This article traces themes found in the research on preservice teachers’ views of cultural diversity published in peer-reviewed journals from 1985 to 2007. The article seeks to draw insights that inform education researchers interested in interrogating and unpacking views about diversity expressed by today’s millennial college students. Findings suggest that although recent studies report a shift toward more positive attitudes about teaching culturally diverse students, persistent issues plague preservice teachers’ understanding of cultural diversity. Implications for future research are discussed.
We evaluate the exposure during nadir observations with JEM-EUSO, the Extreme Universe Space Obser-\ud
vatory, on-board the Japanese Experiment Module of the International Space Station. Designed as a mis-\ud
sion to explore the extreme energy Universe from space, JEM-EUSO will monitor the Earth’s nighttime\ud
atmosphere to record the ultraviolet light from tracks generated by extensive air showers initiated by\ud
ultra-high energy cosmic rays. In the present work, we discuss the particularities of space-based obser-\ud
vation and we compute the annual exposure in nadir observation. The results are based on studies of the\ud
expected trigger aperture and observational duty cycle, as well as, on the investigations of the effects of\ud
clouds and different types of background light. We show that the annual exposure is about one order of\ud
magnitude higher than those of the presently operating ground-based observatories
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