A case study of a district's intended and unintended results connected to the implementation of a required ninth-grade algebra 1 strategic initiative

There is a long history of debate around mathematics standards, reform efforts, and accountability. This research identified ways that national expectations and context drive local implementation of mathematics reform efforts and identified the external and internal factors that impact teachers’ acceptance or resistance to policy implementation at the local level. This research also adds to the body of knowledge about acceptance and resistance to policy implementation efforts. This case study involved the analysis of documents to provide a chronological perspective, assess the current state of the District’s mathematics reform, and determine the District’s readiness to implement the Common Core Curriculum. The school system in question has continued to struggle with meeting the needs of all students in Algebra 1. Therefore, the results of this case study will be useful to the District’s leaders as they include the compilation and analysis of a decade’s worth of data specific to Algebra 1.

The multistage crystallization of zircon in calc-alkaline granitoids : U-Pb age constraints on the timing of Variscan tectonic activity in SW Iberia

CL imaging and U–Th–Pb data for a population of zircons from two of the Évora Massif granitoids (Ossa-Morena Zone, SW Iberia) show that both calc-alkaline granitoids have zircon populations dominated by grains with cores and rims either showing or not showing differences in Th/U ratio, and having ages in the range ca. 350–335 Ma (Early Carboniferous). Multistage crystallization of zircon is revealed in two main growth stages (ca. 344–342 Ma and ca. 336–335 Ma), well represented by morphologically complex zircons with cores and rims with different ages and different Th/U ratios that can be explained by: (1) crystallization from melts with different compositions (felsic peraluminous to felsic-intermediate metaluminous; 0.001 Th/U ratio < 0.5) and (2) transient temperature fluctuations in a system where anatectic felsic melts periodically underwent injection of more mafic magmas at higher temperatures. The two studied calc-alkaline granitoids do not include inherited zircons (pre-Carboniferous), probably because they were formed at the highest grade of metamorphism (T 837 °C; granulite facies) and/or because they were derived from inheritance-poor felsic and mafic rocks from a previous cycle, as suggested by the internal structures of zircon cores. These Variscan magmatic rocks with crystallization ages estimated at ca. 336–335 Ma are spatially and temporally related to high-temperature metamorphism, anatexis, processes of interaction between crustal- and mantle-derived magmas and intra-orogenic extension that acted in SW Iberia during the Early Carboniferous.

Macro-geographical differences influenced by family-based expression on cultured pearl grade, shape and colour in the black-lip "pearl oyster" Pinctada margaritifera: a preliminary bi-local case study in French Polynesia

In French Polynesia, the aquaculture of P. margaritifera is carried out in numerous grow-out sites, located over three archipelagos (Gambier, Society and Tuamotu). To evaluate the impact of macro-geographical effects of these growing sites on pearl quality traits, five hatcheries produced families were used as homogeneous donor oysters in an experimental graft. The molluscs were then reared in two commercial locations: Tahaa island (Society) and Rangiroa atoll (Tuamotu). At harvest, eight pearl quality traits were recorded and compared: surface defects, lustre, grade, circles, shape categories, darkness level, body and secondary colour and visual colour categories. Overall inter-site comparison revealed that: 1) all traits were affected by grow-out location except for lustre and round shape, and 2) a higher mean rate of valuable pearls was produced in Rangiroa. Indeed, for pearl grade, Rangiroa showed twice as many A-B and less reject samples than Tahaa. This was related to the number of surface defects (grade component): in Rangiroa, twice as many pearls had no defects and less pearls had up to 10 defects. Concerning pearl shape, more circled and baroque pearls were found in Tahaa (+10%). For colour variation, 10% more pearls have an attractive green overtone in Rangiroa than in Tahaa, where more grey bodycolor were harvested. Lustre does not seem to be affected by these two culture site (except at a family scale). This is the first time P. margaritifera donor family have been shown to vary in the quality of pearls they produce depending on their grow-out location.

Studies on the Gospels in harmony: being the fourth or Bible-class grade in the series of lessons on the life of Christ. Harmonized from the four evangelists.

Mode of access: Internet.

