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Consortium of Otolaryngology Journal Editors: collegiality and contributions
- Robert T Sataloff, Rakesh Chandra, Edward W Fisher, David Goldenberg, Ehab Y Hanna, Jonas Johnson, David W Kennedy, Dennis H Kraus, John H Krouse, Michael Link, Lawrence R Lustig, Bert W O'Malley, Jr,, Jay F Piccirillo, Robert Ruben, Sandra Schwartz, Samuel H Selesnick, Raj Sindwani, Richard J Smith, Michael G Stewart, James Tysome, Peter C Weber, D Bradley Welling
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- Journal:
- The Journal of Laryngology & Otology / Volume 134 / Issue 5 / May 2020
- Published online by Cambridge University Press:
- 29 June 2020, pp. 379-380
- Print publication:
- May 2020
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Open access: is there a predator at the door?
- Rakesh Chandra, Edward W Fisher, Terry M Jones, David W Kennedy, Dennis H Kraus, John H Krouse, Michael Link, Lawrence R Lustig, Bert W O'Malley, Jr, Jay F Piccirillo, Robert Ruben, Robert T Sataloff, Sandra Schwartz, Raj Sindwani, Richard J Smith, Michael G Stewart, Peter C Weber, D Bradley Welling, Robin Youngs
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- Journal:
- The Journal of Laryngology & Otology / Volume 132 / Issue 3 / March 2018
- Published online by Cambridge University Press:
- 07 March 2018, pp. 189-190
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- March 2018
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Chapter 8 - Integration of Renewable Energy into Present and Future Energy Systems
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- By Ralph Sims, Pedro Mercado, Wolfram Krewitt, Gouri Bhuyan, Damian Flynn, Hannele Holttinen, Gilberto Jannuzzi, Smail Khennas, Yongqian Liu, Lars J. Nilsson, Joan Ogden, Kazuhiko Ogimoto, Mark O'Malley, Hugh Outhred, Øystein Ulleberg, Frans van Hulle, Morgan Bazilian, Milou Beerepoot, Trevor Demayo, Eleanor Denny, David Infield, Andrew Keane, Arthur Lee, Michael Milligan, Andrew Mills, Michael Power, Paul Smith, Lennart Söder, Aidan Tuohy, Falko Ueckerdt, Jingjing Zhang, Jim Skea, Kai Strunz
- Edited by Ottmar Edenhofer, Ramón Pichs-Madruga, Youba Sokona, Kristin Seyboth, Susanne Kadner, Timm Zwickel, Patrick Eickemeier, Gerrit Hansen, Steffen Schlömer, Christoph von Stechow, Patrick Matschoss
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- Book:
- Renewable Energy Sources and Climate Change Mitigation
- Published online:
- 05 December 2011
- Print publication:
- 21 November 2011, pp 609-706
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Summary
Executive Summary
To achieve higher renewable energy (RE) shares than the low levels typically found in present energy supply systems will require additional integration efforts starting now and continuing over the longer term. These include improved understanding of the RE resource characteristics and availability, investments in enabling infrastructure and research, development and demonstrations (RD&D), modifications to institutional and governance frameworks, innovative thinking, attention to social aspects, markets and planning, and capacity building in anticipation of RE growth.
In many countries, sufficient RE resources are available for system integration to meet a major share of energy demands, either by direct input to end-use sectors or indirectly through present and future energy supply systems and energy carriers, whether for large or small communities in Organisation for Economic Co-operation and Development (OECD) or non-OECD countries. At the same time, the characteristics of many RE resources that distinguish them from fossil fuels and nuclear systems include their natural unpredictability and variability over time scales ranging from seconds to years. These can constrain the ease of integration and result in additional system costs, particularly when reaching higher RE shares of electricity, heat or gaseous and liquid fuels.
Existing energy infrastructure, markets and other institutional arrangements may need adapting, but there are few, if any, technical limits to the planned system integration of RE technologies across the very broad range of present energy supply systems worldwide, though other barriers (e.g., economic barriers) may exist. Improved overall system efficiency and higher RE shares can be achieved by the increased integration of a portfolio of RE resources and technologies.
