Understanding the Mathematical Language

In this action research study of my calculus classroom consisting of only 12th grade students, I investigated activities that would affect a student’s understanding of mathematical language. The goal in examining these activities in a systematic way was to see if a student’s deeper understanding of math terms and symbols resulted in a better understanding of the mathematical concepts being taught. I discovered that some students will rise to the challenge of understanding mathematics more deeply, and some will not. In the process of expecting more from students, the frustration level of both the students and the teacher increased. As a result of this research, I plan to see what other activities will enhance the understanding of mathematical language.

Review of the Evidence Used In The Description Of Currently Recognized Cetacean Subspecies

We reviewed the subspecies listed by Rice (1998) and those described since (a total of 49, in 19 species), assessing them against the criteria recommended by the recent Workshop on Shortcomings of Cetacean Taxonomy in Relation to Needs of Conservation and Management (Reeves et al., 2004). The workshop suggested that the subspecies concept can be construed to cover two types of entities: a) lineages diverging but not quite far along the continuum of divergence (still having significant gene flow with another lineage or lineages) to be judged as species, and b) lineages that may well be species but for which not enough evidence is yet available to justify their designation as such. As a criterion for support of a subspecies, the workshop suggested as a guideline that there be at least one good line of either morphological or appropriate genetic evidence. "Appropriate" was not defined; the recommendation was that that be left up to the taxonomist authors of subspecies and to their professional peers. A further recommendation was that evidence on distribution, behavior and ecology should be considered not as primary but as supporting evidence, as there was not agreement at the workshop that such characters are necessarily stable (in the case of distribution) or inherent (behavior and ecology).

Review of The Search for a Common Language: Environmental Writing and Education Edited by Melody Graulich and Paul Crumbley

This edited collection grew out of a symposium held at Utah State University in Logan in 2002. According to the editors, the symposium's purpose was to "publicly explore the particular ways environmental writing educates the public through a fusion of science and literary expression." The Search for a Common Language achieves that purpose by including short prose pieces-ranging from memoirs, essays on specific locations, and scientific papers - as well as poetry on natural themes. The range of topics and genres and the inclusion of poetry provide a variety of ways to talk about the environment and reach out to different audiences to educate them about the natural world.

Precise Mathematical Language: Exploring the Relationship Between Student Vocabulary Understanding and Student Achievement

In this action research study of my classroom of fifth grade mathematics, I investigate the relationship between student understanding of precise mathematics vocabulary and student achievement in mathematics. Specifically, I focused on students’ understanding of written mathematics problems and on their ability to use precise mathematical language in their written solutions of critical thinking problems. I discovered that students are resistant to change; they prefer to do what comes naturally to them. Since they have not been previously taught to use precise mathematical language in their communication about math, they have great difficulty in adapting to this new requirement. However, with teaching modeling and ample opportunities to use the language of mathematics, students’ understanding and use of specific mathematical vocabulary is increased.

The Importance of Teaching Students How to Read to Comprehend Mathematical Language

In this action research study of my classroom of 8th and 9th grade Algebra I students, I investigated if there are any benefits for the students in my class to learn how to read, translate, use, and understand the mathematical language found daily in their math lessons. I discovered that daily use and practice of the mathematical language in both written and verbal form, by not only me but by my students as well, improved their understanding of the textbook instructions, increased their vocabulary and also increased their understanding of their math lessons. I also found that my students remembered the mathematical material better with constant use of mathematical language and terms. As a result of this research, I plan to continue stressing the use of mathematical language and vocabulary in my classroom and will try to develop new ways to help students to read, understand, and remember mathematical language they find daily in their textbooks.

Writing Motivation of Students with Specific Language Impairments

This study was designed to compare the writing motivation of students with specific language impairments with their non-disabled peers. Due to the cognitive and linguistic demands of the writing process, students with language impairments face unique difficulties during the writing process. It was hypothesized that students with specific language impairments will be more likely to report lower levels of perceived writing competence and be less autonomously motivated to write. Students in grades 3-5 in 11 schools (33 with specific language impairments, 242 non-disabled peers) completed self-report measures, designed from a Self-Determination Theory perspective, which measured the degree that students are intrinsically motivated to write as well as their perceived writing competence. Statistical analyses showed that (1) students with specific language impairments reported lower levels of perceived writing competence and autonomous writing motivation; (2) SLI status was a significant predictor of perceived writing competence after spelling, grade, and gender were controlled; and (3) when spelling, grade, and gender were controlled, perceived writing competence was a significant predictor of autonomous writing motivation, but SLI status was not. The results of this study are expected to inform the current understanding of the relationship between language ability and writing motivation in students with specific language impairments, as well as the design of future writing interventions.

An Ecological Study of Helminths of Some Wyoming Voles (Microtus spp.) with a Description of a New Species of Nematospiroides (Heligmosomidae: Nematoda)

An ecological and taxonomic study of the helminth parasites of voles (Microtus spp.) in the Jackson Hole region of Wyoming is reported. Nematospiroides microti n. sp. from Microtus montanus nanus and M. richardsoni macropus is described and figured. A cestode, Paranoplocephala infrequens, and a nematode, Syphacia obvelata, were generally distributed throughout the region in all habitats except the sage flats. A trematode, Quinqueserialis hassalli, was recovered only from voles collected near streams at low altitudes. This was presumably due to the localized distribution of the molluscan intermediate host. Four helminths, viz., Hymenolepis horrida, Heligmosomum costellatum, Nematospiroides microti and Trichuris opaca, were restricted in their distribution to the alpine and sub-alpine meadows. Of these parasites, H. horrida and H. costellatum are reported for the first time from North America. Most of the other host and locality records are new. Available data indicate that host specificity was not a factor in restricting the distribution of parasites. Although the greatest numbers of parasites, both qualitative and quantitative, occurred in habitats where host density was greatest, it seems unlikely that host density is the only factor involved.