Age-dependence of cultured pearl grade and colour in the black-lipped pearl oyster Pinctada margaritifera

Pinctada margaritifera is an economically important marine bivalve species for cultured pearl production in French Polynesian aquaculture. In order to evaluate the influence of donor oyster age on pearl quality traits, experiments were conducted over 6 years using both grafts and surgreffe operations. At harvest, 6 pearl quality traits were recorded and compared: surface defects, luster, grade, darkness level, and visual color. Analyzing the quality traits of pearls harvested in the initial graft process and those of pearls obtained from surgreffe experiments allowed a comparison of the influence of pearl sac cells originating from the initial mantle graft, which aged together with their recipient oysters. The results demonstrated a significant decrease between these successive grafts in luster, grade (A-B-C,) darkness level, and green color – traits that are of major importance in the pearl market. The duplicated graft experiment allowed the comparison of donor oyster families at 2 and 5 years old, where a mantle graft was inserted into recipient oysters aged 2.5 years old. The results showed the same tendencies to a lesser extent, with 1) an improved pearl grade, predominantly through a most important rate of 0 surface defect category, and 2) a green / grey ratio in favor of the younger donor. A comparison between the graft-surgreffe and the duplicated graft experiments also highlighted: 1) the indirect role played by the younger recipient oysters, which must be optimized for optimal pearl quality realization, and 2) the complex interplay between donor and recipient oysters.

Fonctions cognitives de patients atteints d'un gliome de haut grade avant tout traitement

En plus d’être associé à une espérance de vie précaire, les gliomes de haut grade (GHG) s’accompagnent de déficits cognitifs ayant le potentiel d’avoir un impact majeur sur la qualité de vie. Il demeure une compréhension limitée de l’étendue et de la nature des déficits cognitifs des patients en début de parcours de soins, de l’effet de la tumeur elle-même sur les fonctions cognitives tout comme de son lien avec la qualité de vie. L’objectif général de la présente étude était d’effectuer une évaluation cognitive de patients atteints de GHG avant tout traitement afin de décrire leur profil cognitif. Plus précisément, on visait à décrire l’étendue et la nature des déficits cognitifs des patients et explorer la relation entre les fonctions cognitives des patients et les caractéristiques tumorales (volume tumoral et de l’atteinte parenchymateuse) et le niveau de qualité de vie. Une seconde partie de l’étude visait à explorer l’utilité du Montreal Cognitive Assessment (MOCA), un test de dépistage, pour détecter des déficits cognitifs chez des patients atteints d’un GHG. Une étude descriptive transversale exploratoire, comportant un échantillon de 14 patients atteints de GHG nouvellement diagnostiqués et recrutés au Centre Hospitalier Universitaire de Sherbrooke, a été conduite. Les évaluations cognitives ont été effectuées à l’aide d’une batterie de six tests neuropsychologiques et du MOCA. Les volumes tumoraux provenant des imageries par résonance magnétique ont été obtenus grâce à une méthode volumétrique rigoureuse alors que la qualité de vie a été évaluée à l’aide du Sherbrooke Neuro-oncology Assessment Scale. Les résultats ont démontré que des déficits cognitifs sont bien présents en début de parcours de soins chez ces patients. En ce qui à trait aux caractéristiques tumorales, notre étude n’a pu démontrer de corrélation entre les déficits cognitifs et le volume tumoral, soulevant la possibilité d’une absence de lien entre ces deux variables. L’atteinte parenchymateuse créée par la tumeur corrèle avec un test d’évaluation de la vitesse de traitement de l’information (⍴ = -0,784, p = 0,01). Il semblerait par ailleurs que les fonctions cognitives ne soit pas corrélées avec le niveau de qualité de vie. Finalement, le MOCA semble être un outil prometteur pour l’évaluation cognitive des patients présentant des GHG, alors qu’il semble présenter une valeur prédictive positive satisfaisante malgré une sensibilité plus modeste.

Contribuição para o conhecimento da geologia do Grupo das Beiras (CXG) na região do Caramulo-Buçaco, Portugal Central

