08012-008 Lake Morris Final Report

Lake Morris is the larger of two lakes which serve as the municipal water supply for the City of Chariton, Iowa. As a site for fishing and boating, it also serves as a significant recreational resource for area residents. Its ability to sustain these uses has been significantly impaired by long-term and ongoing accumulation of sediment and sediment-borne nutrients from both public and private land within the watershed. This accumulation has resulted in reduced water depth, reduced water-holding capacity, reduced quality of the fishery, increased water turbidity, increased growth of undesirable algae, and increased cost of treating the water for municipal uses. Water quality projects undertaken in the past, notably the Lucas Lakes Project of the 1990s, made important progress in reducing sedimentation from privately-owned land higher in the watershed, but paid little attention to land owned by the City of Chariton immediately surrounding the lakes. A recent reassessment of gully erosion within the watershed shows serious, ongoing erosion on that City-owned land. This project proposes a two-part approach to improving the water quality in Lake Morris. First, we propose that a complement of five SolarBee water circulation devices be installed in Lake Morris to provide near-term and continuing improvements in water quality, by inhibiting cyanobacterial growth and thereby removing the need for treatment of the lakes with copper sulfate. Second, we propose the installation of erosion-control structures on primarily City-owned land surrounding the lake, to provide a major reduction in ongoing sedimentation.

1939 48th GA Inaugural Address by Governor Wilson, January 12, 1939

This is the Inaugural Address of Governor to the General Assembly.

1941 49th GA Inaugural Address by Governor Wilson, January 16, 1941

This is the Inaugural Address of Governor to the General Assembly.

English grammar games in primary education

The purpose of this study was to analyse pupils’ English grammar acquisition from competitive and cooperative approaches. After searching a wide range of authors’ contribution to English language learning, grammar acquisition, classroom environment and language games. A hundred and twenty pupils from three schools; two from Ripoll and one from Campdevànol were enrolled in a specific grammar games intervention. This was imparted in three different phases: first of all, I interviewed the three teachers from the three schools, then I put into practice my competitive and cooperative games which I designed especially for this study (all the sessions were carried, assessed and registered by myself); finally, all pupils answered a questionnaire related to their experiences in my grammar games intervention. Analysis of teaching interventions showed that, in terms of English language acquisition, pupils used different strategies to show up understanding and achieve the objective of the game such as: recalling their background knowledge, expressing sentences influenced by their internal language and their mother tongue. Data collected revealed that most difficulties were founded in team work, even more in competitive games. The results also showed that team work is something which has to be developed step by step in order to achieve language learning and all pupils’ active participation successfully.

Materials and supplementary materials used to teach vocabulary in the English class

This study is based on the analysis of the use of supplementary materials to teach vocabulary by second language teachers in Primary Education. The study consists of two analyses: the first one is a quantitative analysis based on 33 questionnaires answered by different second language teachers of Primary Education. The other, is a qualitative analysis in which the teacher’s subjective opinion on vocabulary learning techniques is presented. The study covers these main aspects: material use, effectiveness, children’s motivation, main criteria to teach vocabulary and the children’s role in their vocabulary learning.

Speaking in the CLIL classroom: to what extent do teachers and students use english in the classroom?

L'objectiu principal d'aquesta investigació va ser determinar els efectes del CLIL en els professors i estudiants en les seves produccions orals. El punt de partida de la meva investigació era de la teoria de Dalton-Puffer (2007), que estableix que la funció de parlar en les classes CLIL és mínima, la meva recerca s'ha basat en la recopilació recollir informació des de diferents fonts, amb la finalitat de veure si aquest fet també passa a les nostres escoles. Eventualment, he planejat algunes estratègies i activitats per incrementar la quantitat d’oportunitats per parlar en llengua anglesa els alumnes.

Oral English in different school settings

Hi ha molts tipus d’escoles diferents, i fins i tot, podem constatar que cada escola és diferent de les altres. Per aquesta raó, quan parlem sobre l’aprenentatge de l’anglès, no podem generalitzar una manera de fer-ho, perquè cada una d’elles tracta aquesta llengua de manera diferent. A més, pel que fa a l’aprenentatge d’una llengua, hi ha diferents habilitats involucrades, i entre totes aquestes, he centrat aquest projecte en l’habilitat oral. Aquesta recerca esta basada en l’observació de tres exemples de tipus d’escoles, i per ser més precisos, té l’objectiu d’aprofundir com tracten l’Anglès. D’aquesta manera, el principal objectiu d’aquest projecte és comparar l’habilitat oral dels alumnes d’aquestes escoles, tot considerant les seves diferències. Així doncs, amb el desenvolupament d’aquesta recerca, vaig voler descobrir si hi havien alguns alumnes amb millors habilitats orals que d’altres, i trobar-ne la possible raó.

Do real books help the learning of english in P4?

The purpose of this study is to answer the principal question, Do Real Books help the learning of English in P4?, and create a useful document to English teachers in Infant Education that are interested in working through stories. Previous to the development of the work, it has been necessary a research work and a theoretical documentation, performed using a literature review. This process has served to establish the basis of the study and to develop the subsequent didactic intervention. This second part of the study, the didactic intervention, contains all the information about how it was planned, carried to term and evaluated. There are three different ‘real books’ used as a reference in which the reader can see how to choose the correct story, how to adapt the text to the children, the daily planning, and how to evaluate the activities.

