The impact of the atmospheric turbulence-development tendency on new particle formation: a common finding on three continents

A new mechanism of new particle formation (NPF) is investigated using comprehensive measurements of aerosol physicochemical quantities and meteorological variables made in three continents, including Beijing, China; the Southern Great Plains site in the USA; and SMEAR II Station in Hyytiälä, Finland. Despite the considerably different emissions of chemical species among the sites, a common relationship was found between the characteristics of NPF and the stability intensity. The stability parameter (ζ = Z/L, where Z is the height above ground and L is the Monin–Obukhov length) is found to play an important role; it drops significantly before NPF as the atmosphere becomes more unstable, which may serve as an indicator of nucleation bursts. As the atmosphere becomes unstable, the NPF duration is closely related to the tendency for turbulence development, which influences the evolution of the condensation sink. Presumably, the unstable atmosphere may dilute pre-existing particles, effectively reducing the condensation sink, especially at coarse mode to foster nucleation. This new mechanism is confirmed by model simulations using a molecular dynamic model that mimics the impact of turbulence development on nucleation by inducing and intensifying homogeneous nucleation events.     

A model for self‐regulated distance language learning

The role of learner autonomy and self‐regulated learning in distance education has received much attention. The application of these concepts impacts course design and, potentially, learner achievement. In the case of distance language learning, course designers must consider not only how to help learners gain communicative competence but also language learner strategies that support success. Although the concepts of autonomy and self‐regulated learning share some similarities, they have been variously defined and applied to distance education. Current research and discussion has not synthesized the ways in which these factors can be more fully utilized to improve distance education. Based on a critical review and synthesis of the literature on autonomy and self‐regulation, this article contributes a new model for distance language learning. The model provides guidance for course designers and assists instructors in supporting their students.     

Emotion regulation profiles, temperament, and adjustment problems in preadolescents

The longitudinal relations of emotion regulation profiles to temperament and adjustment in a community sample of preadolescents (N=196, 8-11 years at Time 1) were investigated using person-oriented latent profile analysis (LPA). Temperament, emotion regulation, and adjustment were measured at 3 different time points, with each time point occurring 1 year apart. LPA identified 5 frustration and 4 anxiety regulation profiles based on children's physiological, behavioral, and self-reported reactions to emotion-eliciting tasks. The relation of effortful control to conduct problems was mediated by frustration regulation profiles, as was the relation of effortful control to depression. Anxiety regulation profiles did not mediate relations between temperament and adjustment.     

Learning to Love the LOR: Implementing an Internal Learning Object Repository at a Large National Organization

This article is a case study that discusses the development and implementation of an internal learning object repository (LOR) for a large national organization with a distributed working environment. It describes the organizational environment and why an internal LOR was needed. It describes technical considerations, including the various document management systems (DMS) available, and why an open source DMS was selected to use as an internal LOR. Lastly, this article weighs the benefits and challenges of implementing a LOR across a distributed working environment and reflects on challenges associated with implementation.     

Rising to the Challenge: Re-Envisioning Public Libraries

With support from the Bill & Melinda Gates Foundation, The Aspen Institute undertook a multi-year project to bring together thought leaders and experts from different sectors, including libraries, to consider the challenges, opportunities and trends that will influence the future of public libraries in the United States. The resulting report, Rising to the Challenge: Re-Envisioning Public Libraries, was issued in October 2014. The Aspen Institute has embarked upon an ambitious program to ensure that the report will be used in communities across the country and at state and national levels to promote the transformation and sustainability of this important community resource.     

Orthographic processing efficiency in developmental dyslexia: an investigation of age and treatment factors at the sublexical level

Reading fluency beyond decoding is a limitation to many children with developmental reading disorders. In the interest of remediating dysfluency, contributing factors need to be explored and understood in a developmental framework. The focus of this study is orthographic processing in developmental dyslexia, and how it may contribute to reading fluency. We investigated orthographic processing speed and accuracy by children identified with dyslexia that were enrolled in an intensive, fluency-based intervention using a timed visual search task as a tool to measure orthographic recognition. Results indicate both age and treatment effects, and delineate a link between rapid letter naming and efficient orthographic recognition. Orthographic efficiency was related to reading speed for passages, but not spelling performance. The role of orthographic learning in reading fluency and remediation is discussed.     

Utility of the early screening profiles in identifying preschoolers at risk for cognitive delays

This study investigated the utility of the Early Screening Profiles (ESP; Harrison, 1990) to differentiate between preschoolers at risk for cognitive delays (n= 49) and non‐risk preschoolers (n= 44). Step‐wise discriminant function analysis was performed using the ESP Profiles and Total Screening scores as the predictors of group membership. The Total Screening score, by itself, was found to correctly classify approximately 81% of the preschoolers. In a separate discriminant analysis, the Cognitive/Language and Motor profiles were required to maintain a similar level of correct classifications as the ESP Total Screening score. © 2001 John Wiley & Sons, Inc.