Views, a Teacher-Researcher Journal, Artifacts, Reader Response Journals, Surveys, Field Notes and Video and Audio Taped Transcript Data

Total Page:16

File Type:pdf, Size:1020Kb

Views, a Teacher-Researcher Journal, Artifacts, Reader Response Journals, Surveys, Field Notes and Video and Audio Taped Transcript Data Say What?: A Study of Systemic Functional Linguistics as a Literacy Tool for Promoting Word Consciousness and Agency in Postsecondary Literacy Students A dissertation submitted to the Division of Research and Advanced Studies of the University of Cincinnati In partial fulfillment of the Requirements for the degree of Doctor of Education (Ed.D.) In the College of Education, Criminal Justice and Human Services College of Literacy and Second Language Studies University of Cincinnati Heather Neal B.S. Wright State University 2000 M.S. Ed. Wright State University 2004 2012 Committee Chair: Dr. Susan Watts-Taffe ABSTRACT This study investigated the use of Systemic Functional Linguistics (SFL) as a literacy tool for helping developmental or transitional reading students better understand and critique disciplinary texts. In an urban community college setting, five SFL lessons were used to offer explicit instruction on academic language, or language for building disciplinary knowledge and for communicating about disciplinary content (Nagy & Townsend, 2012). This research considered whether these students experienced a shift in word consciousness (Nagy & Scott, 2009) or a heightened interest in word learning and several different forms of metalinguistic knowledge, including critical language awareness. It also examined whether students were afforded opportunities for agentic action (Lewis, Moje & Enciso, 2007) including opportunities to enact and negotiate identities and to impact change. Data were collected over the course of an eleven- week quarter from the perspective of the teacher-researcher and 18 developmental students from diverse backgrounds, including 5 English Language Learners. Several data sources were used including: interviews, a teacher-researcher journal, artifacts, reader response journals, surveys, field notes and video and audio taped transcript data. The data were analyzed using critical discourse analysis (Gee, 2011; Rogers, 2011) and typological analysis (Hatch, 2012). Several key findings emerged from this analysis. Students exhibited growth in word consciousness including academic language awareness and critical language awareness. Students used this awareness to appropriate academic language when it supported social aims. Students also engaged in opportunities for agentic action including enacting disciplinary identities, renegotiating their identities as readers and interrogating systems of power. Future research is needed to elucidate the aspects of SFL and critical literacy that are most beneficial for promoting word consciousness and agency. ii iii ACKNOWLEDGEMENTS I owe my deepest and most heartfelt gratitude to a number of individuals who have graciously offered me their wisdom, their expertise, their time and their support because without them I would not have succeeded in this endeavor. First, I wish to offer sincere appreciation to my four committee members. I will be forever grateful for your patience, your insights, your challenges and your dedication. I am filled with gratitude for my committee chair Dr. Susan Watts-Taffe who has nurtured my passion for teaching and for language instruction and has offered me her unwavering support and kindness. I am forever indebted to my committee member, Dr. Connie Kendall Theado for her life- changing coursework on teaching postsecondary literacy students and for her steadfast encouragement. I am so incredibly grateful to my committee member Dr. Holly Johnson for igniting my passion for critical literacy and for complicating my views of literacy, language and culture. Finally, I feel such profound gratitude for my committee member Dr. Lisa Vaughn, a psychologist and educator who has inspired me to think in more global and transformative terms about the aims of research. Words simply cannot express how incredibly blessed I have been to have the four of you on my team. Next, I would like to extend gratitude to my