Postmodifying prepositional phrases in English and Spanish (with special reference to locative postmodifiers)

Prepositional phrases are the commonest kind of postmodification in all registers of English (Biber et al. 1999: 634). The locative ones that can be expanded into a defining relative clause (the books [which are] on the table) are usually expressed by such a construction in Spanish (los libros que están encima de la mesa) or by a phrase introduced by de (los libros de encima de la mesa). Wonder (1979) argues that Spanish allows locative phrases with prepositions other than de in the case of"situaciones"activas"" (el aterrizaje en pleno campo) as against"situaciones estáticas" (*el sofá en la sala), and if the phrase can be given an adverbial rather than, or in addition to, an adjectival interpretation (el ruido en la calle), especially if that phrase implies an alternative location for an object or contrast with another similar object (el sofá en la sala contigua). This paper further investigates this claim and looks at Spanish equivalents of English postmodifying prepositional phrases in general, while proposing an explanation for the choice of these different structures in Spanish based on considerations of lexical density. Resumen: Las frases preposicionales constituyen el tipo más frecuente de posmodificación en todos los registros del inglés (Biber et a. 1999: 634). En el español, las expresiones locativas suelen incorporar un pronombre relativo y un verbo (the books [which are] on the table > los libros que están encima de la mesa), o bien expresarse mediante una frase introducida por la preposición de (los libros de encima de la mesa). Wonder (1979) sostiene que el español permite el uso de preposiciones que no sean de en las frases locativas en el caso de"situaciones"activas"" (el aterrizaje en pleno campo) frente a"situaciones estáticas" (*el sofá en la sala), y también si la frase puede tener una función adverbial antes que, o además de, una interpretación adjetiva (el ruido en la calle), sobre todo si dicha frase encierra la idea de una posición alternativa para un objeto, o bien un contraste con otro objeto similar (el sofá en la sala contigua). El presente estudio pretende examinar este argumento y, además, explorar la posmodificación preposicional en español de un modo más general, a la par que propone una explicación sobre la elección de estructura en español que se basa en el criterio de la densidad léxica.

English and Spanish terms for concrete paving workers, 2004. : Concrete Paving Workforce Reference no. 4

Provides basic job-site Spanish and English terms for concrete paving workers.

Circulating sex hormones and breast cancer risk factors in postmenopausal women: reanalysis of 13 studies.

BACKGROUND: Breast cancer risk for postmenopausal women is positively associated with circulating concentrations of oestrogens and androgens, but the determinants of these hormones are not well understood. METHODS: Cross-sectional analyses of breast cancer risk factors and circulating hormone concentrations in more than 6000 postmenopausal women controls in 13 prospective studies. RESULTS: Concentrations of all hormones were lower in older than younger women, with the largest difference for dehydroepiandrosterone sulphate (DHEAS), whereas sex hormone-binding globulin (SHBG) was higher in the older women. Androgens were lower in women with bilateral ovariectomy than in naturally postmenopausal women, with the largest difference for free testosterone. All hormones were higher in obese than lean women, with the largest difference for free oestradiol, whereas SHBG was lower in obese women. Smokers of 15+ cigarettes per day had higher levels of all hormones than non-smokers, with the largest difference for testosterone. Drinkers of 20+ g alcohol per day had higher levels of all hormones, but lower SHBG, than non-drinkers, with the largest difference for DHEAS. Hormone concentrations were not strongly related to age at menarche, parity, age at first full-term pregnancy or family history of breast cancer. CONCLUSION: Sex hormone concentrations were strongly associated with several established or suspected risk factors for breast cancer, and may mediate the effects of these factors on breast cancer risk.

Competing linguae france: the place of english and spanish for chinese students

This research project focuses on the role of English and Spanish as linguae francae. More specifically, the research attempts to answer the following questions: (i) What is the place of English and Spanish as linguae francae in the world, in general, and in China, in particular? (ii) What kinds of foreign language teaching/learning attitudes and practices are characteristic of the Chinese educational system? (iii) What are the motivations, expectations and experience of Chinese students in study abroad programmes, in general, and in the programme of the University of Lleida, in particular? The study constitutes an attempt to answer each of these questions in two ways: a review of the literature and a pilot study with 26 Chinese students at UdL. The research reveals that even though English is a very dominant foreign language in China, Spanish is a language on the rise and mainly for economic reasons. The results of the study also point at the impact of the dominance of the grammar-translation method in the perspective of Chinese students about language learning. Finally, the study shows the relevance of taking part in a SA programme for Chinese students as well as their experience of them.

Genetic variation in GIPR influences the glucose and insulin responses to an oral glucose challenge.

Glucose levels 2 h after an oral glucose challenge are a clinical measure of glucose tolerance used in the diagnosis of type 2 diabetes. We report a meta-analysis of nine genome-wide association studies (n = 15,234 nondiabetic individuals) and a follow-up of 29 independent loci (n = 6,958-30,620). We identify variants at the GIPR locus associated with 2-h glucose level (rs10423928, beta (s.e.m.) = 0.09 (0.01) mmol/l per A allele, P = 2.0 x 10(-15)). The GIPR A-allele carriers also showed decreased insulin secretion (n = 22,492; insulinogenic index, P = 1.0 x 10(-17); ratio of insulin to glucose area under the curve, P = 1.3 x 10(-16)) and diminished incretin effect (n = 804; P = 4.3 x 10(-4)). We also identified variants at ADCY5 (rs2877716, P = 4.2 x 10(-16)), VPS13C (rs17271305, P = 4.1 x 10(-8)), GCKR (rs1260326, P = 7.1 x 10(-11)) and TCF7L2 (rs7903146, P = 4.2 x 10(-10)) associated with 2-h glucose. Of the three newly implicated loci (GIPR, ADCY5 and VPS13C), only ADCY5 was found to be associated with type 2 diabetes in collaborating studies (n = 35,869 cases, 89,798 controls, OR = 1.12, 95% CI 1.09-1.15, P = 4.8 x 10(-18)).