Contributors
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- By Rose Teteki Abbey, K. C. Abraham, David Tuesday Adamo, LeRoy H. Aden, Efrain Agosto, Victor Aguilan, Gillian T. W. Ahlgren, Charanjit Kaur AjitSingh, Dorothy B E A Akoto, Giuseppe Alberigo, Daniel E. Albrecht, Ruth Albrecht, Daniel O. Aleshire, Urs Altermatt, Anand Amaladass, Michael Amaladoss, James N. Amanze, Lesley G. Anderson, Thomas C. Anderson, Victor Anderson, Hope S. Antone, María Pilar Aquino, Paula Arai, Victorio Araya Guillén, S. Wesley Ariarajah, Ellen T. Armour, Brett Gregory Armstrong, Atsuhiro Asano, Naim Stifan Ateek, Mahmoud Ayoub, John Alembillah Azumah, Mercedes L. García Bachmann, Irena Backus, J. Wayne Baker, Mieke Bal, Lewis V. Baldwin, William Barbieri, António Barbosa da Silva, David Basinger, Bolaji Olukemi Bateye, Oswald Bayer, Daniel H. Bays, Rosalie Beck, Nancy Elizabeth Bedford, Guy-Thomas Bedouelle, Chorbishop Seely Beggiani, Wolfgang Behringer, Christopher M. Bellitto, Byard Bennett, Harold V. Bennett, Teresa Berger, Miguel A. Bernad, Henley Bernard, Alan E. Bernstein, Jon L. Berquist, Johannes Beutler, Ana María Bidegain, Matthew P. Binkewicz, Jennifer Bird, Joseph Blenkinsopp, Dmytro Bondarenko, Paulo Bonfatti, Riet en Pim Bons-Storm, Jessica A. Boon, Marcus J. Borg, Mark Bosco, Peter C. Bouteneff, François Bovon, William D. Bowman, Paul S. Boyer, David Brakke, Richard E. Brantley, Marcus Braybrooke, Ian Breward, Ênio José da Costa Brito, Jewel Spears Brooker, Johannes Brosseder, Nicholas Canfield Read Brown, Robert F. Brown, Pamela K. Brubaker, Walter Brueggemann, Bishop Colin O. Buchanan, Stanley M. Burgess, Amy Nelson Burnett, J. Patout Burns, David B. Burrell, David Buttrick, James P. Byrd, Lavinia Byrne, Gerado Caetano, Marcos Caldas, Alkiviadis Calivas, William J. Callahan, Salvatore Calomino, Euan K. Cameron, William S. Campbell, Marcelo Ayres Camurça, Daniel F. Caner, Paul E. Capetz, Carlos F. Cardoza-Orlandi, Patrick W. Carey, Barbara Carvill, Hal Cauthron, Subhadra Mitra Channa, Mark D. Chapman, James H. Charlesworth, Kenneth R. Chase, Chen Zemin, Luciano Chianeque, Philip Chia Phin Yin, Francisca H. Chimhanda, Daniel Chiquete, John T. Chirban, Soobin Choi, Robert Choquette, Mita Choudhury, Gerald Christianson, John Chryssavgis, Sejong Chun, Esther Chung-Kim, Charles M. A. Clark, Elizabeth A. Clark, Sathianathan Clarke, Fred Cloud, John B. Cobb, W. Owen Cole, John A Coleman, John J. Collins, Sylvia Collins-Mayo, Paul K. Conkin, Beth A. Conklin, Sean Connolly, Demetrios J. Constantelos, Michael A. Conway, Paula M. Cooey, Austin Cooper, Michael L. Cooper-White, Pamela Cooper-White, L. William Countryman, Sérgio Coutinho, Pamela Couture, Shannon Craigo-Snell, James L. Crenshaw, David Crowner, Humberto Horacio Cucchetti, Lawrence S. Cunningham, Elizabeth Mason Currier, Emmanuel Cutrone, Mary L. Daniel, David D. Daniels, Robert Darden, Rolf Darge, Isaiah Dau, Jeffry C. Davis, Jane Dawson, Valentin Dedji, John W. de Gruchy, Paul DeHart, Wendy J. Deichmann Edwards, Miguel A. De La Torre, George E. Demacopoulos, Thomas de Mayo, Leah DeVun, Beatriz de Vasconcellos Dias, Dennis C. Dickerson, John M. Dillon, Luis Miguel Donatello, Igor Dorfmann-Lazarev, Susanna Drake, Jonathan A. Draper, N. Dreher Martin, Otto Dreydoppel, Angelyn Dries, A. J. Droge, Francis X. D'Sa, Marilyn Dunn, Nicole Wilkinson Duran, Rifaat Ebied, Mark J. Edwards, William H. Edwards, Leonard H. Ehrlich, Nancy L. Eiesland, Martin Elbel, J. Harold Ellens, Stephen Ellingson, Marvin M. Ellison, Robert Ellsberg, Jean Bethke Elshtain, Eldon Jay Epp, Peter C. Erb, Tassilo Erhardt, Maria Erling, Noel Leo Erskine, Gillian R. Evans, Virginia Fabella, Michael A. Fahey, Edward Farley, Margaret A. Farley, Wendy Farley, Robert Fastiggi, Seena Fazel, Duncan S. Ferguson, Helwar Figueroa, Paul Corby Finney, Kyriaki Karidoyanes FitzGerald, Thomas E. FitzGerald, John R. Fitzmier, Marie Therese Flanagan, Sabina Flanagan, Claude Flipo, Ronald B. Flowers, Carole Fontaine, David Ford, Mary Ford, Stephanie A. Ford, Jim Forest, William Franke, Robert M. Franklin, Ruth Franzén, Edward H. Friedman, Samuel Frouisou, Lorelei F. Fuchs, Jojo M. Fung, Inger Furseth, Richard R. Gaillardetz, Brandon Gallaher, China Galland, Mark