On some principles of seismic geology /

Sonderabdruck aus Gerlands Beltägen zur geophysik, bd. VIII, heft 2.

delta O-18, Sr/Ca and Mg/Ca records of Porites lutea corals from Leizhou Peninsula, northern South China Sea, and their applicability as paleoclimatic indicators

Combined seasonal to monthly resolution coral skeletal delta(18)O, Sr/Ca, and Mg/Ca records are reported for one modem and two late Holocene Porites lutea corals from a fringing reef at Leizhou Peninsula, the northern coast of the South China Sea (SCS). All the profiles for the period 1989-2000 reveal annual cycles well correlated with instrumental sea surface temperatures (SST), and display broad peaks in summer and narrow troughs in winter, reflecting seasonal growth rate variations. Calibration against instrumental SST yields the following equations: delta(18)O=-0.174(+/- 0.010)xSST(degrees C)-1.02(+/- 0.27) (MSWD=5.8), Sr/Ca-(mmol/mol)=-0.0424(+/- 0.0031)xSST(degrees C)+9.836(+/- 0.082) (MSWD=8.6), and Mg/Ca-(mmol/mol)=0.110(+/- 0.009)XSST(degrees C)+ 1.32(+/- 0.23) (MSWD=55). The scatter in the Mg/Ca-SST relationship is much larger than analytical uncertainties can account for, suggesting the presence of SST-unrelated components in the Mg/Ca variation. Calculated Sr/Ca-SST values for two later Holocene Porites lutea samples (U-series ages similar to 541 BC and similar to 487 AD, respectively) from the same reef suggest that SST in the SCS at similar to 541 BC was nearly as warm as in the 1990s (the warmest decade of the last century), but at similar to 487 AD, it was significantly cooler. This observation is consistent with climatic data reported in Chinese historic documents, confirming that the Sr/Ca-SST relationship is a reliable thermometer. Removing the SST component in the delta(18)O variation based on calculated Sr/Ca-SST values, the residual delta(18)O reflects the deviation of the Holocene seawater delta(18)O from the modem value, which is also a measure of the Holocene sea surface salinity (SSS) or the summer monsoon moisture level in mainland China. Such residual delta(18)O was close to zero at similar to 541 BC and -0.3 parts per thousand at similar to 487 AD, suggesting that it was as wet as in the 1990s at similar to 541 BC but significantly drier at similar to 487 AD in mainland China, which are also consistent with independent historic records. Calculated Mg/Ca-SST values for the two late Holocene corals are significantly lower than the Sr/Ca-SST values and are also in conflict with Chinese historic records, suggesting that coral Mg/Ca is not reliable proxy for SST. At comparable Sr/Ca ranges, fossil corals always display negative Mg/Ca offsets if compared with the modem coral of the same site. We interpret this observation as due to preferential loss of Mg during meteoric dissolution of cryptic Mg-calcite-bearing microbialites in the exposed fossil corals. Microbialites (MgO up to 17%, Sr only 100-300 ppm) are ubiquitous during reef-building processes and their presence in only a trace amount will have a significant impact on coral Mg/Ca ratios without detectable influence on coral Sr/Ca ratios. (c) 2004 Elsevier B.V. All rights reserved.

Influence of calcium on the microstructure and properties of an Al-7Si-0.3Mg-xFe alloy

The effect of Ca addition on the microstructure, physical characteristics (density/porosity), and mechanical properties (tensile and impact strength) has been investigated in an Al-7Si-0.3Mg-xFe (x = 0.2, 0.4, and 0.7) alloy. The size of Al-Fe intermetallic platelets (beta-Al5FeSi) increased with increasing Fe content. The addition of Ca modified the eutectic microstructure and also reduced the size of intermetallic Fe-platelets, causing improved elongation and impact strengths. A low level of Ca addition (39 ppm) reduced the porosity of the alloys. The tensile strength was decreased marginally with Ca addition. However, Ca addition improved the ductility of the alloy by 18.3, 16.7, and 44 pet and the impact strength by 44, 48, and 15.8 pct for Fe contents of 0.2, 0.4, and 0.7 pct, respectively.

A dynamic bandwidth reservation scheme for hybrid IEEE 802.16 wireless networks

A dynamic bandwidth reservation (DBR) scheme for hybrid IEEE 802.16 wireless networks is investigated, in which 802.16 networks serve as the backhaul for client networks, such as WiFi hotspots and cellular networks. The DBR scheme implemented in the subscription stations (SSs) (co-locating with access pointers) consists of two components: connection admission controller (CAC), and bandwidth controller (BC). The CAC processes the received connection set-up requests from the client networks connected to the SSs. The BC manages the request and release of bandwidth from the base station (BS). It dynamically changes the reserved bandwidth between a small number of values. Hysteresis is incorporated in bandwidth release to reduce bandwidth request signalling load and connection blocking probability. An analytical model is proposed to evaluate the performances of reserved bandwidth, connection blocking probability and signalling load. The impacts of hysteresis mechanism and probability of reservation request blocking are taken into account. Simulation verifies the analytical model. ©2008 IEEE.

