Do Students Progress if They Self-Assess? A Study in Small-Group Work

In this action research study of my classroom of 8th grade mathematics, I investigated the effects of self-assessment on student group work. Data was collected to see how self-assessment affected small-group work, usage of precise mathematical vocabulary, and student attitudes toward mathematics. Self-assessment allowed the students to periodically evaluate their own learning and their involvement in math class. I discovered that the vast majority of students enjoy working in small-groups, and they feel they are good group members. Evidence in regard to use of precise mathematical vocabulary showed an increased awareness in the importance of its usage. Student attitudes toward mathematics remained positive and unchanged throughout the research. As a result of this research, I plan to continue use of small-group work and selfassessment. I will continue emphasis on the inclusion of precise mathematical vocabulary as well as on training on cooperative learning strategies.

Genetic Mapping of Quantitative Trait Loci Associated with Bioenergy Traits, and The Assessment of Genetic Variability in Sweet Sorghum (Sorghum bicolor (L.). Moench)

Sweet sorghum, a botanical variety of sorghum is a potential source of bioenergy because high sugar levels accumulate in its stalks. The objectives of this study were to explore the global diversity of sweet sorghum germplasm, and map the genomic regions that are associated with bioenergy traits. In assessing diversity, 142 sweet sorghum accessions were evaluated with three marker types (SSR, SRAP, and morphological markers) to determine the degree of relatedness among the accessions. The traits measured (anthesis date [AD], plant height [PH], biomass yield [BY], and moisture content [MC]) were all significantly different (P<0.05) among accessions. Morphological marker clustered the accessions into five groups based on PH, MC and AD. The three traits accounted for 92.5% of the variation. There were four and five groups based on SRAP and SSR data respectively classifying accessions mainly on their origin or breeding history. The observed difference between SSR and SRAP based clusters could be attributed to the difference in marker type. SSRs amplify any region of the genome whereas SRAP amplify the open reading frames and promoter regions. Comparing the three marker-type clusters, the markers complimented each other in grouping accessions and would be valuable in assisting breeders to select appropriate lines for crossing. In evaluating QTLs that are associated with bioenergy traits, 165 recombinant inbred lines (RILs) were planted at four environments in Nebraska. A genetic linkage map constructed spanned a length of 1541.3 cM, and generated 18 linkage groups that aligned to the 10 sorghum chromosomes. Fourteen QTLs (6 for brix, 3 for BY, 2 each for AD and MC, and 1 for PH) were mapped. QTLs for the traits that were significantly correlated, colocalized in two clusters on linkage group Sbi01b. Both parents contributed beneficial alleles for most of traits measured, supporting the transgressive segregation in this population. Additional work is needed on exploiting the usefulness of chromosome 1 in breeding sorghum for bioenergy.

LEAD Group Presentation

Let me begin today by offering my congratulations to each of you who is a member of this new LEAD class. You are embarking upon a truly exciting, rewarding opportunity, important to both you and Nebraska. Our state needs good leaders, people dedicated to keeping our organizations, communities, and Nebraska strong, and moving forward. We need leaders of courage and compassion, able to think clearly, assess information, formulate a plan, and adjust that plan as needed. We need leaders who work toward a common good.

Class Notes for Math 901/902: Abstract Algebra, Instructor Tom Marley

Topics include: Free groups and presentations; Automorphism groups; Semidirect products; Classification of groups of small order; Normal series: composition, derived, and solvable series; Algebraic field extensions, splitting fields, algebraic closures; Separable algebraic extensions, the Primitive Element Theorem; Inseparability, purely inseparable extensions; Finite fields; Cyclotomic field extensions; Galois theory; Norm and trace maps of an algebraic field extension; Solvability by radicals, Galois' theorem; Transcendence degree; Rings and modules: Examples and basic properties; Exact sequences, split short exact sequences; Free modules, projective modules; Localization of (commutative) rings and modules; The prime spectrum of a ring; Nakayama's lemma; Basic category theory; The Hom functors; Tensor products, adjointness; Left/right Noetherian and Artinian modules; Composition series, the Jordan-Holder Theorem; Semisimple rings; The Artin-Wedderburn Theorem; The Density Theorem; The Jacobson radical; Artinian rings; von Neumann regular rings; Wedderburn's theorem on finite division rings; Group representations, character theory; Integral ring extensions; Burnside's paqb Theorem; Injective modules.

Class Notes for Math 871: General Topology, Instructor Jamie Radcliffe

Topics include: Topological space and continuous functions (bases, the product topology, the box topology, the subspace topology, the quotient topology, the metric topology), connectedness (path connected, locally connected), compactness, completeness, countability, filters, and the fundamental group.