Galli, Ismael García, Tharscisse Gatwa, Jean-Marie Gaudeul, Luis María Gavilanes del Castillo, Pavel L. Gavrilyuk, Volney P. Gay, Metropolitan Athanasios Geevargis, Kondothra M. George, Mary Gerhart, Simon Gikandi, Maurice Gilbert, Michael J. Gillgannon, Verónica Giménez Beliveau, Terryl Givens, Beth Glazier-McDonald, Philip Gleason, Menghun Goh, Brian Golding, Bishop Hilario M. Gomez, Michelle A. Gonzalez, Donald K. Gorrell, Roy Gottfried, Tamara Grdzelidze, Joel B. Green, Niels Henrik Gregersen, Cristina Grenholm, Herbert Griffiths, Eric W. Gritsch, Erich S. Gruen, Christoffer H. Grundmann, Paul H. Gundani, Jon P. Gunnemann, Petre Guran, Vidar L. Haanes, Jeremiah M. Hackett, Getatchew Haile, Douglas John Hall, Nicholas Hammond, Daphne Hampson, Jehu J. Hanciles, Barry Hankins, Jennifer Haraguchi, Stanley S. Harakas, Anthony John Harding, Conrad L. Harkins, J. William Harmless, Marjory Harper, Amir Harrak, Joel F. Harrington, Mark W. Harris, Susan Ashbrook Harvey, Van A. Harvey, R. Chris Hassel, Jione Havea, Daniel Hawk, Diana L. Hayes, Leslie Hayes, Priscilla Hayner, S. Mark Heim, Simo Heininen, Richard P. Heitzenrater, Eila Helander, David Hempton, Scott H. Hendrix, Jan-Olav Henriksen, Gina Hens-Piazza, Carter Heyward, Nicholas J. Higham, David Hilliard, Norman A. Hjelm, Peter C. Hodgson, Arthur Holder, M. Jan Holton, Dwight N. Hopkins, Ronnie Po-chia Hsia, Po-Ho Huang, James Hudnut-Beumler, Jennifer S. Hughes, Leonard M. Hummel, Mary E. Hunt, Laennec Hurbon, Mark Hutchinson, Susan E. Hylen, Mary Beth Ingham, H. Larry Ingle, Dale T. Irvin, Jon Isaak, Paul John Isaak, Ada María Isasi-Díaz, Hans Raun Iversen, Margaret C. Jacob, Arthur James, Maria Jansdotter-Samuelsson, David Jasper, Werner G. Jeanrond, Renée Jeffery, David Lyle Jeffrey, Theodore W. Jennings, David H. Jensen, Robin Margaret Jensen, David Jobling, Dale A. Johnson, Elizabeth A. Johnson, Maxwell E. Johnson, Sarah Johnson, Mark D. Johnston, F. Stanley Jones, James William Jones, John R. Jones, Alissa Jones Nelson, Inge Jonsson, Jan Joosten, Elizabeth Judd, Mulambya Peggy Kabonde, Robert Kaggwa, Sylvester Kahakwa, Isaac Kalimi, Ogbu U. Kalu, Eunice Kamaara, Wayne C. Kannaday, Musimbi Kanyoro, Veli-Matti Kärkkäinen, Frank Kaufmann, Léon Nguapitshi Kayongo, Richard Kearney, Alice A. Keefe, Ralph Keen, Catherine Keller, Anthony J. Kelly, Karen Kennelly, Kathi Lynn Kern, Fergus Kerr, Edward Kessler, George Kilcourse, Heup Young Kim, Kim Sung-Hae, Kim Yong-Bock, Kim Yung Suk, Richard King, Thomas M. King, Robert M. Kingdon, Ross Kinsler, Hans G. Kippenberg, Cheryl A. Kirk-Duggan, Clifton Kirkpatrick, Leonid Kishkovsky, Nadieszda Kizenko, Jeffrey Klaiber, Hans-Josef Klauck, Sidney Knight, Samuel Kobia, Robert Kolb, Karla Ann Koll, Heikki Kotila, Donald Kraybill, Philip D. W. Krey, Yves Krumenacker, Jeffrey Kah-Jin Kuan, Simanga R. Kumalo, Peter Kuzmic, Simon Shui-Man Kwan, Kwok Pui-lan, André LaCocque, Stephen E. Lahey, John Tsz Pang Lai, Emiel Lamberts, Armando Lampe, Craig Lampe, Beverly J. Lanzetta, Eve LaPlante, Lizette Larson-Miller, Ariel Bybee Laughton, Leonard Lawlor, Bentley Layton, Robin A. Leaver, Karen Lebacqz, Archie Chi Chung Lee, Marilyn J. Legge, Hervé LeGrand, D. L. LeMahieu, Raymond Lemieux, Bill J. Leonard, Ellen M. Leonard, Outi Leppä, Jean Lesaulnier, Nantawan Boonprasat Lewis, Henrietta Leyser, Alexei Lidov, Bernard Lightman, Paul Chang-Ha Lim, Carter Lindberg, Mark R. Lindsay, James R. Linville, James C. Livingston, Ann Loades, David Loades, Jean-Claude Loba-Mkole, Lo Lung Kwong, Wati Longchar, Eleazar López, David W. Lotz, Andrew Louth, Robin W. Lovin, William Luis, Frank D. Macchia, Diarmaid N. J. MacCulloch, Kirk R. MacGregor, Marjory A. MacLean, Donald MacLeod, Tomas S. Maddela, Inge Mager, Laurenti Magesa, David G. Maillu, Fortunato Mallimaci, Philip Mamalakis, Kä Mana, Ukachukwu Chris Manus, Herbert Robinson Marbury, Reuel Norman Marigza, Jacqueline Mariña, Antti Marjanen, Luiz C. L. Marques, Madipoane Masenya (ngwan'a Mphahlele), Caleb J. D. Maskell, Steve Mason, Thomas Massaro, Fernando Matamoros Ponce, András Máté-Tóth, Odair Pedroso Mateus, Dinis Matsolo, Fumitaka Matsuoka, John D'Arcy May, Yelena Mazour-Matusevich, Theodore Mbazumutima, John S. McClure, Christian McConnell, Lee