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This article, keyed to The Age of Innocence, takes as its point of departure the resistance from students that many teachers encounter when they assign the novels that Edith Wharton centered in wealthy, privileged New York society. There is indeed, in each of these novels, a central story that dominates and occupies nearly all the surface, dealing with the personal and familial problems of rich people. But there is a second story, about servants and workers and providers of the comforts that the wealthy deem essential. It is important to respond to and understand the first story through a keen awareness of the second, which can be done by reading The Age of Innocence “from below.” When teaching this novel and others like it in subject and setting, it is thus helpful and illuminating to bring the second story forward. Reading from below enables readers to appreciate Wharton’s style and vision more deeply and makes her work more accessible to and rewarding for students.

Our guest for this article was Dr. Daniel Memmert, Professor and Executive Head of the Institute of Exercise Training and Sport Informatics at the German Sport University Cologne, Cologne (Germany). A lifelong sports player and enthusiast, Memmert’s research is at the intersection of human movement science (cognition and motor activity), sport psychology (attention and motivation), computer science in sports (pattern identification and simulation), talent, children and elite research (Trainings-/PE-Curricula) and research methods.

F. Scott Fitzgerald’s The Great Gatsby (1925) is one of the best known and most widely read and taught novels in American literature. It is so familiar that even those who have not read it believe that they have and take for granted that they know about its main character and theme of the American Dream. We need to approach The Great Gatsby as if it were new and really read it, paying close attention to Fitzgerald’s literary language. His novel gives us a vivid depiction of and insight into income inequality as it existed in the 1920s and, by extension, as it exists today, when the American Dream is even more limited to the fortunate few, not within reach of the many. When we really read The Great Gatsby, we perceive and understand the American dimension of the novel and appreciate, too, the global range and relevance that in it Fitzgerald has achieved. It is a great American book and a great book of world literature.

We are in the midst in the United States, the world’s foremost capitalist country, of a surge of interest in Socialism. Many Americans contend, or at least have begun to imagine, that Socialism might remedy income inequality, limited or flawed health-care, poverty, hunger, and other ongoing social and economic problems. Yet few Americans know much about the history of Socialism, and about its major U. S. advocates and campaigners, above all Eugene V. Debs (1855-1926). Born in Terre Haute, Indiana, Debs was a socialist, political activist, charismatic speaker and writer, radical trade-unionist, one of the founding members of the Industrial Workers of the World, five times the candidate of the Socialist Party of America for President of the United States, and a passionate fighter for free speech and the right to dissent. He is a powerful source of inspiration and enlightenment for those drawn to the theory and practice of socialism, and for those who believe in the possibility of a new American revolution.

In this chapter, we propose that online courses or programs require what we term as a creatively focused and technology fluent mindset (a “CFTF” mindset) on the part of faculty, instructors, instructional designers and other program stakeholders. Such a mindset must be grounded in multiple things: a knowledge of the discipline and of teaching with technology, a creative willingness to try new things and experiment with technologies, and a willingness to push students to consider and re-consider what they know. Through this chapter, we describe the context for change in emerging opportunities for online learning environments and then describe the factors that comprise a CFTF mindset for instructors, designers and developers in online environments. This mindset is built upon theoretical foundations in creative thinking, openness and willingness to experiment. Finally, we share examples of how CFTF has played out in one course in the Educational Leadership & Innovation Ed.D. program at Arizona State University, along with reflections and recommendations—as a means to exemplify what such a mindset might look like in real-world online learning settings.

Developing learner autonomy—or the ability to take charge of one’s learning—is a crucial element of teaching and learning and of design work. In this article, we argue that developing learner autonomy in students requires instructors to adopt a two-fold approach through a mindset rooted in creativity and reflective practice. We discuss the theoretical grounding for this mindset, and then situate our discussion by examining an award-winning hybrid-blended course about design thinking in an educational psychology and educational technology doctoral program. The course outcomes qualitatively demonstrated the ways in which students developed a perception of learner autonomy through their work in creating and implementing context-specific educational technology design solutions. We present and discuss evidence from our own formative reflective practice as instructors, along with evidence from students’ reflections, on how themes of learner autonomy emerged via our proposed pedagogical mindset.

Throughout his career as a literary critic, Alfred Kazin wrote often and with sympathy and insight about Theodore Dreiser, one of the most powerful, panoramic, and compassionate novelists in American literary history. Kazin was an intense reader and writer, committed in his books, essays, and reviews to connecting with and describing the personality of each author he examined. His interpretive work on Dreiser illuminates what it means to be a literary critic and teacher. When we read Kazin in the midst of twenty-first century theory, ideology, and professionalism, we realize all the more clearly the goal in his literary criticism that he aimed for, achieved, and represented—and that now is missing from literary education and experience.