colleagues at Midland Community College. In particular, I would like to thank my fellow developmental reading instructors for giving me the opportunity to explore SFL with our students and for allowing me to share our experiences with other researchers and practitioners. I greatly appreciate your faith and me and hope that sharing my experience as a developmental reading teacher will help others to better understand the vital importance of the work we do. I am proud to be part of such an innovative iv and learner-centered institution. I would also like to extend a special thanks to Midland’s Change Agents for their commitment to social justice and to our students. I would like to take this opportunity to thank my family and friends for their patience and for their unfaltering support. I am honored to be the mother of Caleb and Julia, two remarkably astute, ethical and compassionate children who daily remind me of the importance of making a difference in the world and of seeing the very best in people. I also wish to thank my mother Theresa Domsher for a lifetime of unconditional love and for extending that love to my children. Next, I would like to thank my amazing husband and best friend Joseph Neal for his boundless love and for his belief in me and in the significance of this work. I wish to extend my appreciation to my friends for their benevolence, for their kindheartedness, and for the quality time we have spent together. I would also like to thank my extended family for their love and for their moral support. Finally, I would like to thank my students for sharing their brilliance, their searing insights and their life experiences with me. It has been such a privilege to be your teacher. As is often the case, I am convinced that you taught me far more than I ever taught you. In conclusion, I offer these humble words of gratitude to all of those mentioned here and to all of the other unnamed individuals who have inspired me and made a difference in my life. In turn, I hope to one day impact humanity in the way that all of you have impacted me. v TABLE OF CONTENTS CHAPTER 1 Introduction Background to the Study Page 1 Research Questions Page 10 Purpose of the Study Page 11 Definitions Page 15 CHAPTER TWO Review of Related Literature Introduction Page 20 Major Influences in Literacy Theory Page 20 The Role of the Reader in Constructing Meaning Page 20 Rosenblatt’s Transactional Theory Page 20 Vygotsky & Schema Theory Page 21 The Social Turn in the Literacy Studies Page 22 Heath’s Way With Words Page 22 Funds of Knowledge Page 23 Critical Approaches to Literacy Page 23 Critical Literacy Page 24 Sociocultural Theory Page 24 Agency and Interdiscursivity Page 25 Relevant Theories of Language Learning Page 31 Language as a Social Semiotic Page 31 Features of Academic Language Page 31 SFL and Functional Theories of Language Page 32 Content Based Instruction Page 35 Genre Theory Page 35 Metafunctions and Associated Language Features of Page 36 Academic Texts Field and the Experiential Metafunction Page 37 Tenor and the Interpersonal Metafunction Page 39 Mode and the Textual Metafunction Page 41 Critical Discourse Analysis Page 42 Critical Language Awareness Page 44 CHAPTER THREE Methodology and Context Research Design Page 47 Research Site and Participants Page 47 vi Midland Community College Page 47 Teacher-Researcher Page 50 Classroom Context Page 51 Student Participants Page 54 Data Collection Page 55 Interviews Page 55 Videotaping Page 55 Artifacts Page 55 Teacher-Researcher Journal Page 56 Survey of Word Consciousness and Agency Page 57 Member Checking Page 58 Data Analysis Page 60 Measures of Quality Page 63 Study Limitations Page 66 Timeline Page 67 CHAPTER FOUR Findings Overview Page 69 Introduction Page 69 Lessons on Systemic Functional Linguistics Page 71 Lesson 1: Attitudinal Language and Authorial Positioning Page 72 Lesson 2: Identify Key Participants and Their Roles Page 78 Lesson 3: Reader/Writer Relationships Page 87 Lesson 4: Signal Words and Interpretations Page 93 Lesson 5: Theme/Rheme, Processes and Circumstances Page 103 SFL Feedback Form, Part A Page 110 Student Experiences with Agency Page 116 Initial Attitudes Related to Agency Page 116 Initial Survey Page 117 Early