The Investigation of the Ways in Which Gender Stereotypes are Perpetuated through Questioning and Assessment Strategies in Inquiry-Based Science Classroom

The purpose of this study was to investigate the questioning strategies of preservice teachers whenteaching science as inquiry. The guiding questions for this research were: In what ways do the questioning strategies of preservice teachers differ for male and female elementary students when teaching science as inquiry and how is Bloom’s Taxonomy evident within the questioning strategies of preservice teachers? Examination of the data indicated that participants asked a total of 4,158 questions to their elementary aged students. Of these questions, 974 (23%) were asked to boys, and 991 (24%) were asked to girls. The remaining questions (53%) were asked to the class as a whole, therefore no gender could be assigned to these questions. In relation to Bloom’s Taxonomy, 74% of the questions were basic knowledge, 15% were secondary comprehension, 2% were application, 4% were analysis, 1% were synthesis, and 3% were evaluation.

The Contours of the Messiah in Pesiqta Rabbati

Jewish messianic expectations have had multiple expressions. One such expression was Messiah Ephraim. The midrashic work Pesiqta Rabbati contains numerous messianic passages, as well as entire homilies, that focus mainly upon Messiah Ephraim. Ephraim, a son of Joseph, was adopted by Jacob (Gen 48:5). In Jewish texts other than Pesiq. Rab., the Ephraimite Messiah was consistently portrayed as a militant figure, a warrior. The objective of this article is to examine the messianic contours that apply both to Messiah Ephraim in Pesiq. Rab. and to Jesus in order to determine whether there are any Christian elements in the composition of certain passages in Pesiq. Rab.

Effect Of Yolk Testosterone On Gonadal Testosterone And Aromatase Activity In The Pre-Optic Area Of The Brain In Male Domestic C

Maternal effects are a mother¿s non-genetic contributions to development that alter phenotypic traits in offspring. Maternal effects can take the form of prenatal allocation of resources, such as the deposition of androgens into egg yolks. For example, elevated yolk testosterone increases male sexual behaviors such as copulation solicitation and courtship displays in some avian species, in addition to aggressive behaviors like pecks and intimidating postures towards same-sex competitors. However, the mechanism connecting in ovo testosterone exposure with changes in sexual and aggressive behaviors has yet to be elucidated. While testosterone released by the gonads is important in the activation of sexual behaviors, it must undergo conversion to estrogen by the enzyme aromatase in the pre-optic area (POA) of the avian brain for full expression of sexual activity. POA aromatase is also necessary for the activation of aggressive behaviors in male birds. This experiment tested the hypothesis that elevated yolk testosterone leads to changes in POA aromatase activity and levels of gonadal testosterone, as these two endocrine parameters may mediate the effect of yolk testosterone on the frequency of sexual and aggressive behaviors. The effect of elevated yolk testosterone on gonadal testosterone levels and aromatase activity in the POA of 3-day-old domestic chickens Gallus gallus domesticus was investigated. Unincubated eggs were injected with either 10 ng testosterone in 50 ¿L sesame oil (¿T chicks¿) or 50 ¿L sesame oil (¿C chicks¿). At 3 days post-hatch, gonadal testosterone content was measured after steroid extraction using an EIA, and aromatase activity in the POA was quantified by measuring the production of tritiated water from [1ß-3H]-androstenedione. I predicted that gonadal testosterone levels and brain aromatase activity would be higher in T chicks, however found no difference between treatments. Though juvenile T production peaks at 3 days post-hatch, it is possible that the reproductive systems, including the testes and POA, are not fully developed at this time.

The Syntax of the EPP in Irish

In this paper, I will provide a detailed analysis of the EPP, a principle of theoretical syntax, in Modern Irish. I will document previous scholarship on this issue to give a comprehensive view of ways of reconciling the syntax with the language data, as language data is key to testing theoretical predictions. I will also provide my own model incorporating the EPP into Irish. First, I will provide necessary information about the background and development of the EPP and the Minimalist system in syntax, as well as a discussion of the Irish language and the features which make it relevant to the study of the EPP. Then, I will present the models of Irish and the considerations of the EPP which have shaped and influenced my own. These models include both instances of altering the definition of the EPP to increase its universal application and of adapting models of VSO languages to fit the prevailing definition of the EPP. Lastly, I will detail my own model for Irish sentence structure, which suggests an alternate subject position in the syntax which would allow for the EPP to adapt to fit VSO word order. An analysis of passive and the unaccusative constructions, as well as support from contemporary syntactic theory, will support this model. To complete my consideration of Irish and the EPP, I will also provide a discussion of whether of not pleonastic pronouns function in Irish and how they would be accounted for in my model.