This book introduces the use of industrial CMOS processes to produce arrays of nanomechanical cantilever transducers with on-chip driving and signal conditioning circuitry. These cantilevers are familiar from Scanning Probe Microscopy (SPM) and allow the sensitive detection of physical quantities such as forces and mass changes. The book is divided into three parts. First fabrication aspects and the mechanisms of cantilever resonators are introduced. Of the possible driving and sensing mechanisms, electrothermal and magnetic excitation, as well as piezoresistive detection and the use of MOS transistors for the deflection detection are introduced. This is followed by two application examples: The use of resonant cantilevers for the mass-sensitive detection of volatile organic compounds, and force sensor arrays for parallel Scanning Atomic Force Microscopy (AFM) of large areas.

The modern K-12 teacher's must-have guide to teach students how to ask questions, weigh the evidence, and think critically and independently Students and teachers alike face a dilemma: Why think deeply when we can just take a shortcut by googling something? Why read an article when we can learn from a social media headline? If, as educators, we want to encourage our students to value thoughtfulness and to embrace the effort it takes to reach deep understandings, we must model that behavior ourselves. In Never Stop Asking, author Dr. Nathan Lang-Raad shows K-12 teachers how human brains like to take mental shortcuts, known as heuristics, that allow the brain to save energy and perform more efficiently. These heuristics, however, can lead to illogical thinking, cognitive biases, and fallacies that can hinder critical thinking. Never Stop Asking: Teaching Students to be Better Critical Thinkers is the armor we need to defend ourselves and our students against the all-too-tempting shortcuts that the digital age has to offer, employing strategies to consistently and explicitly support teaching critical thinking and weaving it into the everyday landscape of your classroom. Let’s ensure that the students of today will be the skilled thinkers of tomorrow. Learn about common psychological shortcuts and biases that hinder students and teachers alike Discover the logic and the science behind critical thinking and why it leads to better outcomes Gain strategies to bring critical thinking into the classroom and help students build patience, discipline, and skill Acknowledge and embrace the digital age in your teaching—without falling victim to its downsides This is an engaging and important book for K-12 teachers and instructional coaches. Teacher training programs can also be enhanced by the practical wisdom and easy-to-implement strategies inside.

This book is a commonsense guide to becoming a reflective practitioner, written by a practitioner for practitioners. Relying on actual practice situations, stories, and self-guided exercises, it responds to the questions: Why should professionals care about reflective practice? How do its principles and methods increase competence? What characteristics distinguish reflective practitioners? Every person in a conflict resolution process sees the world differently and acts in a distinctive manner. Yet, by following well-developed practice routines, practitioners often fail to consider the unpredictability of human interactions and overlook behaviors that are inconsistent with their expectations. To respond effectively to surprising and unpredictable events, this book encourages practitioners to adapt their thinking, so they can use their knowledge and skills when situations do not match their assumptions or are inconsistent with their practice routines.

This book examines the Arabic conflict resolution method known as "sulha." In this process, notable male elders mediate conflicts between and within Arab communities. A lengthy process of political jockeying culminates in a ceremony that peaks when "enemies" shake hands and publicly forgive the crimes of the other. The reality of actual sulha deviates considerably from the ideal, but both the official framework and the actual events point to a deep seated valorization of peace and reconciliation in Israeli-Palestinian society.

Sharon Lang explores sharaf ('honour') as a social construct of Israeli-Palestinian society and how this key concept is inextricably linked to male emotion, identity and action. Providing ethnographic insight into the real life perspective and gendered politics of Israeli-Palestinian people, the book examines how sharaf is interwoven in acts of violence as well as matters of peacemaking. Family honour killings, murders of women by their fathers and brothers are analyzed in order to understand how male identity connects to female sexuality, and how sharaf may move a man to kill. Ultimately, the book illustrates how Palestinians have held onto and recreated indigenous political practices based on social norms and values of sharaf and reconciliation despite the imposition of Israeli systems of control.

This book is a commonsense guide to becoming a reflective practitioner, written by a practitioner for practitioners. Relying on actual practice situations, stories, and self-guided exercises, it responds to the questions: Why should professionals care about reflective practice? How do its principles and methods increase competence? What characteristics distinguish reflective practitioners? Every person in a conflict resolution process sees the world differently and acts in a distinctive manner. Yet, by following well-developed practice routines, practitioners often fail to consider the unpredictability of human interactions and overlook behaviors that are inconsistent with their expectations. To respond effectively to surprising and unpredictable events, this book encourages practitioners to adapt their thinking, so they can use their knowledge and skills when situations do not match their assumptions or are inconsistent with their practice routines.

This book is intended for scientists and engineers in the field of micro- and nano electro-mechanical systems (MEMS and NEMS) and introduces the development of cantilever-based sensor systems using CMOS-compatible micromachining from the design concepts and simulations to the prototype. It is also a useful resource for researchers on cantilever sensors and resonant sensors in general The reader will become familiar with the potential of the combination of two technological approaches: IC fabrication technology, notably CMOS technology, and silicon micromachining and the resulting microstructures such as cantilever beams. It was recognized early that these two technologies should be merged in order to make the microstructures smart and devise integrated microsystems with on-chip driving and signal conditioning circuitry - now known as CMOS MEMS or, with the arrival of nanostructures, CMOS NEMS. One way to achieve the merger is the post-processing micro- or nano- machining of finished CMOS wafers, some of which is described in this book. The book introduces this approach based on work carried out at the Physical Electronics Laboratory of ETH Zurich on arrays of cantilever transducers with on-chip driving and signal conditioning circuitry. These cantilevers are familiar from Scanning Probe Microscopy (SPM) and allow the sensitive detection of phys ical quantities such as forces and mass changes. The book is divided into three parts. First, general aspects of cantilever resona tors are introduced, e. g. their resonant behavior and possible driving and sensing mechanisms."

