Implementing a question-generation strategy with bilingual students: exploring the perspectives of a beginning teacher /

This study examined the challenges associated with the explicit delivery of questiongeneration strategy with 8 Arab Canadian students from the perspective of a bilingual beginning teacher. This study took place in a private school and involved 2 stages consisting of 9 instructional sessions, and individual interviews with the students. Data gathered from these interviews and the researcher's field notes from the sessions were used to gain insights about the participants' understanding and use of explicit instruction. The themes that emerged from the data included "teacher attitude," "students' enhanced metacognitive awareness and strategy use," "listening skills," and "instructional challenges." Briefly, teacher's attitude demonstrated how teacher's beliefs and knowledge influenced her willingness and perseverance to teach explicitly. Students' enhanced metacognitive awareness and strategy use included students' understanding and use of the question-generation strategy. The students' listening skills suggested that culture may influence their response to the delivery of explicit instruction. Here, the cultural expectations associated with being a good listener reinforced students' willingness to engage in this strategy. Students' prior knowledge also influenced their interaction with the question-generation strategy. Time for process versus covering content was a dominant instructional challenge. This study provides first hand information for teachers when considering how students' cultural backgrounds may affect their reactions to explicit strategy instruction.

Letter - E.C. Schmon to Arthur A. Schmon, 6 February 1917

The letter reads:" The sixth of February. Artie dear, I am going to be a real good girl and not make you read a long letter, when your thoughts are so completely occupied with "war". Newark is also greatly excited. All arrangements for the mobilization of the militia forces have been made, and in case of any local uprisings, two hundred policemen are to be added to the force. Of course everyone is thinking the worst at present, but I cannot help but believe that in a few months, people will feel like kicking themselves, for having done an unnecessary amount of worrying. (Let us hope so). If nothing unforeseen occurs, I am going to take the "Congressional limited" to Washington, Wednesday the twenty first. Saw in the paper that the public ceremonies of inauguration are to be eliminated, or I would go down the following week. Don't think to steadily about the war. It's bad for the head. Affectionately, Lessie."

Modeling short-range ballistic missile defense and Israel's Iron Dome system

This paper develops a model of short-range ballistic missile defense and uses it to study the performance of Israel’s Iron Dome system. The deterministic base model allows for inaccurate missiles, unsuccessful interceptions, and civil defense. Model enhancements consider the trade-offs in attacking the interception system, the difficulties faced by militants in assembling large salvos, and the effects of imperfect missile classification by the defender. A stochastic model is also developed. Analysis shows that system performance can be highly sensitive to the missile salvo size, and that systems with higher interception rates are more “fragile” when overloaded. The model is calibrated using publically available data about Iron Dome’s use during Operation Pillar of Defense in November 2012. If the systems performed as claimed, they saved Israel an estimated 1778 casualties and $80 million in property damage, and thereby made preemptive strikes on Gaza about 8 times less valuable to Israel. Gaza militants could have inflicted far more damage by grouping their rockets into large salvos, but this may have been difficult given Israel’s suppression efforts. Counter-battery fire by the militants is unlikely to be worthwhile unless they can obtain much more accurate missiles.