low fidelity teachers' reflections were associated with numerous barriers to implementation as well as a lack of buy-in that the formative assessment system could benefit their teaching.
School Home Interactive Curriculum Development
Authors: Morrison Peggy
Published: October 2016

The chapter describes School Home Interactive Curriculum Development, a process of structured collaboration between educators and families used to cyclically co-construct thematic, interdisciplinary curriculum units in first grade classrooms of a Spanish/English Dual Language Immersion bilingual program. While not a formal case study, the chapter describes the case of the authentic situation where classroom teachers partnered with families of historically disenfranchised communities (linguistic, immigrant, economic) to develop culturally responsive pedagogy and practice in public school classrooms. The process was sustained and refined over a six-year period. A primary aim of this process was to legitimize the knowledge and perspectives of the families and communities within the public school institution and to support students to develop a sense of agency as owners and creators of valuable knowledge.
Impact of a Professional Development Programme on Trainee Teachers' Beliefs and Teaching Practices
Authors: Kırkgöz Yasemin
Published: October 2016

This study emerged from the concerns experienced by the last-year English language trainee teachers during their school practicum. An increasing number of trainees complained that their existing beliefs conflicted, in many ways, with the school-based mentor's teaching practice. A collaborative action research (CAR) professional development programme (PDP) was established to help prospective teachers resolve many of the dilemmas and improve their classroom practices in a 10-week practicum course. It was found that CAR has a powerful impact upon teacher candidates as it solves many of the dilemmas and concerns. Belief changes of one trainee teacher are presented as an exemplary case. While such findings can improve our understandings of pre-service teachers' cognitive learning and problem solving skills at the practicum site, they also generate useful insights into designing a PDP to promote trainee teachers' school-based professional development in STEM (science, technology, engineering, and mathematic) education.
Effective School Leadership for Māori Achievement
Authors: Santamaría Andrés P. , Webber Melinda , Santamaría Lorri J.
Published: October 2016

This chapter leads a critical discourse amongst research and educational leadership communities around the nature of cross-cultural interactions and the role diversity plays in changing the status quo with regard to access, equity and academic achievement. Through this strengths-based qualitative inquiry, the authors bridge Kaupapa Maori (Maori ideology) and critical race theory methodologies with Maori and non-Maori culturally responsive leadership frameworks. Prerequisite conditions for effective cross-collaboration are presented based on the experiences of an international, interdisciplinary research team in collaboration with practicing Maori and non-Maori leaders of primary and secondary schools in Aotearoa New Zealand (NZ). The aim of the partnership is to promote the voices and practices of effective school leaders, through cross-cultural collaboration and research, to continue building critical mass for the important role of informing effective, culturally responsive leadership practices across Aotearoa NZ.
Teachers' Portfolios
Authors: Djoub Zineb
Published: October 2016

To achieve professional development and the intended educational goals, teachers' reflection has been considered as a necessary component of the teaching process. Indeed, reflection is process of questioning one's practices, intention and the emerging outcomes. Such reflection is also a source of inspiration, creativity, flexibility and thus, a means to achieve learners' motivation and interest in active and engaged learning. To enhance reflective teaching, teaching portfolios have been widely advocated in language teaching. To that end, this chapter attempts to provide a teaching portfolio model which aims at prompting teachers' reflection over their profession. Additionally, it illustrates the way such tool needs to be used by teachers so that they can reflect effectively and improve their teaching.
Qatar's Educational Reform
Authors: Romanowski Michael H.
Published: October 2016

Launched in 2004, Qatar's massive educational reform, Education for a New Era, has introduced numerous changes to the K-12 educational system forcing school leaders to face challenges and issues in their role of leading and managing the school community. This chapter reports the results of a qualitative research study that examines the critical issues K-12 principals face as they implement educational reform. Using semi-structured interviews, the voices of 20 principals are presented centering on the critical issues that have evolved during the reform and the skills and leadership styles necessary to address these issues that have shaped the Qatari educational reform. Discussion and recommendations are provided to assist educational leaders in similar contexts.
Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age
Authors: Coleman Howard V. , Dickerson Jeremy , Dotterer Dennis
Published: October 2016

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.
What 21st Century Students Want
Authors: Leach Lesley F. , Winn Pam , Erwin Susan , Benedict Liza P.
Published: October 2016