Part of The New Art and Science of Teaching series In The New Art and Science of Teaching Mathematics, authors Nathan D. Lang-Raad and Robert J. Marzano reenvision the groundbreaking New Art and Science of Teaching framework for math classrooms. Readers will discover myriad math strategies, tools, and methods of teaching mathematics for every step of the process, from articulating learning targets and conducting math lessons to engaging students, tracking progress, and celebrating successes. Use this teaching resource to implement research-based best practices in teaching math: Explore how The New Art and Science of Teaching framework can help you optimize your methods and establish best practices in teaching mathematics. Become familiar with the 10 design areas and 43 elements of effective teaching strategies that make up the framework. Develop an understanding of which of the 43 elements of instruction are most effective in the mathematics classroom and in which types of lessons they should be used when teaching mathematics. Use each chapter's Guiding Questions for Curriculum Design to support planning and aid in reflection as a mathematics teacher. Discover a four-step process designed to help you deepen your expertise of math teaching strategies. A joint publication of ASCD and Solution Tree Contents: Introduction Chapter 1: Providing and Communicating Clear Learning Goals Chapter 2: Using Assessments Chapter 3: Conducting Direct Instruction Lessons Chapter 4: Conducting Practicing and Deepening Lessons Chapter 5: Conducting Knowledge Application Lessons Chapter 6: Using Strategies That Appear in All Types of Lessons Chapter 7: Using Engagement Strategies Chapter 8: Implementing Rules and Procedures Chapter 9: Building Relationships Chapter 10: Communicating High Expectations Chapter 11: Developing Expertise Appendix References and Resources

Instructional coaches play a crucial role in helping educators meet the ever-changing demands of effective teaching and learning. With this practical guide, coaches will discover seven drivers they can use to best support teachers in their daily work: (1) collaboration, (2) transparency, (3) inquiry, (4) discourse, (5) reverberation, (6) sincerity, and (7) influence. Each chapter offers instructional coaching strategies, daily practices, research, and examples to help readers evaluate, refine, and implement these drivers in their educational coaching and teacher support. Learn daily practices for instructional coaching that supports teachers and effective teaching methods: Explore the seven daily drivers necessary to become a more effective instructional coach. Gain strategies to strengthen relationships with teachers and teacher teams to improve outcomes and understanding of effective teaching methods. Access tools to help self-assess and adjust daily coaching practices. Understand the sociocultural psychology and education research that support the seven daily practices. Learn approaches you can use to keep pace with current effective teaching methods and the demands on today's educators, coaches, and instructional leaders. Contents: Introduction Chapter 1: Collaboration Chapter 2: Transparency Chapter 3: Inquiry Chapter 4: Discourse Chapter 5: Reverberation Chapter 6: Sincerity Chapter 7: Influence Epilogue References and Resources Index

Ein diagnostische Methode wie die Sonographie, die den Patienten so gut wie nicht belastet und keine Risiken in sich birgt, bietet sich zur Untersuchung von Kindern geradezu an. Daher uberrascht es, dass die Padiatrie dieses Verfahren trotz hervorragender Erfahrungen in der Erwachsenenmedizin nur zoegernd aufgriff und zunachst eine Indikation nur nach eingehender radiologischer und nuklearmedizinischer Diagnostik sah. Als Ergebnis intensiver wissenschaftlicher Beschaftigung mit der Methode und sicher- lich auch gefoerdert durch die technische Verfeinerung der Gerate hat sich die Einschatzung gewandelt. Die Sonographie steht mittlerweile am Be- ginn der morphologischen Diagnostik und hat damit die Funktion der Weichenstellung. Sie kann eine weiterfuhrende Diagnostik uberflussig machen oder aber den Weg fur deren gezielten und damit schonenden und rationellen Einsatz weisen. Das heisst, sie erganzt nicht mehr den Roentgen-, sondern den klinischen Befund und beeinflusst damit die Indikation und Durchfuhrung von Roentgenuntersuchungen. Die veranderte Untersuchungsstrategie hat ihrerseits auch Ruckwirkun- gen auf die Klinik gehabt. Das fehlende Untersuchungsrisiko beim Einsatz der Sonographie verpflichtet uns, auch aus unspezifischen Hinweisen auf einen pathologischen Prozess diagnostische Konsequenzen zu ziehen. Nur durch dieses Vorgehen kann letztlich die Fruhdiagnostik vieler Erkrankun- gen (z. B. Harnwegsfehlbildungen, Herzfehler, Hirnblutungen, Invaginatio- nen ete. ) entscheidend verbessert werden. Daraus lasst sich leicht ableiten, dass die Sonographie zu einer neuen Bewertung mancher Symptome gefuhrt hat und dass die verbesserte Fruh- und Verlaufsdiagnostik teilweise auch Einfluss auf das therapeutische Vorgehen genommen hat.