Laura Dassow Walls’s superb biography of Henry David Thoreau is the most important study of this author thus far in the twenty-first century. Beautifully written, and packed with rich detail and subtle interpretation, Walls’s book teaches us much that is new about Thoreau and, furthermore, prompts us to think more deeply about and reassess this complex person and challenging writer—a writer whose range and mass of published and unpublished work, produced during his all too brief life (he died at age 44), is astounding. Thoreau is an inspiring radical voice for personal change and social reform, yet he is, at the same time, extremely self-centered and highly skeptical about the capacity of readers and audiences to bring about the transformations that he advocates.

Brilliantly written, powerfully argued, The American Political Tradition by Richard Hofstadter, published in 1948, is flawed for readers today because of serious gaps and omissions, in particular its lack of reference to African American figures and sources. Late in his career, Hofstadter began to broaden his range of reference, calling attention in vivid prose to the horrors of slavery during the long period of American settlement and colonization. This later emphasis exposes all the more the shortcomings of The American Tradition, yet, at the same time, it does not diminish the rhetorical power and insight of this important book. It remains a significant work of American history but, even more, we should read and respond to it now as a major achievement, a distinguished act of writing, in the field of American literature.

We report ∆14C measurements of cellulose extracted from near monthly tree ring growth for the 1960s of a white oak that grew in western Oregon, USA. Comparison with ∆14C measurements of atmospheric CO2 reveals that the tree ring ∆14C values were equal to or lower than those in atmospheric CO2 at the time of ring formation. We suggest that the low tree ring ∆14C values during the period 1962–1963 were caused by the presence of an atmospheric front or blocking between subpolar and temperate air masses that delayed the arrival of the bomb signal at the tree’s site.

The year 2016 is the 400th anniversary of Shakespeare’s death. His plays are read, interpreted, and performed throughout the United States and the world, and from the early seventeenth century onward, the praise bestowed on him is hyperbolic, as if he were superhuman, even divine. Biographies of Shakespeare abound and often are informative, but not about Shakespeare himself, for we know very little about his day to day activity. Biographers thus imagine and invent the life, using speculation and conjecture as substitutes for evidence and fact. We do know much about the Elizabethan and Jacobean theater and about London acting companies. We know too that for his company, Shakespeare was an actor and a sharer (an investor who shared in the profits) as well as a playwright. But none of the original scripts that Shakespeare wrote or co-wrote has survived. There are no manuscripts in Shakespeare’s hand, nor did he prepare and authenticate any of the published texts we possess. Hence we do not know for certain what the world’s greatest writer actually wrote. Shakespeare’s plays are a supreme fiction, and this more than anything explains his astonishing longevity and renown.

This case study describes our process of modifying an augmented reality (AR) application called Spartan SR for spatial reasoning training for a different, younger user group. Originally designed for undergraduate college students, the application was modified for use by middle school students. Our modifications were designed to bridge certain gulfs of execution and evaluation in interactions with the application in ways that accounted for differences between college and middle-school students. Differences in age groups included reduced relevant prior knowledge and developmental differences in concrete versus abstract reasoning and problem solving as well as self-regulation and motivation. Using direct observation and focus group interviews, we identified modifications that seemed effective and others that needed additional refinement. Learned lessons include the need to redesign interface elements to help students navigate the Spartan SR environment; the value of introducing “real world” objects to scaffold the transition to more abstract shapes; the power of introducing elements of gamification; and the effects of various difficulty levels. These lessons led to iterative redesigns that have promise for improved user experiences at various age and learner levels.

Ernest Hemingway’s Green Hills of Africa, based on his November 1933–March 1934 safari to Kenya and Tanganyika, and published in October 1935, is often overlooked, even by many Hemingway scholars, and it is not widely read or taught. But it is a crucial book for our understanding of this brilliant, tortured writer. In Green Hills of Africa, Hemingway constructs a portrait of himself that is radically disturbing. As much or more than anything he wrote, it reveals the ongoing challenge we face in coming to terms with Hemingway as he represents himself in his work – how best to approach and interpret him, how to describe him as a literary fact and presence.

Ernest Hemingway’s aesthetic—a better term than style—is based on constant acts of choice, decisions that he makes as a writer at every moment about which word and phrase to set down on the page. All writers must make choices—what to include, what to exclude. Hemingway is special because his work as a writer foregrounds this fact. The structure of Hemingway’s sentences makes the reader keenly aware of the words that he has selected and, just as much or more, the countless other possibilities that he has not selected. Hemingway first presented and developed his aesthetic in his major novels and short stories of the 1920s. But this high level of achievement proved very difficult for Hemingway to sustain in the decades that followed. The story of his aesthetic, the shape of his literary career, is both triumphant and tragic.