Reader Response Entries Page 123 Later Attitudes Related to Agency Page 127 SFL Feedback Form B Page 128 Final Survey Page 131 Middle-to-Late Reader Response Entries Page 135 Student Experiences with Word Consciousness Page 149 Initial Attitudes Related to Word Consciousness Page 150 Initial Survey Page 152 Early Reader Response Entries Page 153 Later Attitudes Related to Word Consciousness Page 158 SFL Feedback Form B Page 158 Final Survey Page 161 Middle-to-Late Reader Response Entries Page 164 Teacher-Researcher Experiences with Critical Literacy Page 174 vii Findings Related to Transformative Change Page 177 Change at the Individual Level Page 177 Change at the Institutional Level Page 177 Summary Page 179 CHAPTER FIVE Conclusions Overview Page 180 Summary of Research Questions Page 180 Implications for Practitioners Page 184 Implications for Researchers Page 195 Conclusion Page 201 LIST OF FIGURES Figure 1.1: The Metafunctions of SFL Page 6 LIST OF TABLES Table 2.1: The Three Metafunctions of SFL Page 37 Table 2.2: Nominalizations and the Grammatical Metaphors Page 38 Table 2.3: Differences in Modality Page 40 Table 2.4: Differences in Mode Page 41 Table 2.5: Differences in Theme Page 42 Table 3.1: Research Questions and Affiliated Data Sources Page 58 Table 3.2: Building Tasks and Guiding Questions Page 61 Table 4.1: SFL Lessons Page 71 Table 4.2: Three Texts
Recommended publications
  • Finding Life Beyond Earth
    FINDING LIFE BEYOND EARTH Education Collection NOVA Education pbs.org/nova/education, [email protected] ! NOVA’s “Finding Life Beyond Earth” script visualized. NOVA Education pbs.org/nova/education, [email protected] ! Table of Contents Credits and Acknowledgements! 2 Overview! 4 1 — Meet the Planets! 13 2 — What Is Life?! 16 3 — Basic Ingredients for Life! 19 4 — Extreme Living! 22 5 — Home Sweet Home! 25 6 — Where to Look for Life! 29 7 — How to Search! 33 Common Misconceptions! 38 Related Resources! 39 Appendices! 40 © 2012 WGBH Educational Foundation!!1 Credits and Acknowledgements Produced by NOVA’s Department of Education, WGBH Rachel Connolly, Director of Education | NOVA Chris Randall, Senior Editorial Project Director | WGBH Education Department Maiken Lilley, Education Coordinator | NOVA Graham Veth, Education Outreach Coordinator | NOVA Rachel Gesserman, Production Assistant | NOVA Advisors Chris Dietlin, WGBH Kristen Erickson, NASA Irena Fayngold, WGBH Kay Ferrari, NASA/JPL Rebecca Jaramillo, National Institute of Aerospace Daniella Scalice, NASA Astrobiology Institute Harla Sherwood, National Institute of Aerospace Stephanie Shipp, Lunar and Planetary Institute Anita Sohus, NASA/JPL “Finding Life Beyond Earth” is produced in cooperation with NASA and the National Institute of Aerospace. Additional funding is provided by Millicent Bell through the Millicent and Eugene Bell Foundation. This material is based on work supported by the National Aeronautics and Space Administration, Langley Research Center, under the Research Cooperative Agreement No. NNL09AA00A awarded to the National Institute of Aerospace. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of WGBH and do not necessarily reflect the views of the National Institute of Aerospace.
    [Show full text]
  • EBCS AR Titles
    EBCS AR Titles QUIZNO TITLE 41025EN The 100th Day of School 35821EN 100th Day Worries 661EN The 18th EmerGency 7351EN 20,000 Baseball Cards Under the Sea 11592EN 2095 8001EN 50 Below Zero 9001EN The 500 Hats of Bartholomew Cubbins 413EN The 89th Kitten 80599EN A-10 Thunderbolt II 16201EN A...B...Sea (Crabapples) 67750EN Abe Lincoln Goes to WashinGton 1837-1865 101EN Abel's Island 9751EN Abiyoyo 86635EN The Abominable Snowman Doesn't Roast Marshmallows 13551EN Abraham Lincoln 866EN Abraham Lincoln 118278EN Abraham Lincoln and the Civil War 17651EN The Absent Author 21662EN The Absent-Minded Toad 12573EN The Absolutely True Story...How I Visited Yellowstone... 17501EN Abuela 15175EN Abyssinian Cats (Checkerboard) 6001EN Ace: The Very Important PiG 35608EN The Acrobat and the AnGel 105906EN Across the Blue Pacific: A World War II Story 7201EN Across the Stream 1EN Adam of the Road 301EN Addie Across the Prairie 6101EN Addie Meets Max 13851EN Adios, Anna 135470EN Adrian Peterson 128373EN Adventure AccordinG to Humphrey 451EN The Adventures of Ali Baba Bernstein 20251EN The Adventures of Captain Underpants 138969EN The Adventures of Nanny PiGGins 401EN The Adventures of Ratman 64111EN The Adventures of Super Diaper Baby 71944EN AfGhanistan (Countries in the News) 71813EN Africa 70797EN Africa (The Atlas of the Seven Continents) 13552EN African-American Holidays EBCS AR Titles 13001EN African Buffalo (African Animals Discovery) 15401EN African Elephants (Early Bird Nature) 14651EN Afternoon on the Amazon 83309EN Air: A Resource Our World Depends
