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"Adolescents at School" brings together the perspectives of scholars, educators, and researchers to address the many issues that affect adolescents' emerging identities, especially in relation to students' experience of and engagement with school. The book offers current and preservice teachers a practical understanding of the concept of identity development, particularly as impacted by such factors as race, ethnicity, gender, sexual orientation, ability/disability, immigration, and social class. This third edition includes new chapters on boys' emotional lives, risk and resilience in girls, the experiences of undocumented immigrant students, Muslim-American youth, and income inequality; features on "teaching while white"; and an extensively updated chapter on LGBTQ+ students. The book expands on the strengths and insights of the previous editions while also touching on issues highly relevant to contemporary youth such as social media, youth activism, and immigration. A practical and insightful volume, "Adolescents at School" points to ways to foster the success of every student in our schools and classrooms. [For the second edition, see ED515272.]

"Safe Is Not Enough" illustrates how educators can support the positive development of LGBTQ students in a comprehensive way so as to create truly inclusive school communities. Using examples from classrooms, schools, and districts across the country, Michael Sadowski identifies emerging practices such as creating an LGBTQ-inclusive curriculum; fostering a whole-school climate that is supportive of LGBTQ students; providing adults who can act as mentors and role models; and initiating effective family and community outreach programs. While progress on LGBTQ issues in schools remains slow, in many parts of the country schools have begun making strides toward becoming safer, more welcoming places for LGBTQ students. Schools typically achieve this by revising antibullying policies and establishing GSAs (gay-straight student alliances). But it takes more than a deficit-based approach for schools to become places where LGBTQ students can fulfill their potential. In "Safe Is Not Enough," Michael Sadowski highlights how educators can make their schools more supportive of LGBTQ students' positive development and academic success. [Foreword written by Kevin Jennings.]

By 2040, more than 30 percent of students in the United States will be immigrants or the children of immigrants. What factors can help these young people thrive in school, despite the many obstacles they face? And how can school staff best support immigrant students academic and personal success? In "Portraits of Promise," educators hear from the ultimate experts successful newcomer students. Drawing on the students' own stories, the book highlights the kinds of support and resources that help students engage positively with school culture, establish supportive peer networks, form strong bonds with teachers, manage competing expectations from home and school, and navigate the challenges of high-stakes testing and the college application process. An index is included. [Foreword by Carola Suárez-Orozco.]

As any teacher or parent knows, adolescence is a time when youth grapple with the question, "Who am I?" Issues of race, ethnicity, class, gender, sexual orientation, and ability can complicate this question for young people, affecting their schoolwork and their relationships with teachers, family, and peers. This new edition of "Adolescents at School" builds and expands the strengths and insights of the much-acclaimed first edition. A uniquely practical, insightful, and jargon-free volume, "Adolescents at School" points to ways to foster the success of every student in schools and classrooms. Drawing from the perspectives of teachers, researchers, and administrators--and adolescents themselves--it examines the complex, changing identities young people manage while they confront the challenges of school. This book contains: (1) Identity and Possibility: Adolescent Development and the Potential of Schools (Michael Nakkula); (2) "Joaquin's Dilemma": Understanding the Link between Racial Identity and School-Related Behaviors (Pedro A. Noguera); Understanding "Acting White": What Educators Need to Know (Michael Sadowski); Listening to Minority Students: One District's Approach to Closing the Achievement Gap (Thomas Fowler-Finn); Opening the Dialogue about Race at School (Beverly Daniel Tatum); (3) Adolescents from Immigrant Families: Relationships and Adaptation in School (Carola Suarez-Orozco, Desiree Baolian Qin, and Ramona Fruja Amthor); "Desde Entonces, Soy Chicana": A Mexican Immigrant Student Resists Subtractive Schooling (Angela Valenzuela); (4) Model Minorities and Perpetual Foreigners: The Impact of Stereotyping on Asian American Students (Stacey J. Lee); (5) "Who am I as a Learner?" Would Boys and Girls Tend to Answer Differently? (Michelle Galley); "Getting the Message Across": Adolescent Girls and Note Writing (Theresa Squires Collins); (6) "I am Not Insane; I am Angry": Adolescent Masculinity, Homophobia, and Violence (Michael S. Kimmel); Male Adolescent Identity and the Roots of Aggression: A Conversation with James Garbarino (Darcia Harris Bowman); (7) Still in the Shadows? Lesbian, Gay, Bisexual, and Transgender Students in U.S. Schools (Michael Sadowski); The Story of Matt, "Transgender Superhero" (Michael Sadowski); What's in a Label? Adolescents and "Queer" Identities (Arthur Lipkin); (8) Who Wins and Who Loses? Social Class and Student Identities (Ellen Brantlinger); Class and Identity in a Socioeconomically Diverse High School (A Discussion with Elaine Bessette, Joan Lowe, and Bill Quinn); (9) The Impact of Disability on Adolescent Identity (Michael L. Wehmeyer); Making Their Own Way: The Perspectives of Three Young People with Disabilities (Michael L. Wehmeyer); Multiple Intelligences in Adolescence (Howard Gardner); (10) A Question of "Faith": Adolescent Spirituality in Public Schools (Eric Toshalis); and (11) Beyond Categories: The Complex Identities of Adolescents (John Raible and Sonia Nieto). A foreword by Deborah Meier, an introduction titled "Real Adolescents" by Michael Sadowski, an afterword titled "From Understanding to Action: Ten Principles of Practice" by Michael Sadowski, and an index are included. [For the first edition, "Adolescents at School: Perspectives on Youth, Identity, and Education", see ED474879.]