Acknowledgements Introduction What is Postmodernism, and What Difference Does It Make? Chapter One Politicizing Authority, Authorship, and Identity in Ishmael Reed's Mumbo Jumbo Chapter Two Combative Textualities-Kathy Acker's The Adult Life of Toulouse Lautrec by Henri Toulouse Lautrec Chapter Three Don DeLillo's White Noise: Reading Consumers and the Politics of Commodified Education Chapter Four Repoliticizing Depoliticized Categories: Literary Inheritance, Textual Activism, and the Space of Reading

This case study describes how we used a mix of robots and other modes of telepresence to help remote students enrolled in an on-campus doctoral level course stay connected with both people and content during synchronous hybrid class sessions. Overall, we learned that while robotic telepresence and video telepresence each had significant merit for class interaction, navigating robots during transitions was a real drawback. We also learned that quick and seamless transitions were ideal from the point of view of both students and instructors. We also learned it can be challenging to design a system for quick transitions between modes of telepresence that is easy for students and instructors to master while they are focused on the content of the course.

Temple Grandin is an engineer, a doctor of animal science, and a professor at Colorado State University. She has achieved all this even while having been diagnosed as autistic when she was two years old. In her recent book The Autistic Brain: Thinking Across the Spectrum, she discusses her efforts to understand how humans develop and use different ways of thinking through interviewing autistic individuals in different fields and disciplines. Through this she has identified three different ways people organize, process, remember and use new information: thinking in words, thinking in pictures, and thinking in patterns or structures.

This paper describes a teacher knowledge framework for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's (1986, 1987) construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill-structured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail as a complex interaction among three bodies of knowledge: content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

This paper introduces the efforts of Michigan State University’s Counseling, Educational Psychology, and Special Education/College of Education (CEPSE/COE) Design Studio to utilize robotic telepresence devices in synchronous hybrid learning classes for the Educational Psychology and Educational Technology (EPET ) Ph.D. program. Robotic telepresence devices are digital devices that can be piloted from a distance for the purpose of interacting with people in a remote location. Synchronous hybrid learning classes refer to classes in which online and face-to-face students interact during shared synchronous sessions. This design case describes the context, technologies, and strategies used to integrate robotic telepresence devices in a synchronous hybrid learning class format. We conclude by discussing our insights gleaned from our existing designs for student telepresence in synchronous hybrid learning contexts.

Author(s): Cometto-Muniz, J. Enrique; Cain, William S.; Abraham, Michael H.; Sanchez-Moreno, Ricardo; Gil-Lostes, Javier | Abstract: Nasal chemosensory irritation (i.e., chemesthesis) in humans results form stimulation of the trigeminal nerve. Almost all chemical vapors that produce odor can evoke nasal chemesthesis at higher concentrations, although there is a cut-off point along homologous series beyond which larger homologs fail to be detected by chemesthesis. The failure seems to rest on some aspect of molecular structure or dimensions rather than on a low vapor concentration. In turn, almost all irritants can also elicit an odor with the arguable exception of carbon dioxide (CO2). To separate the trigeminal from the olfactory response of the nose, investigators have tested subjects lacking olfaction (i.e., anosmics) and have measured nasal lateralization thresholds, i.e., the ability to localize whether a vapor entered the right or the left nostril when air enters the contralateral nostril. Such ability rests on trigeminal, not olfactory input. Detection of nasal chemesthesis from chemical mixtures reveals additive effects among constituents, particularly at low levels of detectability (but still above chance detection). As a rule, increases in time of exposure decrease chemesthetic thresholds (i.e., enhances sensitivity) and produce higher ratings of irritation intensity. Nasal chemesthesis can produce alterations in respiration, including a reflex, transitory apnea, and reductions in the duration and volume of nasal inhalations. Relative consistency has been found for irritation thresholds among two of three anatomical structures subsumed within “sensory irritation” – i.e., the nose and eye. Thus for predictive toxicology and risk assessment purposes, an argument can be made that measurements using one system can often be extrapolated to the other.

This study aims to investigate how English as a Foreign Language (EFL) teachers and students in China spontaneously use apps for smartphone and tablets to support their informal language learning. It also seeks to determine EFL teachers' perspectives on informal and formal Mobile Assisted Language Learning (MALL). A total of 240 smartphone and/or tablet users (186 students and 54 EFL teachers) from four colleges in Guangdong China participated in the survey. Twenty-eight teachers selected from the survey participants were interviewed afterwards. Analysis of the survey data showed that all participants were using apps to learn foreign languages informally. Survey data analysis also revealed that the most frequently used apps were based on form-focused behaviorist activities rather than learner-centered constructivist activities. A comparison of usage between EFL teachers and students revealed no significant difference in their choice of apps, yet students expected guidance from EFL teachers in using apps and resources to facilitate language learning. Finally, while the survey data indicated EFL teachers had positive attitudes towards informal MALL, the interviews revealed that many of them held negative sentiments toward MALL in the classroom. We interpret this difference in attitudes as a reflection of the teachers' concerns about learners' self-control and autonomous learning skills, as well as concerns about required teachers' knowledge and perceived changes to teachers' roles. We conclude by discussing the implications of MALL for language teacher education and professional development.