    [Show full text]
  • [email protected] Website: Nightshift.Oxfordmusic.Net Free Every Month
    email: [email protected] website: nightshift.oxfordmusic.net Free every month. NIGHTSHIFT Issue 122 September Oxford’s Music Magazine 2005 SupergrassSupergrassSupergrass on a road less travelled plus 4-Page Truck Festival Review - inside NIGHTSHIFT: PO Box 312, Kidlington, OX5 1ZU. Phone: 01865 372255 NEWNEWSS Nightshift: PO Box 312, Kidlington, OX5 1ZU Phone: 01865 372255 email: [email protected] THE YOUNG KNIVES won You Now’, ‘Water and Wine’ and themselves a coveted slot at V ‘Gravity Flow’. In addition, the CD Festival last month after being comes with a bonus DVD which picked by Channel 4 and Virgin features a documentary following Mobile from over 1,000 new bands Mark over the past two years as he to open the festival on the Channel recorded the album, plus alternative 4 stage, alongside The Chemical versions of some tracks. Brothers, Doves, Kaiser Chiefs and The Magic Numbers. Their set was THE DOWNLOAD appears to have then broadcast by Channel 4. been given an indefinite extended Meanwhile, the band are currently in run by the BBC. The local music the studio with producer Andy Gill, show, which is broadcast on BBC recording their new single, ‘The Radio Oxford 95.2fm every Saturday THE MAGIC NUMBERS return to Oxford in November, leading an Decision’, due for release on from 6-7pm, has had a rolling impressive list of big name acts coming to town in the next few months. Transgressive in November. The monthly extension running through After their triumphant Truck Festival headline set last month, The Magic th Knives have also signed a publishing the summer, and with the positive Numbers (pictured) play at Brookes University on Tuesday 11 October.
    [Show full text]
  • 1400 GMAT Vocabulary Words
    A 1.400 GMAT Vocabulary Words A 1. abaft 2. abandon abaft abandon adv. on; toward the rear of a ship v. to leave behind; to give something up The passengers moved abaft of the ship so as to escape After trying in vain for several years, Julie abandoned her the fire in the front of the ship. dream of setting up an online bookstore. 3. abandon 4. abase –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– abandon abase n. freedom; impetuosity; enthusiasm v. to degrade; to humiliate; to disgrace Lucy embarked on her new adventure with abandon. The mother abased the girl by her public reprimand. Because of his inability to achieve his own life-long goals, the father abased his children whenever they failed. 5. abbreviate 6. abdicate –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– abbreviate abdicate v. to shorten; to reduce in length compress; to diminish; v. to reject; to renounce; to abandon; to give up to make brief His business trip was abbreviated when he suddenly Due to their poor payment record, it may be necessary to became ill. abdicate our business relationship with the Durmount corporation. 7. aberrant 8. abeyance –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– aberrant abeyance adj. abnormal; straying from the normal or usual path; n. state of temporary suspension; inactivity irregular The air traffic controllers were alarmed by the aberrant Since the power failure, the town has been in abeyance. flight pattern of the aircraft. Her aberrant behavior led her friends to worry the divorce had taken its toll. 9. abhor 10. abject –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– abhor abject v. to hate; to dislike; to detest adj. of the worst or lowest degree By the way her jaw tensed when he walked in, it is easy The Haldemans lived in abject poverty, with barely a roof to see that she abhors him.