Enrollment numbers in graduate Educational Leadership programs are dwindling in many public higher education institutions across the United States. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. In this article, the authors present survey results of graduate students in Educational Leadership programs (N=100) to determine the factors that motivate students to select a particular graduate Educational Leadership program. Results suggest that Master's and doctoral-level students primarily select an Educational Leadership program based on the course delivery methods (with hybrid courses most preferred) and the convenience that the program offers in terms of scheduling and location.
Fostering Development of 21st Century Competencies and Global Citizenship through Constructivist-Based and Learning-Style Responsive Pedagogy
Authors: Lauria Jennifer
Published: October 2016

The purpose of this chapter is to provide practical applications for successful implementation of constructivist-based and learning-style responsive pedagogy that supports the development of 21st century competencies needed for college and career readiness leading toward global citizenship. In alignment with the objectives of this book, the content of this chapter will support the book's mission of helping educators “use what they glean to support children and families toward becoming successful in our global society”.
Instructional Design for Millennials
Authors: Loose William , Marcos Teri
Published: October 2016

The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.
Realising the Potential of MOOCs in Developing Capacity for Tertiary Education Managers
Authors: Nguyen Chinh , Davis Heather , Sharrock Geoff , Hempsall Kay
Published: October 2016

MOOCs are a recent development, with little informed consensus on the extent of their future impact on tertiary education. In this paper the authors consider one application of open online courseware, as a platform for professional development within the tertiary sector, with an agreed pathway into award programs in tertiary education management. The case presented is a recently launched ‘emerging leaders and managers program (eLAMP)' for the Australian tertiary education sector. The pedagogical, resourcing and practical issues of designing and supporting this program are examined as a means of exploring the conceptual underpinnings of online technologies and pedagogies.
A Peer-Assessment Mobile Kung Fu Education Approach to Improving Students' Affective Performances
Authors: Kuo Fon-Chu , Chen Jun-Ming , Chu Hui-Chun , Yang Kai-Hsiang , Chen Yi-Hsuan
Published: October 2016

Peer-assessment and video comment-sharing are effective learning strategies for students to receive feedback on their learning. Researchers have emphasized the need for well-designed peer involvement in order to improve students' abilities in the cognitive and affective domains. Although student perceptions of peer-assessment have been studied extensively in higher education, few studies have focused on the effects of the peer-assessment strategy on students' performance from the affective perspective, especially in Physical Education courses. Therefore, in this study, a peer-assessment mobile physical education approach is proposed for developing a mobile learning system for a Kung Fu Tai-Chi physical education course. To evaluate the effectiveness of the proposed approach, an experiment was conducted by assigning 42 college students to participate in this learning activity. The experimental results show that the proposed approach not only promoted the students' learning interest and motivation, but also improved their learning self-efficacy and socialization.
Factors Affecting University Students' Use of Moodle
Authors: Essel Daniel Danso , Wilson Osafo Apeanti
Published: October 2016

Higher education institutions are faced with the complex challenges of serving increased enrollment levels within tight budgets. This challenge is prompting many universities to explore new approaches including the use of Learning Management Systems (LMS) such as Moodle for delivering courses to help extend teaching and learning beyond the classroom. Using Technology Acceptance Model (TAM) as an underlying theory, this study investigated students' perceived usefulness as well as the perceived ease of use of Moodle in the University of Education, Winneba in Ghana. The study also used multiple linear regression to determine if these factors have any impact on the rate at which students use Moodle. Data was collected from a random sample of 229 students from the Faculty of Science Education using a questionnaire. The analysis revealed that students' perceived usefulness of Moodle and perceived challenges in using Moodle combined contributes significantly to students' rate of Moodle use.
Alternative Review Screen Design for Electronic Voting Systems
Authors: Holmes Danae V. , Kortum Philip
Published: October 2016