Martin McDonald, Gary B. McGee, Thomas McGowan, Alister E. McGrath, Richard J. McGregor, John A. McGuckin, Maud Burnett McInerney, Elsie Anne McKee, Mary B. McKinley, James F. McMillan, Ernan McMullin, Kathleen E. McVey, M. Douglas Meeks, Monica Jyotsna Melanchthon, Ilie Melniciuc-Puica, Everett Mendoza, Raymond A. Mentzer, William W. Menzies, Ina Merdjanova, Franziska Metzger, Constant J. Mews, Marvin Meyer, Carol Meyers, Vasile Mihoc, Gunner Bjerg Mikkelsen, Maria Inêz de Castro Millen, Clyde Lee Miller, Bonnie J. Miller-McLemore, Alexander Mirkovic, Paul Misner, Nozomu Miyahira, R. W. L. Moberly, Gerald Moede, Aloo Osotsi Mojola, Sunanda Mongia, Rebeca Montemayor, James Moore, Roger E. Moore, Craig E. Morrison O.Carm, Jeffry H. Morrison, Keith Morrison, Wilson J. Moses, Tefetso Henry Mothibe, Mokgethi Motlhabi, Fulata Moyo, Henry Mugabe, Jesse Ndwiga Kanyua Mugambi, Peggy Mulambya-Kabonde, Robert Bruce Mullin, Pamela Mullins Reaves, Saskia Murk Jansen, Heleen L. Murre-Van den Berg, Augustine Musopole, Isaac M. T. Mwase, Philomena Mwaura, Cecilia Nahnfeldt, Anne Nasimiyu Wasike, Carmiña Navia Velasco, Thulani Ndlazi, Alexander Negrov, James B. Nelson, David G. Newcombe, Carol Newsom, Helen J. Nicholson, George W. E. Nickelsburg, Tatyana Nikolskaya, Damayanthi M. A. Niles, Bertil Nilsson, Nyambura Njoroge, Fidelis Nkomazana, Mary Beth Norton, Christian Nottmeier, Sonene Nyawo, Anthère Nzabatsinda, Edward T. Oakes, Gerald O'Collins, Daniel O'Connell, David W. Odell-Scott, Mercy Amba Oduyoye, Kathleen O'Grady, Oyeronke Olajubu, Thomas O'Loughlin, Dennis T. Olson, J. Steven O'Malley, Cephas N. Omenyo, Muriel Orevillo-Montenegro, César Augusto Ornellas Ramos, Agbonkhianmeghe E. Orobator, Kenan B. Osborne, Carolyn Osiek, Javier Otaola Montagne, Douglas F. Ottati, Anna May Say Pa, Irina Paert, Jerry G. Pankhurst, Aristotle Papanikolaou, Samuele F. Pardini, Stefano Parenti, Peter Paris, Sung Bae Park, Cristián G. Parker, Raquel Pastor, Joseph Pathrapankal, Daniel Patte, W. Brown Patterson, Clive Pearson, Keith F. Pecklers, Nancy Cardoso Pereira, David Horace Perkins, Pheme Perkins, Edward N. Peters, Rebecca Todd Peters, Bishop Yeznik Petrossian, Raymond Pfister, Peter C. Phan, Isabel Apawo Phiri, William S. F. Pickering, Derrick G. Pitard, William Elvis Plata, Zlatko Plese, John Plummer, James Newton Poling, Ronald Popivchak, Andrew Porter, Ute Possekel, James M. Powell, Enos Das Pradhan, Devadasan Premnath, Jaime Adrían Prieto Valladares, Anne Primavesi, Randall Prior, María Alicia Puente Lutteroth, Eduardo Guzmão Quadros, Albert Rabil, Laurent William Ramambason, Apolonio M. Ranche, Vololona Randriamanantena Andriamitandrina, Lawrence R. Rast, Paul L. Redditt, Adele Reinhartz, Rolf Rendtorff, Pål Repstad, James N. Rhodes, John K. Riches, Joerg Rieger, Sharon H. Ringe, Sandra Rios, Tyler Roberts, David M. Robinson, James M. Robinson, Joanne Maguire Robinson, Richard A. H. Robinson, Roy R. Robson, Jack B. Rogers, Maria Roginska, Sidney Rooy, Rev. Garnett Roper, Maria José Fontelas Rosado-Nunes, Andrew C. Ross, Stefan Rossbach, François Rossier, John D. Roth, John K. Roth, Phillip Rothwell, Richard E. Rubenstein, Rosemary Radford Ruether, Markku Ruotsila, John E. Rybolt, Risto Saarinen, John Saillant, Juan Sanchez, Wagner Lopes Sanchez, Hugo N. Santos, Gerhard Sauter, Gloria L. Schaab, Sandra M. Schneiders, Quentin J. Schultze, Fernando F. Segovia, Turid Karlsen Seim, Carsten Selch Jensen, Alan P. F. Sell, Frank C. Senn, Kent Davis Sensenig, Damían Setton, Bal Krishna Sharma, Carolyn J. Sharp, Thomas Sheehan, N. Gerald Shenk, Christian Sheppard, Charles Sherlock, Tabona Shoko, Walter B. Shurden, Marguerite Shuster, B. Mark Sietsema, Batara Sihombing, Neil Silberman, Clodomiro Siller, Samuel Silva-Gotay, Heikki Silvet, John K. Simmons, Hagith Sivan, James C. Skedros, Abraham Smith, Ashley A. Smith, Ted A. Smith, Daud Soesilo, Pia Søltoft, Choan-Seng (C. S.) Song, Kathryn Spink, Bryan Spinks, Eric O. Springsted, Nicolas Standaert, Brian Stanley, Glen H. Stassen, Karel Steenbrink, Stephen J. Stein, Andrea Sterk, Gregory E. Sterling, Columba Stewart, Jacques Stewart, Robert B. Stewart, Cynthia Stokes Brown, Ken Stone, Anne Stott, Elizabeth Stuart, Monya Stubbs, Marjorie Hewitt