Parental involvement: Its relation to achievement in a multiethnic sample of newly immigrated students

The current study examined how parental involvement is related to the academic adaptation and performance of a multiethnic sample of newly immigrant students from South America and the Caribbean---Argentina, Colombia, Cuba, Haiti, and English-speaking Caribbean countries. Six hundred twenty-two participants attending elementary, middle and high school in Miami-Dade and Broward Counties were interviewed during two consecutive years at their respective schools. Parents completed surveys at home and returned them by mail. ^ Three forms of parent involvement were chosen as predictor variables---(1) parental contact and communication with school, (2) parental monitoring of children's school-related activities at home, and (3) parental expectations regarding children's academic achievement. Academic performance indicators obtained from school records were students' grade point averages for math and reading (GPA), FCAT-SSS (Florida Comprehensive Assessment Test-Sunshine State Standards) scores, and FCAT-NRT (Norm Referenced Test) scores. Hypotheses were (a) that the forms of parent involvement would differ across the different cultural groups and (b) that parent involvement would relate to students' achievement, regardless of the specific form of involvement. ^ Results indicated that Cuban and Colombian parents differed significantly in terms of monitoring school-related activities of their children and had higher expectations for their children than Haitian, West-Indian, or Argentinean parents. Cuban parents were more likely to be actively engaged in communication with their children's schools than parents of the other ethnic groups. Multiple regression analyses indicated that the three forms of parent involvement accounted for a significant proportion of GPA and FCAT-SSS scores, after controlling for the effects of demographic variables---grade level, gender, and ethnicity. Given interactions of the parent involvement variables by country of origin for GPA, separate analyses indicated that parent involvement appeared to be most effective for Cubans and West Indians. Results are discussed in terms of the need for experimental intervention studies to identify causal relationships between parent involvement and academic achievement. ^

A comparative study of block scheduling and traditional scheduling on academic achievement

The purpose of this study was to evaluate the effectiveness of an alternate day block schedule design (n = 419) versus a traditional six-period schedule design (n = 623) on the academic achievement of the graduating classes in two schools in which the design was used respectively. Academic achievement was measured by (a) two standardized tests: the Florida Comprehensive Assessment Test Sunshine State Standards (FCAT-SSS) in mathematics and reading for 9th and 10th grade and the Scholastic Reading Inventory Test (SRI) for 9 th, 10th, and 11th grade; (b) three school grades: the mathematics final course grades for 9th, 10th, and 11th grade, the English final course grades for 9th, 10th, 11th, and 12th grade and the graduating GPA. A total of five repeated measure analyses of variance (ANOVAs) were conducted to analyze the difference between the two schools (representing the two designs) with respect to five achievement indicators (FCAT-SSS mathematics scores, FCAT-SSS reading scores, SRI scores, mathematics final course grades, and English final course grades). The between-subject factor for the five ANOVAs was the schedule design and the within-subject factor was the time the tests were taken or the time the course grades were issued. T-tests were performed on all eighth grade achievement indicators to ensure there were no significant differences in achievement between the two cohorts prior to entering high school. An independent samples t-test was conducted to analyze the difference between the two schedule designs with respect to graduating GPA. Achievement in the alternate day block schedule design was significantly higher than in the traditional six-period schedule design for some of the locally assigned school grades. The difference between the two types of schedule designs was not significant for the standardized measures (the FCAT-SSS in reading and mathematics and the SRI). This study concludes that the use of an alternate day block schedule design can be considered an educational tool that can help improve the academic achievement of students as measured by local indicators of achievement; but, apparently the design is not an important factor in achievement as measured by state examinations such as the FCAT-SSS or the SRI.

English language learners and standardized testing in an urban senior high school