Verifying a ballot for correctness in an election is a critical task for the voter. Previous work has shown that up to 30% of the ballot can be changed without being noticed by more than half of the voters. In response to this ballot weakness, this study evaluated the usability and viability of alternative ballot verification methods in an electronic voting medium. Three verification methods were tested: end-of-ballot, in-line confirmation, and dual confirmation. In-line and dual confirmation perform similarly to end-of-ballot confirmation in terms of effectiveness. The most efficient method is end-of-ballot review, and dual confirmation produced the longest time spent on the review screen. End-of-ballot confirmation produced the highest satisfaction ratings, though survey results indicated that dual confirmation may be the most appropriate method in terms of voting. Additional research in the field is the next step in exploring these confirmation methods.
Local cohomology modules supported at determinantal ideals
Authors: Lyubeznik Gennady , Singh Anurag K. , Walther Uli
Published: October 2016

We provide new results on the vanishing of local cohomology modules supported at ideals of minors of matrices over arbitrary commutative Noetherian rings. In the process, we compute the local cohomology of rings of polynomials with integer coefficients – supported at generic determinantal ideals – and also obtain results on

\mathcal F

-modules and

\mathcal D

-modules that are likely to be of independent interest.
A Simple Implementation of the Semi-Lagrangian Level-Set Method
Authors: Shi Weidong , Xu Jian-Jun , Shu Shi
Published: October 2016

Semi-Lagrangian (S-L) methods have no CFL stability constraint, and are more stable than the Eulerian methods. In the literature, the S-L method for the level-set re-initialization equation was complicated, which may be unnecessary. Since the re-initialization procedure is auxiliary, we propose to use the first-order S-L scheme coupled with a projection technique to improve the accuracy at the grid points just adjacent to the interface. Standard second-order S-L method is used for evolving the level-set convection equation. The implementation is simple, including on the block-structured adaptive mesh. The efficiency of the S-L method is demonstrated by extensive numerical examples including passive convection of interfaces with corners/kinks/large deformation under given velocity fields, a geometrical flow with topological changes, simulations of bubble/ droplet dynamics in incompressible two-phase flows. In terms of accuracy it is comparable to the other existing methods.
Nonlinear Vibration Analysis of Functionally Graded Nanobeam Using Homotopy Perturbation Method
Authors: Ghadiri Majid , Safi Mohsen
Published: October 2016

In this paper, He's homotopy perturbation method is utilized to obtain the analytical solution for the nonlinear natural frequency of functionally graded nanobeam. The functionally graded nanobeam is modeled using the Eringen's nonlocal elasticity theory based on Euler-Bernoulli beam theory with von Karman nonlinearity relation. The boundary conditions of problem are considered with both sides simply supported and simply supported-clamped. The Galerkin's method is utilized to decrease the nonlinear partial differential equation to a nonlinear second-order ordinary differential equation. Based on numerical results, homotopy perturbation method convergence is illustrated. According to obtained results, it is seen that the second term of the homotopy perturbation method gives extremely precise solution.
A Simplified Lattice Boltzmann Method without Evolution of Distribution Function
Authors: Chen Z. , Shu C. , Wang Y. , Yang L. M. , Tan D.
Published: October 2016

In this paper, a simplified lattice Boltzmann method (SLBM) without evolution of the distribution function is developed for simulating incompressible viscous flows. This method is developed from the application of fractional step technique to the macroscopic Navier-Stokes (N-S) equations recovered from lattice Boltzmann equation by using Chapman-Enskog expansion analysis. In SLBM, the equilibrium distribution function is calculated from the macroscopic variables, while the non-equilibrium distribution function is simply evaluated from the difference of two equilibrium distribution functions. Therefore, SLBM tracks the evolution of the macroscopic variables rather than the distribution function. As a result, lower virtual memories are required and physical boundary conditions could be directly implemented. Through numerical test at high Reynolds number, the method shows very nice performance in numerical stability. An accuracy test for the 2D Taylor-Green flow shows that SLBM has the second-order of accuracy in space. More benchmark tests, including the Couette flow, the Poiseuille flow as well as the 2D lid-driven cavity flow, are conducted to further validate the present method; and the simulation results are in good agreement with available data in literatures.
Improving Academic Performance and Working Memory in Health Science Graduate Students Using Progressive Muscle Relaxation Training
Authors: Hubbard Kurt K. , Blyler Diane
Published: October 2016