Description of Paranoplocephala etholeni n. sp. (Cestoda: Anoplocephalidae) in the Meadow Vole Microtus pennsylvanicus, with a Synopsis of Paranoplocehala s. l. in Holarctic Rodents

Paranoplocephala etholeni n. sp, parasitizing the meadow vole Microtus pennsylvanicus in Alaska and Wisconsin, USA. is described Paranaplocephala etholeni is morphologically most closely related to the Nearctic Paranoplocephala ondatrae (Rausch, 1948). Available data suggest that P. etholeni is a host-specific, locally rare species that may have a wide but sporadic geographical distribution in North America. The finding of P. ondatrae-like cestodes in Microtus spp. suggests that this poorly known species may actually be a parasite of voles rather than muskrat (type host). A tabular synopsis of all the known species of Paranoplocephala s. I. in the Holarctic region with their main morphological features is presented.

Studies on the Helminth Fauna of Alaska. XXXVIl. Description of Schizorchis caballeroi n. sp. (Cestoda: Anoplocephalidae), with Notes on Other Parasites of Ochotona

Schizorchis caballeroi n. sp. has been described from the collared pika, Ochotona collaris (Nelson), from Alaska, and has been distinguished morphologically from its congeners, S. ochotonae Hansen, 1948, and S. altaica Gvozdev, 1951. Nine species of helminths have been described 10 dale from North American pikas, O. collaris and O. princeps (Richardson). These mammals are markedly allopatric and do not share any species of helminth. Nematodes of two genera, Eugenuris Shults and Labiostomum Akhtar, 1941, occur in O. collaris as weIl as in palearctic species of Ochotona. This, along with other pertinent information, is taken to suggest that O. collaris has invaded North American more recently than did O. princeps or its precursor.

Differentiation in the Content-Area Classroom for English Language Learners

This paper explores the idea of using differentiation strategies in the content-area classroom to improve reading skills and comprehension. In particular, this thesis explores methods and strategies that can be used in the classroom to help address the individual needs of English language learners (ELLs). A broad range of experts in curriculum, differentiation, and English language acquisition were consulted in the development of this review, which synthesizes the research on ELLs’ needs, differentiation, and differentiation strategies for ELL readers. The models for best teaching practices are then placed within a ninth grade language arts unit.

All the World's a Stage: Reaching English Language Learners through Drama

The use of drama with language instruction has long been considered a legitimate practice. A recent survey of the literature shows that English Language Learners (ELLs) may have even more to benefit from the use of drama in the classroom. Studies showed an increase in language and problem-solving ability, as well as student self-efficacy that was transferrable across activities. Following an analysis of the literature is a proposed curriculum based on the findings of the researchers cited. This unit is centered on dramatic activities that make use of all four language domains and includes the examination of plays in writing, on the stage, and as a playwright. In the end, students will be asked to combine all of their skills to put on a completely student-created production. An analysis of the factors surrounding the implementation of such a unit follows the unit itself.

Examination of Homalometron elongatum Manter, 1947 and Description of a New Congener from Eucinostomus currani Zahuranec, 1980 in the Pacific Ocean off Costa Rica

Homalometron elongatum is reexamined using heat-killed material that was not subjected to pressure during fixation from Gerres cinereus collected from San Juan Harbor, Puerto Rico, U.S.A. The new material is compared with some paratype specimens and differs by having a much less variable forebody length, and a median rather than submedian genital pore. Tegumental spines reportedly cover the anterior end of the body but we observed tegumental spines covering the entire body surface in both the paratype and new material. Homalometron lesliorum n. sp. is described from Eucinostomus currani from the Pacific coasts of Costa Rica and Nicaragua. The new species has three pairs of oral papillae surrounding the mouth and thus resembles three other congeners: H. elongatum, Homalometron carapevae, and Homalometron papilliferum. Homalometron lesliorum n. sp. is distinguished from the three species by having the anterior extent of the vitelline follicles at or above the base of the ventral sucker, compared with posterior to the ventral sucker at the level of the seminal vesicle (H. elongatum) or further posterior at the posterior margin of the ovary (H. carapevae and H. papilliferum). The four species are further differentiated from one another by sucker width ratio, tegumental spine size and distribution, egg size, host preference, and biogeography. Comparison of nuclear ribosomal DNA (3' end of 18S, internal transcribed spacer [ITS]1, ITS2, and 5' end of 28S) between H. elongatum and H. lesliorum n. sp. revealed one variable base (n = 162) at the 3' end of 18S, 12 variable bases (n = 476) at ITS1, 10 variable bases (n = 310) at ITS2, and 11 variable bases (n = 1,325) at the 5' end fragment of 28S. Nuclear ribosomal DNA from Homalometron pallidum and Homalometron armatum are included for further comparison with H. elongatum and H. lesliorum n. sp.

Artificial Equations, Artificial Distinctions: Language that Poisons the Waters of Ethnic Relations

“It is my contention at this point that when race relations on campuses get better, it is in spite of, not because of, the proliferation of jargon-based rhetoric about diversity.”