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When either electron or hole doped at concentrations $x\sim 0.1$, the LaOFeAs family displays remarkably high temperature superconductivity with T$_c$ up to 55 K. In the most energetically stable $\vec Q_M = (\pi,\pi)$ antiferromagnetic (AFM) phase comprised of tetragonal-symmetry breaking alternating chains of aligned spins, there is a deep pseudogap in the Fe 3d states centered at the Fermi energy, and very strong magnetophonon coupling is uncovered. Doping (of either sign) beyond $x \sim 0.1$ results in Fe 3d heavy mass carriers ($m^*\sim 4-8$) with a large Fermi surface. Calculated Fe-Fe transverse exchange couplings $J_{ij}(R)$ reveal that exchange coupling is strongly dependent on the AFM symmetry and Fe-As distance., Comment: 5 pages, 5 figures, submitted to prl

A study was conducted in 1986 which revealed that school-based computer coordinators used a combination of product- and client-centered strategies to facilitate computer use, but saw their role as transitional, predicting elimination of their jobs in 2 to 5 years. The purpose of this current study was to revisit the three schools (Eugene, Oregon) studied in 1986 in order to examine the work of the technology coordinators and the outcomes that they were able to effect over the past 7 years. A case study design was employed in the research, which used questionnaires, interviews, observations, and a review of relevant planning documents to examine the work of the coordinators. The following questions are answered: (1) What is the situational and historical context in which the technology coordinators have done their work? What conditions exist today? What has changed?; (2) What outcomes were the technology coordinators able to effect over the 7-year period?; (3) What are the impediments to the integration of technology in schools?; and (4) What strategies are used by the coordinators and teachers to overcome impediments to technology use in their schools? The present study supports the effectiveness of staffing change agents to work with teachers at the school level. Three tables illustrate research findings. (Contains 16 references.) (MAS)

This study conceptualized school-based computer coordinators as change agents and analyzed their strategies, skills, and outcomes. Questionnaires and interviews were used to gather data from three computer coordinators, their supervisors, teachers, and parents. Data were analyzed case by case and then across cases, using the framework and method of data analysis developed by Matthew Miles. Results revealed that: (1) impediments to the integration of computers into the curriculum include lack of budgetary support, demands on teachers, negative experiences with previous innovations, and competing demands of other school improvement programs; (2) coordinators facilitate computer use through a combination of product- and client-centered strategies which include resource-adding, training of teachers, providing technical assistance, organizing the school's instructional computing program, energizing and motivating the client, and collaborative problem solving; (3) effective coordinators must have technical expertise as well as interpersonal skills; (4) outcomes resulting from the computer coordinator's work include improved teacher skills, implementation of school goals, teacher satisfaction, and greater student comfort with computers. Guidelines for the implementation of the coordinator role are suggested, and several directions for future research are recommended. (25 references) (Author/MES)

Describes a three-year effort by two professors to integrate technology into their teacher education courses. The exploratory case studies used reflective narratives, questionnaires, interviews, observations, and review of related materials documenting technology use in the classroom. Results indicate that many impediments to technology use have been reduced, though some still exist. (SM)

Describes how action research as a model for professional development helped teachers enrolled in a graduate course at the University of Nevada Las Vegas gain insight into the process of school change and provided them with opportunities to facilitate change involving the implementation of technology in specific school contexts. (Contains 26 references.) (LRW)

Prevailing team effectiveness models suggest that teams are best positioned for success when certain enabling conditions are in place (Hackman, 1987; Hackman, 2012; Mathieu, Maynard, Rapp, & Gilson, 2008; Wageman, Hackman, & Lehman, 2005). Team composition, or the configuration of member attributes, is an enabling structure key to fostering competent teamwork (Hackman, 2002; Wageman et al., 2005). A vast body of research supports the importance of team composition in team design (Bell, 2007). For example, team composition is empirically linked to outcomes such as cooperation (Eby & Dobbins, 1997), social integration (Harrison, Price, Gavin, & Florey, 2002), shared cognition (Fisher, Bell, Dierdorff, & Belohlav, 2012), information sharing (Randall, Resick, & DeChurch, 2011), adaptability (LePine, 2005), and team performance (e.g., Bell, 2007). As such, NASA has identified team composition as a potentially powerful means for mitigating the risk of performance decrements due to inadequate crew cooperation, coordination, communication, and psychosocial adaptation in future space exploration missions. Much of what is known about effective team composition is drawn from research conducted in conventional workplaces (e.g., corporate offices, production plants). Quantitative reviews of the team composition literature (e.g., Bell, 2007; Bell, Villado, Lukasik, Belau, & Briggs, 2011) are based primarily on traditional teams. Less is known about how composition affects teams operating in extreme environments such as those that will be experienced by crews of future space exploration missions. For example, long-distance and long-duration space exploration (LDSE) crews are expected to live and work in isolated and confined environments (ICEs) for up to 30 months. Crews will also experience communication time delays from mission control, which will require crews to work more autonomously (see Appendix A for more detailed information regarding the LDSE context). Given the unique context within which LDSE crews will operate, NASA identified both a gap in knowledge related to the effective composition of autonomous, LDSE crews, and the need to identify psychological and psychosocial factors, measures, and combinations thereof that can be used to compose highly effective crews (Team Gap 8). As an initial step to address Team Gap 8, we conducted a focused literature review and operational assessment related to team composition issues for LDSE. The objectives of our research were to: (1) identify critical team composition issues and their effects on team functioning in LDSE-analogous environments with a focus on key composition factors that will most likely have the strongest influence on team performance and well-being, and 1 Astronaut diary entry in regards to group interaction aboard the ISS (p.22; Stuster, 2010) 2 (2) identify and evaluate methods used to compose teams with a focus on methods used in analogous environments. The remainder of the report includes the following components: (a) literature review methodology, (b) review of team composition theory and research, (c) methods for composing teams, (d) operational assessment results, and (e) recommendations.

Development and characteristics of bellows gimbal joint for reduction of thermal stress effects are discussed. Reactions of designed joint to changes in temperature are described. Illustrations of conventional gimbal joint and improved gimbal joint are provided.