Research involving working memory has indicated that stress and anxiety compete for attentional resources when a person engages in attention-dependent cognitive processing. The purpose of this study was to investigate the impact of perceived stress and state anxiety on working memory and academic performance among health science students and to explore whether the reduction of stress and anxiety was achieved through progressive muscle relaxation (PMR) training. A convenience sample of 128 graduate students participated in this study. Using an experimental pretest–posttest design, we randomly assigned participants to a PMR group or a control group. Results indicated that PMR reduced state anxiety, F(1, 126) = 15.58, p < .001, thereby freeing up working memory and leading to improved academic performance in the treatment group. The results of this study contribute to the literature on Attentional Control Theory by clarifying the process through which working memory and anxiety affect cognitive performance.
The Power of Authenticity
Authors: Lamb Amy J.
Published: October 2016

Occupational therapy practitioners can embrace the distinct value of occupational therapy by harnessing the power of authenticity in our daily practice. Practitioners, educators, students, and researchers being true to our core values, as well as the historical roots of the profession, will demonstrate how occupational therapy enhances clients' quality of life and positively affects their everyday lives. By harnessing the power of authenticity, we can drive the profession of occupational therapy into the future as practitioners with influence to meet the dynamic needs of health care and education systems.
Source characterization of highly oxidized multifunctional compounds in a boreal forest environment using positive matrix factorization
Authors: Yan Chao , Nie Wei , Äijälä Mikko , Rissanen Matti P. , Canagaratna Manjula R. , Massoli Paola , Junninen Heikki , Jokinen Tuija , Sarnela Nina , Häme Silja A. K. , Schobesberger Siegfried , Canonaco Francesco , Yao Lei , Prévôt André S. H. , Petäjä Tuukka , Kulmala Markku , Sipilä Mikko , Worsnop Douglas R. , Ehn Mikael
Published: October 2016

Abstract. Highly oxidized multifunctional compounds (HOMs) have been demonstrated to be important for atmospheric secondary organic aerosols (SOA) and new-particle formation (NPF), yet it remains unclear which the main atmospheric HOM formation pathways are. In this study, a nitrate-ion-based chemical ionization atmospheric-pressure-interface time-of-flight mass spectrometer (CI-APi-TOF) was deployed to measure HOMs in the boreal forest in Hyytiälä, southern Finland. Positive matrix factorization (PMF) was applied to separate the detected HOM species into several factors, relating these “factors” to plausible formation pathways. PMF was performed with a revised error estimation derived from laboratory data, which agrees well with an estimate based on ambient data. Three factors explained the majority (> 95 %) of the data variation, but the optimal solution found six factors, including two nighttime factors, three daytime factors, and a transport factor. One nighttime factor is almost identical to laboratory spectra generated from monoterpene ozonolysis, while the second likely represents monoterpene oxidation initiated by NO3. The exact chemical processes forming the different daytime factors remain unclear, but they all have clearly distinct diurnal profiles, very likely related to monoterpene oxidation with a strong influence from NO, presumably through its effect on peroxy radical (RO2) chemistry. Apart from these five “local” factors, the sixth factor is interpreted as a transport related factor. These findings improve our understanding of HOM production by confirming current knowledge and inspiring future research directions and provide new perspectives on using factorization methods to understand short-lived atmospheric species.
Assessing the accuracy of microwave radiometers and radio acoustic sounding systems for wind energy applications
Authors: Bianco Laura , Friedrich Katja , Wilczak James , Hazen Duane , Wolfe Daniel , Delgado Ruben , Oncley Steve , Lundquist Julie K.
Published: October 2016