O presente trabalho ocupa-se do estudo do Complexo Xisto-Grauváquico ante-ordovícico (Grupo das Beiras) na região do Caramulo-Buçaco (centro de Portugal). Em termos geológicos, a área estudada pertence à Zona Centro Ibérica e encontra-se limitada a N pelo granito do Caramulo, a S pela bacia meso-cenozóica de Arganil, a W pelo sinclinal paleozóico do Buçaco e pela bacia meso-cenozóica ocidental portuguesa e a E pelo sinclinal paleozóico de Arganil e pelo plutonito granítico de Tábua-Santa Comba Dão; no seio da área estudada encontra-se a bacia meso-cenozóica de Mortágua. Com base nas características litológicas e estruturais distinguem-se no Complexo Xisto Grauváquico 4 grandes conjuntos litológicos concordantes entre si, designados de Unidades I, II, III e IV, que se desenvolvem da base para o topo de N para S. A Unidade I situa-se a N da região. O seu limite inferior é desconhecido, e o superior posiciona-se no último conjunto arenoso com potência decamétrica. É constituída por xistos cinzentos e negros com intercalações de arenitos de espessura não superior a 100 metros e de extensão lateral quilométrica. Apresenta uma espessura mínima de 1000 m. A Unidade II apresenta consideravelmente menor proporção de material arenoso intercalado entre os pelitos comparativamente à unidade inferior. É caracterizada por apresentar um predomínio de material silto-argiloso e escassos níveis arenosos com potência não superior à dezena de metros e escassa continuidade lateral. Cartograficamente esta unidade constitui uma franja alargada de orientação próxima a E-W. Apresenta uma espessura aproximada de 1500 m. A Unidade III é caracterizada pela presença de conjuntos arenosos com extensão lateral quilométrica e espessura de várias dezenas de metros, separados por material silto-argiloso. Os limites inferior e superior estão situados respectivamente abaixo e acima dos principais conjuntos arenosos. Esta unidade apresenta uma espessura máxima estimada na ordem dos 2000 m. A Unidade IV, que é a unidade superior, apresenta um predomínio pelítico, com escassas intercalações de conjuntos arenosos. O seu limite inferior encontra-se no topo do último conjunto arenoso da Unidade III. Apresenta uma espessura mínima de 500 m. As características sedimentológicas das 4 unidades indicam uma sedimentação num ambiente de plataforma externa siliciclástica aberta, com a construção de barras e por vezes sujeita à acção de tempestades, com sucessivos períodos de superficialização e profundização numa bacia de sedimentação bastante subsidente. Em termos estruturais, para além duma deformação pré-ordovícica, que é comprovada pelo forte mergulho e dispersão da orientação dos eixos da 1ª fase varisca e da lineação de intersecção L1, a área estudada foi principalmente afectada pela Orogenia Varisca. A 1ª fase de deformação varisca (F1) gerou dobras com superfícies axiais e xistosidade associada (S1) de direcção WNW-ESE, e forte pendor para NNE. Estas dobras D1 apresentam comprimentos de onda que nunca chegam a ser quilométricos, desenvolvendo-se um grande flanco inverso denunciando a presença de uma antiforma para NNE e uma sinforma para SSW. A 2ª fase de deformação varisca (F2) actuou na parte nordeste da área estudada e é caracterizada por ter gerado dobras de comprimento de onda quilométrico, com planos axiais e xistosidade associada S2 de direcção NW-SE, subverticais ou a pender fortemente para NE. Embora com alguma dispersão, as lineações de intersecção L2 e os eixos das dobras D2 apresentam maioritariamente forte pendor para E. A direcção e tipos de estruturas da F2 sugerem uma correlação com a terceira fase definida em vários pontos da Zona Centro Ibérica e estreitamente relacionada com as intrusões graníticas. Do ponto de vista petrológico, distinguem-se várias rochas sedimentares (pelitos e arenitos) todas elas sujeitas a metamorfismo que não ultrapassa a fácies dos xistos verdes. Dentro das rochas sedimentares mais grosseiras, há a destacar a presença de arenitos vulcânicos cuja composição denuncia, não muito afastados da bacia sedimentar, a presença de aparelhos vulcânicos que estariam em actividade durante a sedimentação. Foram analisadas isotopicamente 27 amostras de metapelitos colhidas em 5 locais diferentes de forma a abranger quase toda a área estudada. Os dados isotópicos de quatro destes locais de amostragem forneceram isócronas Rb-Sr, em rocha total, com valores da ordem dos 400-440 Ma. O granito do Caramulo, datado pela isócrona Rb-Sr em amostras de rocha total, forneceu uma idade de 326±12Ma. As idades modelo Sm-Nd (manto empobrecido) de 5 amostras de metapelitos estão compreendidas entre 1.35 e 1.25 Ga. Este período de tempo pode ser considerado como correspondendo à época de diferenciação mantélica da crusta que deu lugar à maioria das áreas fonte dos metapelitos.