Suchocki, David Kwang-sun Suh, Scott W. Sunquist, Keith Suter, Douglas Sweeney, Charles H. Talbert, Shawqi N. Talia, Elsa Tamez, Joseph B. Tamney, Jonathan Y. Tan, Yak-Hwee Tan, Kathryn Tanner, Feiya Tao, Elizabeth S. Tapia, Aquiline Tarimo, Claire Taylor, Mark Lewis Taylor, Bishop Abba Samuel Wolde Tekestebirhan, Eugene TeSelle, M. Thomas Thangaraj, David R. Thomas, Andrew Thornley, Scott Thumma, Marcelo Timotheo da Costa, George E. “Tink” Tinker, Ola Tjørhom, Karen Jo Torjesen, Iain R. Torrance, Fernando Torres-Londoño, Archbishop Demetrios [Trakatellis], Marit Trelstad, Christine Trevett, Phyllis Trible, Johannes Tromp, Paul Turner, Robert G. Tuttle, Archbishop Desmond Tutu, Peter Tyler, Anders Tyrberg, Justin Ukpong, Javier Ulloa, Camillus Umoh, Kristi Upson-Saia, Martina Urban, Monica Uribe, Elochukwu Eugene Uzukwu, Richard Vaggione, Gabriel Vahanian, Paul Valliere, T. J. Van Bavel, Steven Vanderputten, Peter Van der Veer, Huub Van de Sandt, Louis Van Tongeren, Luke A. Veronis, Noel Villalba, Ramón Vinke, Tim Vivian, David Voas, Elena Volkova, Katharina von Kellenbach, Elina Vuola, Timothy Wadkins, Elaine M. Wainwright, Randi Jones Walker, Dewey D. Wallace, Jerry Walls, Michael J. Walsh, Philip Walters, Janet Walton, Jonathan L. Walton, Wang Xiaochao, Patricia A. Ward, David Harrington Watt, Herold D. Weiss, Laurence L. Welborn, Sharon D. Welch, Timothy Wengert, Traci C. West, Merold Westphal, David Wetherell, Barbara Wheeler, Carolinne White, Jean-Paul Wiest, Frans Wijsen, Terry L. Wilder, Felix Wilfred, Rebecca Wilkin, Daniel H. Williams, D. Newell Williams, Michael A. Williams, Vincent L. Wimbush, Gabriele Winkler, Anders Winroth, Lauri Emílio Wirth, James A. Wiseman, Ebba Witt-Brattström, Teofil Wojciechowski, John Wolffe, Kenman L. Wong, Wong Wai Ching, Linda Woodhead, Wendy M. Wright, Rose Wu, Keith E. Yandell, Gale A. Yee, Viktor Yelensky, Yeo Khiok-Khng, Gustav K. K. Yeung, Angela Yiu, Amos Yong, Yong Ting Jin, You Bin, Youhanna Nessim Youssef, Eliana Yunes, Robert Michael Zaller, Valarie H. Ziegler, Barbara Brown Zikmund, Joyce Ann Zimmerman, Aurora Zlotnik, Zhuo Xinping
- Edited by Daniel Patte, Vanderbilt University, Tennessee
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- The Cambridge Dictionary of Christianity
- Published online:
- 05 August 2012
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- 20 September 2010, pp xi-xliv
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Three-Dimensional Micro- and Nanofabrication with Multiphoton Absorption
- Christopher N. LaFratta, Richard A. Farrer, Tommaso Baldacchini, Juliet Znovena, Daniel Lim, Anne-Cécile Pons, Josefina Pons, Kevin O'Malley, Zeynel Bayindir, Michael J. Naughton, Bahaa E. A. Saleh, Malvin C. Teich, John T. Fourkas
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- MRS Online Proceedings Library Archive / Volume 850 / 2004
- Published online by Cambridge University Press:
- 01 February 2011, MM4.5
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- 2004
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Multiphoton absorption has become a powerful technique for the creation of three-dimensional micro- and nanostructures. Here we review some of our recent progress towards creating functional microdevices with multiphoton absorption. Specific thrusts of our research include development of new resins for multiphoton absorption polymerization, design of novel schemes for metal deposition, and post-fabrication ablation of polymeric structures.
Metastable travelling-wave solutions of singularly-perturbed reaction-diffusion equations
- JACQUES G. L. LAFORGUE, ROBERT E. O'MALLEY, MICHAEL J. WARD
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- European Journal of Applied Mathematics / Volume 9 / Issue 4 / August 1998
- Published online by Cambridge University Press:
- 01 August 1998, pp. 397-416
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This paper determines the asymptotic solution of certain initial-boundary value problems for singularly-perturbed reaction-diffusion equations, including the Allen–Cahn and Cahn–Hilliard equations, on bounded one-dimensional spatial domains for r[ges ]0. Attention is focused on the metastable evolution of a transition layer over an asymptotically exponentially-long time interval.