One hundred and ninety three odor detection thresholds, ODTs, obtained by Nagata using the Japanese triangular bag method can be correlated as log (1/ODT) by a linear equation with R(2) = 0.748 and a standard deviation, SD, of 0.830 log units; the latter may be compared with our estimate of 0.66 log units for the self-consistency of Nagata's data. Aldehydes, acids, unsaturated esters, and mercaptans were included in the equation through indicator variables that took into account the higher potency of these compounds. The ODTs obtained by Cometto-Muñiz and Cain, by Cometto-Muñiz and Abraham, and by Hellman and Small could be put on the same scale as those of Nagata to yield a linear equation for 353 ODTs with R(2) = 0.759 and SD = 0.819 log units. The compound descriptors are available for several thousand compounds, and can be calculated from structure, so that further ODT values on the Nagata scale can be predicted for a host of volatile or semivolatile compounds.

The scientific literature through 2005 on the effects of ventilation rates on health in indoor environments has been reviewed by a multidisciplinary group. The group judged 27 papers published in peer-reviewed scientific journals as providing sufficient information on both ventilation rates and health effects to inform the relationship. Consistency was found across multiple investigations and different epidemiologic designs for different populations. Multiple health endpoints show similar relationships with ventilation rate. There is biological plausibility for an association of health outcomes with ventilation rates, although the literature does not provide clear evidence on particular agent(s) for the effects. Higher ventilation rates in offices, up to about 25 l/s per person, are associated with reduced prevalence of sick building syndrome (SBS) symptoms. The limited available data suggest that inflammation, respiratory infections, asthma symptoms and short-term sick leave increase with lower ventilation rates. Home ventilation rates above 0.5 air changes per hour (h−1) have been associated with a reduced risk of allergic manifestations among children in a Nordic climate. The need remains for more studies of the relationship between ventilation rates and health, especially in diverse climates, in locations with polluted outdoor air and in buildings other than offices. Practical Implications Ventilation with outdoor air plays an important role influencing human exposures to indoor pollutants. This review and assessment indicates that increasing ventilation rates above currently adopted standards and guidelines should result in reduced prevalence of negative health outcomes. Building operators and designers should avoid low ventilation rates unless alternative effective measures, such as source control or air cleaning, are employed to limit indoor pollutant levels.

An unpublished laboratory study by Russell and Rush (1996) showed that human subjects sense the presence of methyl isothiocyanate (MITC) via the eyes at concentrations as low as hundreds of ppb in air, with dependence upon duration of exposure. The longer the stimulation, the lower the concentrations sensed. Application of benchmark concentration (BMC10) modeling indicated a best estimate of 330 ppb by the end of 4 h. With a confidence limit (BMCL) applied, the level dropped to 220 ppb, when employing a probit model. Receptors known as TRPA1 ion channels present in trigeminal and associated peripheral afferent nerves have shown particular sensitivity to isothiocyanates. Sensitivity to these electrophiles, which occur naturally in plants (e.g., capers and mustard greens), most likely derives from a mechanism of reversible covalent bonding. Such sensing can provide warning of potential damage rather than actual damage itself. Based upon its reputation as a lachrymator, Russell and Rush assumed that the eyes would sense MITC, before the upper airways, so gathered no data from the airways, except for odor. Field results from spills and results of acute exposures to animals covered in Dourson et al. (2010) add pertinent information on the matter.

Data on human odor thresholds show disparities huge enough to marginalize olfactory psychophysics and delegitimize importation of its data into other areas. Variation of orders of magnitude from study to study, much of it systematic, threatens meaningful comparisons with animal species, comparison between in vivo with in vitro studies, the search for molecular determinants of potency, and use of olfactory information for environmental or public health policy. On the premise that good experimental results will flow from use of good tools, this report describes a vapor delivery system and its peripherals that instantiate good tools. The vapor delivery device 8 (VDD8) provides flexibility in range of delivered concentrations, offers definable stability of delivery, accommodates solvent-free delivery below a part per trillion, gives a realistic interface with subjects, has accessible and replaceable components, and adapts to a variety of psychophysical methodologies. The device serves most often for measurement of absolute sensitivity, where its design encourages collection of thousands of judgments per day from subjects tested simultaneously. The results have shown humans to be more sensitive and less variable than has previous testing. The VDD8 can also serve for measurement of differential sensitivity, discrimination of quality, and perception of mixtures and masking. The exposition seeks to transmit general lessons while it proffers some specifics of design to reproduce features of the device in a new or existing system. The principles can apply to devices for animal testing.