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Abstrak: Leaky waves have been among the most active areas of research in microwave engineering over the second half of the 20th century. They have been shown to dominate the near-field of several open wave-guiding structures, of great interest to tailor their radiation, guidance and filtering properties. The elegant theoretical analyses and deep physical insights in this area, developed in an era in which computational resources were limited, represent a fundamental scientific legacy that is still extremely relevant in today\'s engineering society and beyond. In this regard, the relevance of leaky-wave concepts has been increasingly recognized in recent times over a broader scientific community, including optics and physics societies. In this paper, after revisiting the fundamental concepts of leaky-wave theory, we discuss and connect different relevant research activities in which leaky-wave concepts have been applied, with the goal of facilitating multidisciplinary interactions on these topics. In addition to the canonical microwave applications of leaky waves, particular attention is devoted to a few areas of interest in modern optics, such as directive optical antennas, extraordinary optical transmission, and embedded scattering eigenvalues, in which leaky waves play a fundamental role.

Abstrak: Leaky waves have been among the most active areas of research in microwave engineering over the second half of the 20th century. They have been shown to dominate the near-field of several open wave-guiding structures, of great interest to tailor their radiation, guidance and filtering properties. The elegant theoretical analyses and deep physical insights in this area, developed in an era in which computational resources were limited, represent a fundamental scientific legacy that is still extremely relevant in today\'s engineering society and beyond. In this regard, the relevance of leaky-wave concepts has been increasingly recognized in recent times over a broader scientific community, including optics and physics societies. In this paper, after revisiting the fundamental concepts of leaky-wave theory, we discuss and connect different relevant research activities in which leaky-wave concepts have been applied, with the goal of facilitating multidisciplinary interactions on these topics. In addition to the canonical microwave applications of leaky waves, particular attention is devoted to a few areas of interest in modern optics, such as directive optical antennas, extraordinary optical transmission, and embedded scattering eigenvalues, in which leaky waves play a fundamental role.

Abstrak: Science education models for secondary and college students as well as K-12 teachers have been dominated by classroom-based approaches. Recently, research apprenticeships wherein learners worked with practicing scientists on authentic scientific research have become increasingly popular. The purpose of this critical review of the literature was to review and synthesize empirical studies that have explored learning outcomes associated with research apprenticeships for science learners. We reviewed 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates and teachers, both pre-service and in-service. The review explored various learning outcomes associated with participation in research apprenticeships. These outcomes included effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence for doing science and intellectual development. The extant literature supported many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) supported conflicting conclusions. Implications included importance of the length of the apprenticeship, need to explicitly place attention on desired outcomes, and engagement of participants

Abstrak: Science education models for secondary and college students as well as K-12 teachers have been dominated by classroom-based approaches. Recently, research apprenticeships wherein learners worked with practicing scientists on authentic scientific research have become increasingly popular. The purpose of this critical review of the literature was to review and synthesize empirical studies that have explored learning outcomes associated with research apprenticeships for science learners. We reviewed 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates and teachers, both pre-service and in-service. The review explored various learning outcomes associated with participation in research apprenticeships. These outcomes included effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence for doing science and intellectual development. The extant literature supported many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) supported conflicting conclusions. Implications included importance of the length of the apprenticeship, need to explicitly place attention on desired outcomes, and engagement of participants

Abstrak: Using Jarvis's (2009) framework of adult learning, this study examines how in-service elementary school teachers make sense of instruction that is responsive to multilingual learners. Case studies of two teachers reveal their nuanced attempts to improve practice during a 1-year, graduate-level, add-on certification program for teaching English language learners (ELLs). Findings show that different critical learning experiences afforded the two teachers opportunities to interrupt their assumptions and subsequently refine their instruction as they resolved to support ELLs. This study sheds light on teachers'ongoing sense-making throughout a yearlong ELL endorsement program. Implications for teacher education and professional development research are discussed.

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Abstrak: Peer sexual harassment is a pervasive problem in schools and is associated with a variety of negative mental health outcomes. Objectification theory suggests that sexual attention in the form of peer harassment directs unwanted attention to the victim\'s body and may lead to a desire to alter the body via disordered eating. In the current study, we used latent growth modeling with a sample of 406 U.S. adolescents to examine the relationship between longitudinal trends in peer sexual harassment from 5th to 9th grade and disordered eating in 9th grade. Longitudinal trends in self-surveillance were proposed as a mediator of the relationships. Results indicated that the relationship between upsetting sexual harassment at 5th grade and disordered eating symptoms at 9th grade was mediated by self-surveillance at 5th grade. Girls reported more upsetting sexual harassment, more self-surveillance, and thus more disordered eating than boys did. These results are in accord with objectification theory, which proposes that sexual harassment is a form of sexual objectification and may lead to self-surveillance and disordered eating.

Abstrak: Peer sexual harassment is a pervasive problem in schools and is associated with a variety of negative mental health outcomes. Objectification theory suggests that sexual attention in the form of peer harassment directs unwanted attention to the victim\'s body and may lead to a desire to alter the body via disordered eating. In the current study, we used latent growth modeling with a sample of 406 U.S. adolescents to examine the relationship between longitudinal trends in peer sexual harassment from 5th to 9th grade and disordered eating in 9th grade. Longitudinal trends in self-surveillance were proposed as a mediator of the relationships. Results indicated that the relationship between upsetting sexual harassment at 5th grade and disordered eating symptoms at 9th grade was mediated by self-surveillance at 5th grade. Girls reported more upsetting sexual harassment, more self-surveillance, and thus more disordered eating than boys did. These results are in accord with objectification theory, which proposes that sexual harassment is a form of sexual objectification and may lead to self-surveillance and disordered eating.