This collection of papers suggests ways to foster the success of all students in schools and classrooms, focusing on the complex, changing identities young people manage while confronting the challenges of school. The papers are: "Introduction: Why Identity Matters at School" (Michael Sadowski); (1) "Identity and Possibility: Adolescent Development and the Potential of Schools" (Michael Nakkula); (2) "'Joaquin's Dilemma': Understanding the Link between Racial Identity and School-Related Behaviors" (Pedro A. Noguera); "Profile: Listening to Minority Students: One District's Approach to Closing the Achievement Gap" (Thomas Fowler-Finn); "Commentary: Opening the Dialogue about Race at School" (Beverly Daniel Tatum); (3) "Model Minorities and Perpetual Foreigners: The Impact of Stereotyping on Asian American Students" (Stacey J. Lee); "Profile: 'Desde entonces, soy Chicana': A Mexican Immigrant Student Resists Subtractive Schooling" (Angela Valenzuela); (4) "'Who am I as a Learner?': Would Girls and Boys Tend to Answer Differently?" (Michelle Galley); "Profile: Writing Their Way Through: Adolescent Girls and Note Writing" (Theresa Squires Collins); (5) "'I am not Insane; I am Angry': Adolescent Masculinity, Homophobia, and Violence" (Michael S. Kimmel); "Interview: Male Adolescent Identity and the Roots of Aggression: A Conversation with James Garbarino" (Darcia Harris Bowman); (6) "Growing Up in the Shadows: School and the Identity Development of Sexual Minority Youth" (Michael Sadowski); "Commentary: Why Use That Word? Adolescents and Queer Identity" (Arthur Lipkin); (7) "Who Wins and Who Loses? Social Class and Student Identities" (Ellen Brantlinger); "Interview: Class and Identity in a Socioeconomically Diverse High School: A Discussion with Elaine Bessette, Joan Lowe, and Bill Quinn"; (8) "The Impact of Disability on Adolescent Identity" (Michael L. Wehmeyer); "Profile: Making Their Own Way: The Perspectives of Three Young People with Disabilities" (Michael L. Wehmyer); (9) "Beyond Categories: The Complex Identities of Adolescents" (John Raible and Sonia Nieto); and "Afterword: From Understanding to Action" (Michael Sadowski). (Chapters contain endnotes.) (SM)

Formation of amyloid fibrils from an amyloidogenic precursor peptide is a stochastic process. Initially, conditions do not favor aggregation, and this period corresponds to the lag phase that precedes the possible formation of fibrils. This lag phase can be overcome by the amyloidogenic peptide reaching a critically high concentration, or via binding with apolipoproteins or other chaperone proteins. Apolipoproteins interact with numerous amyloidogenic peptides in diverse systemic and organ limited amyloidoses because of their natural tendency to bind hydrophobic domains present on these peptides. Apolipoproteins appear to play an essential role in the kinetics of amyloid deposition. Apoliprotein E (apo E), which has been found to be involved in the majority of amylodoses, helps to overcome the initially unfavorable kinetic barrier of amyloid fibril formation, and typically shows isoform-specific effects that influence the epidemiology, clinical course, and pathological aspects of disease. The modulatory effect of apolipoproteins may not be evident if either the amyloid-prone protein is present in great excess or carries a mutation rendering it extremely amyloidogenic. Under these conditions amyloid deposition can occur without the help of chaperones. The exact binding site of amyloidogenic peptides on apo E and other apolipoproteins is unclear, and it remains unknown if it is a linear or a conformational epitope. Mapping this site could provide a means to clarify the mechanism of interaction between apolipoproteins and their peptide ligands, as well as allowing the generation of peptidomimetic compounds that block this interaction in an effort to develop successful treatment approaches. It appears that apo E has one universal site interacting with various amyloidogenic peptides regardless of their sequence. Targeting the pathological chaperones of amyloidoses such as apo E appears to be an attractive approach from a pharmacokinetic point of view, because the concentration of these molecules in amyloid deposits is usually 100 to 200 times lower than the concentration of the actual fibril-forming peptide (Ma et al., 1994; Wisniewski et al., 1994a). In addition, blocking this interaction between apo E and amyloidogenic proteins is unlikely to be associated with any significant toxicity, making this a significant therapeutic target. [ABSTRACT FROM AUTHOR]

This paper analyzes design and performance aspects of a brushless double fed cage induction generator as an economic and technical alternative to wind power generation. It focuses on the main design criteria and on performance analysis to establish its behavior in load condition. The performance of a 15 kW prototype, comprising torque, current, efficiency, and power factor, is compared to simulation results and to other types of machines as synchronous and wound rotor induction machines. Vibration analyses are performed and experimental results are shown. [ABSTRACT FROM AUTHOR]

Boundary layers are studied which are induced by micro-periodic boundary conditions as, for instance, in the case of contact of rough bodies. The adopted micromechanical framework is outlined briefly and two applications are provided. The finite element method is applied to study the normal contact compliance in the elasto-plastic regime, and the effect of macroscopic in-plane strain on contact response is analyzed. Secondly, a simple model for prediction of the effective heat transfer coefficient in steady-state conditions is presented. [ABSTRACT FROM AUTHOR]

J. Krajícek and P. Pudlák proved that an almost optimal deterministic algorithm for TAUT exists if and only if there exists a p-optimal proof system for TAUT. In this paper we prove that an almost optimal deterministic algorithm for SAT exists if and only if there exists a p-optimal proof system for SAT. Combining Krajícek and Pudlák's result with our result we show that an optimal deterministic algorithm for SAT exists if and only if both p-optimal proof systems for TAUT and for SAT exist. [ABSTRACT FROM AUTHOR]