    [Show full text]
  • This Third Edition Bibliography Lists Books and Teaching Aids Related To
    60:CUMENT RESUMB ED 027 215 SE 006 287 Aerospace Bibliography, Third Edition. National Aeronautics and Space Administration, Washingtan, D.C. Repor t No- EP -35 Pub Date (651 Note-68p. EDRS Price f1F-$0.50 HC-$3.50 Descriptors-*Aerospace Technok)gy, *Annotated Bibliographies, Astronomy, *Bibliographies, Physical Sciences, *Science Education, Technology Identifiers-National Aeronautics and Space Administration Thisthirdeditionbibliographylistsbooks and teaching aids related to aeronautics and space. Aeronautics titles are limited toaerospace-related research subjects, and books on astronomy to those direCtly related to space exploration. Also listed are pertinent references like pamphlets, films,film strips, booklets, charts, pictures, periodicals, and sources of in.formation on specific space subjects available from aerospace industry companies. Reading levels for each document are indicated according to primary, intermediate, upper elementary, secondary, and adult or college. (GR) 33' $ t 'k 4 ;(' " ; , othisit-erP-ie I l if= WIN IP , ., k a k ' II U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFF!CIAL OFFICE OF EDUCATION POSITION OR POLICY. 0 ,"'". Al 1011011104- 1,," 1. 1,=z;z0z2i Ent AEROSPACE BIBLIOGRAPHY THIRD EDITION Compiled for Educational Programs Division, Office of Public Affairs NATIONAL AERONAUTICS AND SPACE ADMINISTRATION by National Aerospace
    [Show full text]
  • 2017 Surplus
    2017 SURPLUS Entity Qty Description Make Model Serial Number Notes DIST 1 BOOKSHELF, 11-SHELF, WOOD, LARGE DIST 1 BOOKSHELF, 3-SHELF, METAL DIST 1 BOOKSHELF, 3-SHELF, WOOD DIST 1 BOOKSHELF, 4-SHELF, METAL DIST 1 BOOKSHELF, 4-SHELF, WOOD DIST 1 BOOKSHELF, 5-SHELF, METAL DIST 1 BOOKSHELF, 5-SHELF, METAL, LARGE DIST 1 BOOKSHELF, 5-SHELF, WOOD DIST 2 CHAIR, METAL, VINYL DIST 1 CHAIR, PADDED, METAL, FABRIC ON CASTERS DIST 1 CHAIR, PADDED, PLASTIC, FABRIC ON CASTERS DIST 1 CHAIR, WOOD DIST 1 CHAIR, WOOD, FABRIC DIST 1 COMPUTER Acer 6800 64200001901 DIST 1 COMPUTER DELL Dimension 5150 GCF8M91 DIST 1 COMPUTER DELL GX280 73Q2V71 DIST 1 COMPUTER DELL Optiplex 7010 28ZP8Y1 DIST 1 COMPUTER DELL Optiplex 7010 28ZQ8Y1 DIST 1 COMPUTER DELL Optiplex 7010 28ZR8Y1 DIST 1 COMPUTER DELL Optiplex 7010 290Q8Y1 DIST 1 COMPUTER DELL Optiplex 7010 290R8Y1 DIST 1 COMPUTER DELL Optiplex 7010 290S8Y1 DIST 1 COMPUTER DELL Optiplex 7010 291Q8Y1 DIST 1 COMPUTER DELL Optiplex 7010 291R8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZBW8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZCT8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZCV8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZDT8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZDV8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZDW8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZFV8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZFW8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZGV8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZKV8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZLT8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZLV8Y1 DIST 1 COMPUTER DELL Optiplex 7010 CZMW8Y1 DIST 1 COMPUTER DELL Optiplex
    [Show full text]
  • Antinuclear Politics, Atomic Culture, and Reagan Era Foreign Policy
    Selling the Second Cold War: Antinuclear Cultural Activism and Reagan Era Foreign Policy A dissertation presented to the faculty of the College of Arts and Sciences of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy William M. Knoblauch March 2012 © 2012 William M. Knoblauch. All Rights Reserved. 2 This dissertation titled Selling the Second Cold War: Antinuclear Cultural Activism and Reagan Era Foreign Policy by WILLIAM M. KNOBLAUCH has been approved for the Department of History and the College of Arts and Sciences by __________________________________ Chester J. Pach Associate Professor of History __________________________________ Howard Dewald Dean, College of Arts and Sciences 3 ABSTRACT KNOBLAUCH, WILLIAM M., Ph.D., March 2012, History Selling the Second Cold War: Antinuclear Cultural Activism and Reagan Era Foreign Policy Director of Dissertation: Chester J. Pach This dissertation examines how 1980s antinuclear activists utilized popular culture to criticize the Reagan administration’s arms buildup. The 1970s and the era of détente marked a decade-long nadir for American antinuclear activism. Ronald Reagan’s rise to the presidency in 1981 helped to usher in the “Second Cold War,” a period of reignited Cold War animosities that rekindled atomic anxiety. As the arms race escalated, antinuclear activism surged. Alongside grassroots movements, such as the nuclear freeze campaign, a unique group of antinuclear activists—including publishers, authors, directors, musicians, scientists, and celebrities—challenged Reagan’s military buildup in American mass media and popular culture. These activists included Fate of the Earth author Jonathan Schell, Day After director Nicholas Meyer, and “nuclear winter” scientific-spokesperson Carl Sagan.