Learning Strategies in Second Language Acquisition
- J. Michael O'Malley, Anna Uhl Chamot
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- 05 October 2012
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- 23 February 1990
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O'Malley and Chamot review the literature on learning strategies, describe and classify learning strategies in second language learning, and discuss why learning is affected in a positive manner when such strategies are used. The authors present instructional models for learning-strategy training that teachers can apply to their own classes. The material is based on current research in second language acquisition and cognitive theory.
Subject index
- J. Michael O'Malley, Anna Uhl Chamot
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- Learning Strategies in Second Language Acquisition
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- 05 October 2012
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- 23 February 1990, pp 253-260
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4 - Learning strategies: methods and research
- J. Michael O'Malley, Anna Uhl Chamot
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- Learning Strategies in Second Language Acquisition
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- 05 October 2012
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- 23 February 1990, pp 85-113
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Summary
In previous chapters we established the foundation for describing second language acquisition and learning strategies as complex cognitive skills within a cognitive-theoretical framework. This theoretical foundation is necessary for the research on learning strategies in second language acquisition we present in this and later chapters to have substance and meaning in a broader framework than would be provided by simply demonstrating that students report using learning strategies or that the strategies can be taught. We use the theory in this chapter to build a rationale for analyzing findings from the descriptive research, and in later chapters we use it to specify the conditions under which strategy training is likely to be effective.
Research on learning strategies is based on the assertion that strategies begin as declarative knowledge that can become proceduralized with practice and, like complex cognitive skills, proceed through the cognitive, associative, and autonomous stages of learning. At the cognitive stage, the strategy application is still based on declarative knowledge, requires processing in short-term memory, and is not performed automatically. The student may have a firm recollection of using the strategy with a specific task. In this case, research on how the strategy is used should be relatively easy and presumably could be performed through virtually any form of data collection, such as interviews or questionnaires. However, if the strategy application has become proceduralized and the strategy use is performed automatically, the student may not be aware of using the strategy, and data collection might require specialized techniques that interrupt ongoing mental processes.
7 - Learning strategies: models and materials
- J. Michael O'Malley, Anna Uhl Chamot
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- Learning Strategies in Second Language Acquisition
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- 05 October 2012
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- 23 February 1990, pp 187-213
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Summary
Research on the learning strategies that second language students generate and strategies that can be taught is of great significance in understanding the operation of cognitive processes during second language acquisition. Nevertheless, as educators, we are also interested in extending the information gained from research to the improvement of both learning and teaching second languages. To this end, instructional models and materials are helpful in illustrating the ways in which research findings can be converted into practical classroom activities.