Abstract. To assess current remote-sensing capabilities for wind energy applications, a remote-sensing system evaluation study, called XPIA (eXperimental Planetary boundary layer Instrument Assessment), was held in the spring of 2015 at NOAA’s Boulder Atmospheric Observatory (BAO) facility. Several remote-sensing platforms were evaluated to determine their suitability for the verification and validation processes used to test the accuracy of numerical weather prediction models. The evaluation of these platforms was performed with respect to well-defined reference systems: the BAO’s 300-m tower equipped at 6 levels (50, 100, 150, 200, 250, and 300 m) with 12 sonic anemometers and 6 temperature and relative humidity sensors; and approximately 60 radiosonde launches. In this study we first employ these reference measurements to validate temperature profiles retrieved by two co-located microwave radiometers, as well as virtual temperature measured by co-located wind profiling radars equipped with radio acoustic sounding systems. Results indicate a mean absolute error in the temperature retrieved by the microwave radiometers below 1.5 °C in the lowest 5 km of the atmosphere, and a mean absolute error in the virtual temperature measured by the radio acoustic sounding systems below 0.8 °C in the layer of the atmosphere covered by these measurements (up to approximately 1.6–2 km). We also investigated the benefit of the vertical velocity applied to the speed of sound before computing the virtual temperature by the radio acoustic sounding systems. We find that using this correction frequently increases the RASS error, and that it should not be routinely applied to all data. Water vapor density profiles measured by the MWRs were also compared with similar measurements from the soundings, showing the capability of MWRs to follow the vertical profile measured by the sounding, and finding a mean absolute error below 0.5 g m−3 in the lowest 5 km of the atmosphere. However, the relative humidity profiles measured by the microwave radiometer lack the high-resolution details available from radiosonde profiles. An encouraging and significant finding of this study was that the coefficient of determination between the lapse rate measured by the microwave radiometer and the tower measurements over the tower levels between 50 and 300 m ranged from 0.76 to 0.91, proving that these remote-sensing instruments can provide accurate information on atmospheric stability conditions in the lower boundary layer.
Mixture model-based atmospheric air mass classification: a probabilistic
view of thermodynamic profiles
Authors: Pernin Jérôme , Vrac Mathieu , Crevoisier Cyril , Chédin Alain
Published: October 2016

Abstract. Air mass classification has become an important area in synoptic climatology, simplifying the complexity of the atmosphere by dividing the atmosphere into discrete similar thermodynamic patterns. However, the constant growth of atmospheric databases in both size and complexity implies the need to develop new adaptive classifications. Here, we propose a robust unsupervised and supervised classification methodology of a large thermodynamic dataset, on a global scale and over several years, into discrete air mass groups homogeneous in both temperature and humidity that also provides underlying probability laws. Temperature and humidity at different pressure levels are aggregated into a set of cumulative distribution function (CDF) values instead of classical ones. The method is based on a Gaussian mixture model and uses the expectation–maximization (EM) algorithm to estimate the parameters of the mixture. Spatially gridded thermodynamic profiles come from ECMWF reanalyses spanning the period 2000–2009. Different aspects are investigated, such as the sensitivity of the classification process to both temporal and spatial samplings of the training dataset. Comparisons of the classifications made either by the EM algorithm or by the widely used k-means algorithm show that the former can be viewed as a generalization of the latter. Moreover, the EM algorithm delivers, for each observation, the probabilities of belonging to each class, as well as the associated uncertainty. Finally, a decision tree is proposed as a tool for interpreting the different classes, highlighting the relative importance of temperature and humidity in the classification process.
Modelling the firn thickness evolution during the last deglaciation: constrains on sensitivity to temperature and impurities
Authors: Bréant Camille , Martinerie Patricia , Orsi Anaïs , Arnaud Laurent , Landais Amaëlle
Published: October 2016

Abstract. The transformation of snow into ice is a complex phenomenon difficult to model. Depending on surface temperature and accumulation rate, it may take several decades to millennia for air to be entrapped in ice. The air is thus always younger that the surrounding ice. The resulting gas-ice age difference is essential to document the phasing between CO2 and temperature changes especially during deglaciations. The air trapping depth can be inferred in the past using a firn densification model, or using δ15N of air measured in ice cores. All firn densification models applied to deglaciations show a large disagreement with δ15N measurements in several sites of East Antarctica, predicting larger firn thickness during the Last Glacial Maximum, whereas δ15N suggests a reduced firn thickness compared to the Holocene. We present here modifications of the LGGE firn densification model, which significantly reduce the model-data mismatch for the gas trapping depth evolution over the last deglaciation, while preserving the good agreement between measured and modelled modern firn density profiles. In particular, we introduce a dependency of the activation energy to temperature and impurities in the firn densification rate calculation. The temperature influence reflects the existence of different mechanisms for firn compaction at different temperatures. We show that both the new temperature parameterization and the influence of impurities contribute to the increased agreement between modelled and measured δ15N evolution during the last deglaciation at sites with low temperature and low accumulation rate, such as Dome C or Vostok. However, the inclusion of impurities effects deteriorates the agreement between modelled and measured δ15N evolution in Greenland and Antarctic sites with high accumulation.