    [Show full text]
  • 1 Below Is a Comprehensive List of All the Lines Hello Barbie Says As O
    Below is a comprehensive list of all the lines Hello Barbie says as of November 17, 2015. We are consistently updating and enhancing the product’s vocabulary and will update the lines on this site periodically to reflect any changes. OK, sooooo..... I love hanging out with you! (SIGH) Wow... there's so much we can talk about... I've got a question for you... Oh! I know what we can talk about... Oh, I know what we can do now... Speaking of things you want to be when you grow up... You know what I want to talk about? FRIENDS! So, let's talk friends! Ooh, why don't we talk about friends! Hey... let's talk about friends for a bit! I'm the most myself when I'm around my friends, just playing games and imagining what we'll be when we grow up! You know, I really appreciate my friends who have a completely unique sense of style... like you! You know, on those days where waking up for school is hard, I just think about how much fun it'll be to see my friends. ©2015 Mattel. All Rights Reserved. Version 2 1 You know, talking about all the fun things we do is making me think about who we could do them with ... friends! So we've been talking about family, let's talk about the other people in our lives that mean a lot to us ...like our friends! I bet someone who's a friend to animals knows a thing or two about being a friend to people.
    [Show full text]
  • Oasis in Space
    Teacher Idea Kit OASIS IN SPACE A Space Science Program for Grades 6 – 12 Presented by Funded in part by: Oasis in Space Suggested for Grades 6 – 12 Objectives After visiting the planetarium for Oasis in Space, the student should be able to: 1. Explain the structure of the solar system. 2. Name at least three places in our solar system where water can be found. 3. Discuss the search for life on other planets and the significance of water to that search. State Standards of Learning Objectives This planetarium presentation meets the following Virginia State SOLs: Science: 6.8, ES.3 Vocabulary asterism: A picture made of stars in the sky; an unofficial constellation. The Big Dipper is an asterism. Many cultures around the world created their own system of asterisms from the stars visible from their home. civilization: A particular society or group of people at a particular time and place. constellation: A picture made of stars in the sky which has been accepted as one of 88 official patterns by the International Astronomical Union. Ursa Major is a constellation. life: While difficult to define (and perhaps moving us into the realm of philosophy), most scientist would accept the basic concept that anything which can respirate (breathe), consume nutrients (eat), eliminate wastes, and reproduce is alive. nebula: A cloud of gases in space. When a nebula contracts, it can form a star. Some nebulae are large enough to produce multiple stars. planet: A non-luminous body which has a unique orbit around a star. Planets do not produce their own light, but shine by reflecting the light of their star.
    [Show full text]
  • NASA Exploration Team (NEXT)
    NASA Exploration Team (NEXT) Design Reference Missions Summary FOR INTERNAL NASA USE ONLY National Aeronautics and Space Administration July 11, 2002 DRAFT NEXT Design Reference Missions DRAFT FOREWORD <To be written> The NASA Exploration Team (NEXT) has been chartered to develop a 21st Century integrated long-term space exploration strategy for NASA. The NEXT recommends the Agency adopt a paradigm for space exploration that is driven by science and discovery objectives, as modified by National interests, and enabled by technology advancements. The ultimate goal is to satisfy the newly defined Agency vision1 and mission2 statements. This document summarizes in condensed form the vision and strategy for space exploration that has been developed and articulated by the NEXT, and applies that to design reference missions currently under consideration for implementing this vision. The design reference missions de- scribed within represent present efforts by the NASA Exploration Team to devise strategies for achieving science-driven exploration goals but should not be considered as mission proposals or preferred solutions. Vehicle and mission concepts are taken to levels of design fidelity appropri- ate for understanding technology benefits and overall feasibility of the studied approaches. It is our intent that this document serve as a reference from which we can continuously compare and contrast other new innovative approaches to achieve NASA’s long-term goals for exploration. 1 “To improve life here, to extend life to there, to find life beyond.” 2 “To understand and protect our home planet, to explore the universe and search for life, to inspire the next genera- tion of explorers, as only NASA can.” NASA Exploration Team i 11 July 2002 NEXT Design Reference Missions DRAFT DOCUMENT HISTORY LOG Effective Status Revision Description Date Draft V-1 7/11/2002 Draft Release.