The primary purpose of this study was to examine the influences of literacy variables on high-stakes test performance including: (a) student achievement on the Metropolitan Achievement Test, Seventh Edition (MAT-7) as correlated to the high-stakes test such as the FCAT examination and (b) the English language proficiency attained by English Language Learners (ELL) students when participating in, or exiting from English Speakers of Other Languages (ESOL) program as determined by the Limited English Proficient (LEP) committee. ^ Two one-sample Chi-square tests were conducted to investigate the relationship between passing the MAT-7 Reading and Language examinations and the FCAT-SSS Reading Comprehension and FCAT-NRT examinations. In addition, 2x2 Analyses of Variance (ANOVAs) were conducted to address the relationship between the time ELL students spent in the ESOL program and the level of achievement on MAT-7 Reading and Language examinations and the FCAT-SSS Reading Comprehension and FCAT-NRT. ^ Findings of this study indicated that more ELL students exit the program based on the LEP committee decisions than by passing the MAT-7. The majority of ELL students failed the 10th grade FCAT, the passing of which is needed for graduation. A significant number of ELL students failed, even when passing the MAT-7 or being duly exited through the decision of the LEP committee. The data also indicated that ELL students who exited the ESOL program in six semesters or fewer had higher FCAT scores than those who exited the program in seven semesters or more. The MAT-7 and the decision of the LEP committee were shown to be ineffective as predictors of success on the FCAT. ^ Further research to determine the length of time a student in the ESOL program uses English to read, write, and speak should be conducted. Additionally, the development of a new assessment instrument to better predict student success should be considered. However, it should be noted that the results of this study are limited to the context in which it was conducted and does not warrant generalizations beyond that context. ^

A longitudinal exploration of the relationship between oral reading fluency and reading comprehension achievement among a sample of diverse young learners

Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many studies have been conducted to address the relationship between oral reading fluency ability and reading comprehension achievement, most of the existing research failed either to disaggregate the data by demographic subgroups or secure a large enough sample of students to adequately represent the diverse subgroups. The research questions that guided this study were: (a) To what extent does early oral reading fluency ability measured in first, second, or third grade correlate with reading comprehension achievement in third grade? (b) To what extent does the relationship of early oral reading fluency ability and reading comprehension achievement vary by demographic subgroup membership (i.e., gender, race/ethnicity, socioeconomic status) among a diverse sample of students? A predictive research design using archived secondary data was employed in this nonexperimental quantitative methods study of 1,663 third grade students who attended a cohort of 25 Reading First funded schools. The data analyzed derived from the Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (DIBELS ORF) measure administered in first, second, and third grades and the Florida Comprehensive Assessment Test of the Sunshine State Standards (FCAT-SSS) Reading administered in third grade. Linear regression analyses between each of the oral reading fluency and reading comprehension measures produced significant positive correlations. Hierarchical regression analyses supported the predictive potential of all three oral reading fluency ability measures toward reading comprehension achievement, with the first grade oral reading fluency ability measure explaining the most significant variance in third grade reading comprehension achievement. Male students produced significant overall differences in variance when compared to female students as did the Other student subgroup (i.e., Asian, Multiracial, and Native American) when compared to Black, White, and Hispanic students. No significant differences in variance were produced between students from low and moderate socioeconomic families. These findings are vital toward adding to the literature of diverse young learners.

A qualitative study of selected fourth -grade teachers' perceptions of the Sunshine State Standards

Despite a history of grappling with educational standards, never before has the federal government attempted to establish explicit national standards for what American children should learn in school. Recently, U.S. educators have developed voluntary national content standards, or explicit expectations of what students should know and be able to do. Not surprisingly, this major curriculum reform has provoked considerable debate. Today, teachers face difficult challenges working towards the implementation of standards. The objective of this study was to describe and explain the perceptions of a selected team of fourth-grade teachers regarding the language arts component of their state's Sunshine State Standards (SSS). The exploratory questions that guided this qualitative study were: (a) How are the SSS perceived by these fourth-grade teachers? (b) In what ways do the SSS affect teachers' self-perceptions? and, (c) To what extent and how do the SSS affect the participants' professional classroom behavior? ^ Direct observations, interviews, analysis of relevant documents and the researcher's critical reflective journal served as the methods of inquiry employed in this qualitative study. Bandura's Teacher Self-Efficacy Scale was used as a tool to help categorize the data specifically related to self-perception. ^ Analysis of the data suggests that participants perceived the SSS as a useful guideline as they taught. The SSS were a decisive factor in teachers' planning. They were the actual guide lines used by teachers to plan their lessons. However, participants did not believe the SSS were attainable by all students or were fair to students with special needs. They also believed there was not sufficient time allocated for the effective implementation of the SSS. This lack of time created pressure among some of the participants and others even felt disempowered regarding the curriculum and the instructional focus implemented during the test preparation time. The SSS negatively affected the participants when they felt constraints during this time, which led to their inability to carry out important activities in their classrooms. Thus, the SSS directly affected the participants' behavior in their classrooms. ^

Properties of seawater from a Sea-Bird TSG temperature and conductivity sensor mounted on the continuous surface water sampling system during campaign TARA_20091004Z of the Tara Oceans expedition 2009-2013

The Tara Oceans Expedition (2009-2013) sampled the world oceans on board a 36 m long schooner, collecting environmental data and organisms from viruses to planktonic metazoans for later analyses using modern sequencing and state-of-the-art imaging technologies. Tara Oceans Data are particularly suited to study the genetic, morphological and functional diversity of plankton. The present data publication contains measurements from the Continuous Surface Sampling System [CSSS] made during one campaign of the Tara Oceans Expedition. Water was pumped at the front of the vessel from ~2m depth, then de-bubbled and circulated to a Sea-Bird TSG temperature and conductivity sensor. System maintenance (instrument cleaning, flushing) was done approximately once a week and in port between successive legs. All data were stamped with a GPS.