This chapter first examines a recent instructional model utilizing learning strategy instruction in first language contexts. Then we discuss the model we designed to teach learning strategies in English as a second language instruction as well as a sample of second language instructional materials that incorporate learning strategies. Finally, we suggest some needed areas of research on applications of learning strategies to second and foreign language classrooms.
Instructional models in first language contexts: strategic teaching
Jones et al. (1987) have developed a framework for instruction in all content areas based on cognitive learning theory and its applications to instruction in mainstream native English-language classroom settings. The Strategic Teaching Model is based on the following six researchbased assumptions about learning (Jones et al. 1987):
Learning is goal oriented. Expert learners have two major goals during the learning process: to understand the meaning of the task and to regulate their own learning. In other words, learners have both declarative knowledge, or content goals, and procedural knowledge, or strategic goals for a learning task.
5 - Strategies used by second language learners
- J. Michael O'Malley, Anna Uhl Chamot
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- Learning Strategies in Second Language Acquisition
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- 05 October 2012
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- 23 February 1990, pp 114-150
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Summary
In this chapter, we will build upon the review presented in Chapter 4 and describe a series of studies we performed that elicited both general and specific information about strategies, the students who use them, and the second language tasks with which the strategies are used. The first study attempted to define and classify strategies used in second language acquisition and used retrospective interviews with students learning English as a second language. The second study extended this purpose and again used retrospective interviews to identify strategies in second language acquisition but with native English-speaking students learning foreign languages. The third study was designed to build on the definitions and classifications established with retrospective interviews by using thinkaloud data collection to probe in greater depth the ways in which individual strategies are used by ESL students on a listening comprehension task. The final study reports the results of think-aloud interviews conducted longitudinally with students learning foreign languages.
Study 1: learning strategies used by beginning and intermediate ESL students
At the time we began our first study of learning strategies in second language acquisition, we were aware of most of the research discussed in the previous chapter, with the exception of a few specific studies using questionnaires in second language acquisition (e.g., Oxford 1986; Padron and Waxman 1988; Politzer and McGroarty 1985; Zimmerman and Pons 1986), which emerged later. There had been no studies performed of strategies used by students learning English as a second language, and no integration of the separate work performed in cognitive psychology and second language research.
References
- J. Michael O'Malley, Anna Uhl Chamot
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- Learning Strategies in Second Language Acquisition
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- 05 October 2012
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- 23 February 1990, pp 235-248
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8 - Summary and conclusions
- J. Michael O'Malley, Anna Uhl Chamot
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- Learning Strategies in Second Language Acquisition
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- 05 October 2012
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- 23 February 1990, pp 214-228
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Summary
Our primary intent has been to establish a foundation for the application of learning strategies to theory, research, and practice in second language acquisition. We began by describing the state of knowledge on these issues at the beginning of our research. We then presented a rationale and approach in cognitive theory for discussing learning strategies in second language acquisition. In the process, we indicated the types of constructs in second language acquisition to which the cognitive theory can be applied and described contributions the theory makes to understanding second language phenomena. We then discussed specific studies of learning strategies in second language acquisition, including studies intended for strategy definition and classification, strategy description with different types of learners and tasks, and validation of strategy effectiveness, which included correlational studies and strategy training research. Finally, we presented some instructional models that draw specifically upon this work in learning strategies and discussed one model in particular that has applications for second language classrooms.
This chapter summarizes what is known in theory, research, and practice beyond what was known at the beginning of our work. We also indicate what is not known and what some of the limitations are of the work reviewed. Finally, we provide some direction for future theory development, research, and instructional modeling.
Theoretical developments
Where cognitive theory has succeeded is in drawing a picture of how information is stored in memory and what processes are entailed in learning.
Contents
- J. Michael O'Malley, Anna Uhl Chamot
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- Learning Strategies in Second Language Acquisition
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- 05 October 2012
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- 23 February 1990, pp v-vii
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Author index
- J. Michael O'Malley, Anna Uhl Chamot
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- Book:
- Learning Strategies in Second Language Acquisition
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- 05 October 2012
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- 23 February 1990, pp 249-252
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3 - How cognitive theory applies to second language acquisition
- J. Michael O'Malley, Anna Uhl Chamot
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- Book:
- Learning Strategies in Second Language Acquisition
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- 05 October 2012
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- 23 February 1990, pp 56-84
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Summary
In the previous chapter we argued that second language acquisition cannot be understood adequately without reference to the interaction between language and cognition. We indicated that language and cognition interact through the way that concepts are stored in memory, both in declarative and in procedural knowledge, and discussed the influence of stored knowledge on the comprehension of language where new concepts or ideas are presented. Perhaps most significantly, cognitive theory was shown to provide explanatory concepts for language acquisition as well as for language comprehension and production. One other important part of the foundation for describing second language acquisition is that strategies for learning can also be described within the framework provided by cognitive theory. As will be seen, this is an essential step in being able to describe further the process of second language acquisition.