    [Show full text]
  • Unrestricted Warfare
    Unrestricted Warfare Qiao Liang and Wang Xiangsui (Beijing: PLA Literature and Arts Publishing House, February 1999) Unrestricted Warfare, by Qiao Liang and Wang Xiangsui (Beijing: PLA Literature and Arts Publishing House, February 1999) [FBIS Editor's Note: The following selections are taken from "Unrestricted Warfare," a book published in China in February 1999 which proposes tactics for developing countries, in particular China, to compensate for their military inferiority vis-à-vis the United States during a high-tech war. The selections include the table of contents, preface, afterword, and biographical information about the authors printed on the cover. The book was written by two PLA senior colonels from the younger generation of Chinese military officers and was published by the PLA Literature and Arts Publishing House in Beijing, suggesting that its release was endorsed by at least some elements of the PLA leadership. This impression was reinforced by an interview with Qiao and laudatory review of the book carried by the party youth league's official daily Zhongguo Qingnian Bao on 28 June. Published prior to the bombing of China's embassy in Belgrade, the book has recently drawn the attention of both the Chinese and Western press for its advocacy of a multitude of means, both military and particularly non-military, to strike at the United States during times of conflict. Hacking into websites, targeting financial institutions, terrorism, using the media, and conducting urban warfare are among the methods proposed. In the Zhongguo Qingnian Bao interview, Qiao was quoted as stating that "the first rule of unrestricted warfare is that there are no rules, with nothing forbidden." Elaborating on this idea, he asserted that strong countries would not use the same approach against weak countries because "strong countries make the rules while rising ones break them and exploit loopholes .
    [Show full text]
  • History 21 (In Honor of the 21 Cities in Anoka County) Is Published by the Anoka County Historical Society Six Times Yearly As a Member Benefit
    ISTORY 21 HVolume 47 No.4 July-August 2017 Shorter than route 66 but closer to home. AnokaCountyHistory.org History 21 (in honor of the 21 cities in Anoka County) is published by the Anoka County Historical Society six times yearly as a member benefit. The ACHS is a 501(c)(3) nonprofit organization. Contributions are tax-deductible within the allowable limits of the law. Board of Directors District 1: Al Pearson District 2: Bill Nelson District 3: Orville Lindquist (President) Table of Contents: District 4: Lotus Hubbard District 5: Kate Morphew 3 - Letters from the ACHS District 6: Mary Capra President and Director District 7: Bart Ward At-Large A: Steven Florman 4 - Columbia Heights Garden Club At-Large B: Dennis Berg (Vice-President) 8 - Collections Corner: At-Large C: Mike Scott Making Artifact Mounts At-Large D: Dick Lang At-Large E: Buzz Netkow 10 - Undiscovered: At-Large F: Paul Pierce (Secretary) Research Library Gems At-Large G: Shelly Peterson (Treasurer) At-Large H: Harvey Greenberg 11 - Murder Mystery Dinners– mark Ex-Officio: Bill Erhart your calendar County Commissioner Liaison: Jim Kordiak 12 - Volunteer World: Shhhhh History People are Fun! Staff Rebecca Ebnet-Mavencamp 14 - Thank You to Our (Executive Director) Supporters Sara Given (Volunteer Coordinator) Audra Hilse (Archivist & Administrator) 15 - Upcoming Events Gail Dahl (Office Staff) Carol Dordan (Office Staff) Don Johnson (Office Staff) Front Cover: Unidentified boys in the back of a truck during an Anoka Parade. Undated. Object ID#: 2016.0173.003 2 From the President One of my favorite recollections in Anoka County is the most fleeting.
    [Show full text]