Properties of seawater from a Sea-Bird TSG temperature and conductivity sensor mounted on the continuous surface water sampling system during campaign TARA_20091011Z of the Tara Oceans expedition 2009-2013

The Tara Oceans Expedition (2009-2013) sampled the world oceans on board a 36 m long schooner, collecting environmental data and organisms from viruses to planktonic metazoans for later analyses using modern sequencing and state-of-the-art imaging technologies. Tara Oceans Data are particularly suited to study the genetic, morphological and functional diversity of plankton. The present data publication contains measurements from the Continuous Surface Sampling System [CSSS] made during one campaign of the Tara Oceans Expedition. Water was pumped at the front of the vessel from ~2m depth, then de-bubbled and circulated to a Sea-Bird TSG temperature and conductivity sensor. System maintenance (instrument cleaning, flushing) was done approximately once a week and in port between successive legs. All data were stamped with a GPS.

Properties of seawater from a Sea-Bird TSG temperature and conductivity sensor mounted on the continuous surface water sampling system during campaign TARA_20091025Z of the Tara Oceans expedition 2009-2013

The Tara Oceans Expedition (2009-2013) sampled the world oceans on board a 36 m long schooner, collecting environmental data and organisms from viruses to planktonic metazoans for later analyses using modern sequencing and state-of-the-art imaging technologies. Tara Oceans Data are particularly suited to study the genetic, morphological and functional diversity of plankton. The present data publication contains measurements from the Continuous Surface Sampling System [CSSS] made during one campaign of the Tara Oceans Expedition. Water was pumped at the front of the vessel from ~2m depth, then de-bubbled and circulated to a Sea-Bird TSG temperature and conductivity sensor. System maintenance (instrument cleaning, flushing) was done approximately once a week and in port between successive legs. All data were stamped with a GPS.

Properties of seawater from a Sea-Bird TSG temperature and conductivity sensor mounted on the continuous surface water sampling system during campaign TARA_20091031Z of the Tara Oceans expedition 2009-2013

The Tara Oceans Expedition (2009-2013) sampled the world oceans on board a 36 m long schooner, collecting environmental data and organisms from viruses to planktonic metazoans for later analyses using modern sequencing and state-of-the-art imaging technologies. Tara Oceans Data are particularly suited to study the genetic, morphological and functional diversity of plankton. The present data publication contains measurements from the Continuous Surface Sampling System [CSSS] made during one campaign of the Tara Oceans Expedition. Water was pumped at the front of the vessel from ~2m depth, then de-bubbled and circulated to a Sea-Bird TSG temperature and conductivity sensor. System maintenance (instrument cleaning, flushing) was done approximately once a week and in port between successive legs. All data were stamped with a GPS.

Properties of seawater from a Sea-Bird TSG temperature and conductivity sensor mounted on the continuous surface water sampling system during campaign TARA_20091111Z of the Tara Oceans expedition 2009-2013

The Tara Oceans Expedition (2009-2013) sampled the world oceans on board a 36 m long schooner, collecting environmental data and organisms from viruses to planktonic metazoans for later analyses using modern sequencing and state-of-the-art imaging technologies. Tara Oceans Data are particularly suited to study the genetic, morphological and functional diversity of plankton. The present data publication contains measurements from the Continuous Surface Sampling System [CSSS] made during one campaign of the Tara Oceans Expedition. Water was pumped at the front of the vessel from ~2m depth, then de-bubbled and circulated to a Sea-Bird TSG temperature and conductivity sensor. System maintenance (instrument cleaning, flushing) was done approximately once a week and in port between successive legs. All data were stamped with a GPS.

Properties of seawater from a Sea-Bird TSG temperature and conductivity sensor mounted on the continuous surface water sampling system during campaign TARA_20091122Z of the Tara Oceans expedition 2009-2013

The Tara Oceans Expedition (2009-2013) sampled the world oceans on board a 36 m long schooner, collecting environmental data and organisms from viruses to planktonic metazoans for later analyses using modern sequencing and state-of-the-art imaging technologies. Tara Oceans Data are particularly suited to study the genetic, morphological and functional diversity of plankton. The present data publication contains measurements from the Continuous Surface Sampling System [CSSS] made during one campaign of the Tara Oceans Expedition. Water was pumped at the front of the vessel from ~2m depth, then de-bubbled and circulated to a Sea-Bird TSG temperature and conductivity sensor. System maintenance (instrument cleaning, flushing) was done approximately once a week and in port between successive legs. All data were stamped with a GPS.