Review of The Biology of Freshwater Wetlands: Biology of Habitats by Arnold G. van der Valko

Wetland ecology is a relatively new field that developed from an initial interest in a few direct benefits that wetlands provide to society. Consequently, much early scientific work was stimulated by economic returns from specific wetland services, such as production of peat and provision of habitat for economically valuable wildlife (e.g., waterfowl and furbearers). Over time, societal interest in wetlands broadened, and these unique habitats are now valued for many additional services, including some that bear non market value. Common examples include carbon sequestration, flood reduction, water purification, and aesthetics. The increased recognition of the importance of wetlands has generated a diversity of job opportunities in wetland ecology and management. Despite the increased knowledge base and enhanced job market, I am not aware of any institutions that offer specialty degrees in this new discipline. Indeed, relatively few institutions offer specific wetland ecology classes, with Arnold G. van der Valk and a few of his peers at other universities being notable exceptions.

The Effects Improving Student Discourse Has on Learning Mathematics

In this action research study of my 8th grade mathematics classroom, I investigated how improving student discourse affects learning mathematics. I conducted this study because I wanted to give students more opportunities to develop and share their ideas with their peers as well as with me. My idea was to create a learning environment that encouraged students to voice their opinions. In order to do so, I needed to reassure and model with my students that they were in a classroom where it was safe to take risks, and they should feel comfortable sharing their ideas. By facilitating activities for students to complete in groups, asking students to prepare work to share with the class, and offering more opportunities for students to work with each other on discovering and exploring math skills being presented, I set the tone for abundant student discourse to take place in the mathematics classroom. I discovered that students became more comfortable with math skills the more opportunities they had to discuss the ideas in various settings. I also found that as the study went on, students discovered the importance of being able to share their mathematical ideas and valued the ability to verbalize their thoughts with others. As a result of this study, I plan to continue offering many opportunities for students to work in groups as well as to share their ideas with the class.