In this chapter we apply cognitive theory to a set of prevalent constructs that have emerged in the second language acquisition literature. We confront the notion that second language acquisition must be explained by reference to a special set of principles or constructs that depend on the notion that language is a unique phenomenon operating outside the usual range of explanations offered for other types of behavior. These constructs include common underlying proficiency, transfer, metalinguistic awareness, interlanguage, automatic processing, communicative competence, and the distinction between acquisition and learning. For each construct, we define the term, explain why it is important in second language acquisition, and then provide a theoretical examination of the construct based on cognitive theory.
Preface
- J. Michael O'Malley, Anna Uhl Chamot
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- Learning Strategies in Second Language Acquisition
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- 23 February 1990, pp ix-xii
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Summary
In writing this book, we have had a number of goals in mind. Our primary goal is to respond to a need for information on how instruction in second language acquisition can be integrated with recent knowledge from cognitive theory and research on learning strategies. A second goal is to address the need for a synthesis of research and theory in cognition with research and current views of second language acquisition. And a third goal is to respond to the need among second language teachers for guidance on how to present instruction that capitalizes on the knowledge and skills students bring to classrooms and encourages the development of new and more effective strategies for learning.
We have sensed a strong division between linguistic theory and cognitive psychology that originates in part in differing aims and methods but is also related to the rejection of behaviorism by linguists. Whereas cognitive psychology also rejected behaviorism, it has been influenced heavily by linguistics. However, the communication has not occurred in both directions. Very few ideas from cognitive psychology appear to have been adopted in second language acquisition research and theory. As much as the original schism between behaviorism and linguistics may have been necessary, we would like to contribute toward bridging the gap and show how recent thinking in cognitive psychology can be useful for applications in second language acquisition. We have also sensed that deliberate cognitive processing is ignored, if not disparaged, under prevailing views in second language instruction.
Frontmatter
- J. Michael O'Malley, Anna Uhl Chamot
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- Book:
- Learning Strategies in Second Language Acquisition
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- 05 October 2012
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- 23 February 1990, pp i-iv
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1 - Introduction
- J. Michael O'Malley, Anna Uhl Chamot
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- Learning Strategies in Second Language Acquisition
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- 23 February 1990, pp 1-15
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Summary
This book is concerned with “learning strategies,” the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. It focuses on the application of learning strategies to second language acquisition by students learning English as a second language as well as by students learning foreign languages. The book addresses the need for an integrated treatment of learning strategies in second language acquisition that is based on theory and research. The theory used here describes how second languages are learned and what role learning strategies play in the language acquisition process. The theory is also used to organize the presentation of research results, examine the findings, and integrate the results with other studies.
The research and theory described in this book are based on a cognitive information processing view of human thought and action. Two fundamental principles underlying this theory are: (a) that behavior can best be explained by reference to how individuals perceive and interpret their experiences, and (b) that the way in which individuals think and reason has parallels with the manner in which computers process information (Shuell 1986). In cognitive theory, individuals are said to “process” information, and the thoughts involved in this cognitive activity are referred to as “mental processes.” Learning strategies are special ways of processing information that enhance comprehension, learning, or retention of the information.
This volume presents the view that language is a complex cognitive skill that can be described within the context of cognitive theory.
2 - A cognitive theory of learning
- J. Michael O'Malley, Anna Uhl Chamot
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- Learning Strategies in Second Language Acquisition
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- 05 October 2012
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- 23 February 1990, pp 16-55
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Summary
This chapter describes the rationale for advancing a cognitively based theory in second language acquisition and presents the foundation for the theory as it relates to constructs that will be discussed in later chapters. We suggest that second language acquisition cannot be understood without addressing the interaction between language and cognition, and indicate that at present this interaction is only poorly understood. Second language theorists have not capitalized on the available body of research and theory that has already been worked out in cognitive psychology. The chapter first identifies second language processes as having parallels with the way in which complex cognitive skills are described in cognitive theory. Aspects of cognitive theory are discussed that relate to memory representation and to the process of acquiring complex cognitive skills. The theory on which we rely most extensively is augmented in order to describe more adequately processes that occur in second language acquisition. We go on to discuss the way in which cognitive theory addresses specific language comprehension and language production processes, and conclude by indicating that cognitive theory can extend to describe learning strategies as complex cognitive skills. Finally, we introduce the major types of strategies on which we rely in later chapters.
Background
The fields of linguistics and cognitive psychology each contain separate paradigms for describing second language acquisition. Linguistic theories assume that language is learned separately from cognitive skills, operating according to different principles from most learned behaviors (e.g., Spolsky 1985).