The effects of cross -age peer tutoring on writing and reading comprehension skills and attitudes and self -perceptions as writers of third and fourth grade students

The purpose of this study was to investigate the effects of cross-age peer writing response groups on the writing and reading achievement of third and fourth grade students. Students' attitudes about writing and their perceptions of themselves as writers were also measured at the end of the study. ^ One hundred and twenty-two third and fourth grade students enrolled in a public school in a middle-class, multi-cultural neighborhood participated in the study. Four existing classes of students were randomly assigned to either the experimental condition (EC) or the control condition (CC). Both groups were pretested and posttested for writing and reading achievement. The intervention, cross-age peer writing groups, met for eleven weeks. ^ Three hypotheses were examined in this study: (a) writing improvement score, (b) reading comprehension improvement score, and (c) students' attitudes toward writing and their perception of themselves as writers based on the five scales measured on the Writer Self-Perception Scale. ^ ANOVAs were done on the pretests and posttests for writing and the Stanford Achievement Test reading comprehension subtest scores for the year of the study and the previous year. ANOVAs were also done for the five areas of the Writer Self-Perception Scale. Cross-tabulations were also used to compare improvement level verses treatment group, and grade level. ^ Analysis of the data revealed that there was no evidence that the tutoring (EC) groups made more progress than the non-tutoring (CC) groups in writing and reading. There was evidence of growth in writing, especially by the fourth graders. Most importantly, the fourth grade tutors, the experimental group, had the most positive feelings about writing and themselves as writers. ^

Rainfall variability in the upper Napo River Basin, Ecuadorian Amazon

The purpose of this research was to investigate the influence of elevation and other terrain characteristics over the spatial and temporal distribution of rainfall. A comparative analysis was conducted between several methods of spatial interpolations using mean monthly precipitation values in order to select the best. Following those previous results it was possible to fit an Artificial Neural Network model for interpolation of monthly precipitation values for a period of 20 years, with input values such as longitude, latitude, elevation, four geomorphologic characteristics and anchored by seven weather stations, it reached a high correlation coefficient (r=0.85). This research demonstrated a strong influence of elevation and other geomorphologic variables over the spatial distribution of precipitation and the agreement that there are nonlinear relationships. This model will be used to fill gaps in time-series of monthly precipitation, and to generate maps of spatial distribution of monthly precipitation at a resolution of 1km2.

The vulnerability of aquatic systems of the Upper Napo River Basin (Ecuadorian Amazon) to human activities

Aquatic ecosystems exhibit different vulnerabilities to anthropogenic disturbances. I examined this problem in the Upper Napo River Basin (UNRB), Ecuador. I ranked from 1 to 5 aquatic ecosystem uniqueness, health and threats. I stratified the basin into five Ecological Drainage Units (EDU), 48 Aquatic Ecological Systems (AES), and 203 macrohabitats. I found main threats (habitat conversion/degradation, land development, mining, oil industries, and water diversion) cover 54% of the UNRB, but have different scores and extents in each EDU. I assessed the health of 111 AESs, under three land use treatments, by analyzing the streamside zone, physical forms, water quality, aquatic life, and hydrology. Overall, health of AESs varied from 5 to 2.58, with 5 being the highest level of health. Threats and health of AESs were inversely related (F=34.119, P