Effects of a modified English listening comprehension curriculum on students' achievement in English listening comprehension at Tamsui Oxford University College in Taiwan

Due to increased international trade, English as a foreign language is important to Taiwan. However, ESL teaching and learning in Taiwan emphasizes reading and writing skills only. ESL teaching in Taiwan causes students to lack competence in complete communication. Improving students' listening and speaking is a vital issue in Taiwan. ^ The purposes of this study are to determine the effects of a modified curriculum for the English listening comprehension course, to investigate whether the modified curriculum results in a significant improvement in student's listening comprehension, and to determine whether students were motivated to increase listening comprehension ability as a result of the new listening activities. An experimental and a control group, randomly assigned, received either the modified or the traditional curriculum at Tamsui Oxford University College (TOUC) in Taiwan over a fourteen week period of time. ^ A Michigan Listening Comprehension posttest was used to determine the difference in achievement between the two groups. A final examination was conducted to compare the two groups' achievement and to determine whether the goal of increasing listening comprehension achievement by using a modified curriculum was met. Subjects completed two questionnaires, one common form prior to class and another unique form for each group at the end of instruction. ^ Frequency distribution, chi-square, t-test for independent samples and analysis of covariance were used to analyze the data. The findings indicated that there were no significant differences in students' attitude and interest in English listening comprehension between those who were taught with an English listening modified curriculum compared with those students who were taught with a traditional curriculum. The findings also indicated that there was a difference in the final examination with the control group taught using the traditional curriculum scoring higher than the experimental group taught using the modified curriculum for performance in English listening comprehension, but there was no difference in scores on the Michigan Listening Comprehension Test (posttest). In addition, it was found that learning attitude and motivation influence students' learning. ^

Hydrological drivers of wetland vegetation community distribution within Everglades National Park, Florida

The influence of hydrological dynamics on vegetation distribution and the structuring of wetland environments is of growing interest as wetlands are modified by human action and the increasing threat from climate change. Hydrological properties have long been considered a driving force in structuring wetland communities. We link hydrological dynamics with vegetation distribution across Everglades National Park (ENP) using two publicly available datasets to study the probability structure of the frequency, duration, and depth of inundation events along with their relationship to vegetation distribution. This study is among the first to show hydrologic structuring of vegetation communities at wide spatial and temporal scales, as results indicate that the percentage of time a location is inundated and its mean depth are the principal structuring variables to which individual communities respond. For example, sawgrass, the most abundant vegetation type within the ENP, is found across a wide range of time inundated percentages and mean depths. Meanwhile, other communities like pine savanna or red mangrove scrub are more restricted in their distribution and found disproportionately at particular depths and inundations. These results, along with the probabilistic structure of hydropatterns, potentially allow for the evaluation of climate change impacts on wetland vegetation community structure and distribution.

Spatial and Temporal Patterns in the Distribution, Behavior, and Activity of Fishes in Canals of the Everglades

Landscape characteristics, disturbances, and temporal variability influence predator-prey relationships, but are often overlooked in experimental studies. In the Everglades, seasonal disturbances force the spatial overlap of predators and prey, potentially increasing predation risk for prey. This study examined seasonal and diel patterns of fish use of canals and assessed predation risk for small fishes using an encounter rate model. I deployed an imaging sonar in Everglades canals to quantify density and swimming speeds of fishes, and detect anti-predator behaviors by small fishes. Generally, seasonal declines of marsh water-levels increased the density of large fishes in canals. Densities of small and large fishes were positively correlated and, as small-fish density increased, schooling frequency also increased. At night, schools disbanded and small fishes were observed congregating along the canal edge. The encounter rate model predicted highest predator-prey encounters during the day, but access to cover may reduce predation risk for small fishes.