Enzymatic upgrading of eucalypt paper-grade kraft pulp within dissolving pulp production

Dissolving-grade pulps are commonly used for the production of cellulose derivatives and regenerated cellulose. High cellulose content, low content of non-cellulosic material, high brightness, a uniform molecular weight distribution and high cellulose reactivity are the key features that determine the quality of a dissolving pulp. The first part of this work was an optimization study regarding the application of selected enzymes in different stages of a new purification process recently developed in Novozymes for purifying an eucalypt Kraft pulp into dissolving pulp, as an alternative to the pre-hydrolysis kraft (PHK) process. In addition, a viscosity reduction was achieved by cellulase (endoglucanase) treatment in the beginning of the sequence, while the GH11 and GH10 xylanases contributed to boost the brightness of the final pulp. The second part of the work aimed at exploring different auxiliary enzyme activities together with a key xylanase towards further removal of recalcitrant hemicelluloses from a partially bleached Eucalypt Kraft pulp. The resistant fraction (ca. 6% xylan in pulp) was not hydrolysable by the different combinations of enzymes tested. Production of a dissolving pulp was successful when using a cold caustic extraction (CCE) stage in the end of the sequence O-X-DHCE-X-HCE-D-CCE. The application of enzymes improved process efficiency. The main requirements for the production of a dissolving pulp (suitable for viscose making) were fulfilled: 2,7% residual xylan, 92,4% of brightness, a viscosity within the values of a commercial dissolving pulp and increased reactivity.

Applying a genre-based instruction to develop writing skills in a tenth grade english course of the Liceo Anglo del Valle [recurso electr?nico]

Esta propuesta did?ctica basada en un enfoque por g?neros textuales o ?Genre-Based Instruction? (GBI) para ense?ar en un grado decimo de una escuela secundaria con ?nfasis comercial, trata de poner en relieve la importancia de aplicar un enfoque de ense?anza que tenga en cuenta varios par?metros, tales como las necesidades del estudiante, el uso de textos aut?nticos, l?xico especializado y principalmente los g?neros textuales en la escritura de textos acad?micos. En t?rminos pedag?gicos, este enfoque por g?neros textuales permite trabajar desde situaciones significativas relacionadas con las expectativas de los estudiantes para aprender algo, porque el maestro debe contextualizar la acci?n docente para cumplirlas. Esto significa que el profesor debe ser capaz de gestionar ciertos aspectos de las disciplinad, en este caso, el ?rea comercial.

“English Language Learning Strategies used by the Foreign Language Department Seminar Students Year 2006 with Either Above Eight Grade or Below it Obtained in Their Studies in the Basic Skills Area.

Nowadays language communication plays an important role in the world. For the technological explosion in the 20th century, the electronic mass media collapsed space and time barriers in human communication, enabling people to interact and live on a global scale. In this sense, the earth has been turned into a village by the electronic mass media. It not only changes the distance between countries, societies, but also shortens it between people. It means that the technological advancement makes the earth become a village. Since the distance between people is shortened, language communication becomes more important than before. To enhance language abilities, people can apply many different types of language learning strategies according to the learning styles that they have in order to learn the target language. In the Foreign Language Department of University of El Salvador Seminar students year 2006 apply different language learning strategies which make some of them get a grade either above eight or below it. To understand learning strategies, people can go back to basic term, strategy. This word comes from the ancient Greek term strategia meaning generalship or the art of war. A different, but related, word is tactics, which are tools to achieve the success of strategies. The two expressions share some basic implied characteristics: planning, competition, conscious manipulation, and movement toward a goal.

An Investigation Into The Perceptions Of Parents And Teachers Regarding The Adjustment To Sixth Grade Across School Configurations

A qualitative study was conducted in a large urban school district in the Mid-Atlantic region of the Unites States to investigate the perceptions of parents and teachers regarding the adjustment to sixth grade across school configurations. The investigation revealed the psychosocial and environmental factors that have an impact on sixth graders according to their grade span configurations. The study was conducted in the large urban school district, referred to as the “County,” which has a history of low and inconsistent achievement of sixth graders across a variety of grade span configurations. Through the analysis of the teacher and parent interviews conducted in two K-6 schools and two 6-8 middle schools, four themes were identified: transitioning, cultural awareness, social adjustment, and preparedness. The four themes emerged from the perceptions and observations of sixth graders, as shared by parents and teachers of sixth graders, according to their grade span configurations. Each of the responses was compared according to the identified grade span configuration K-6 and 6-8. From the data collected, recommendations were provided to the school district in which the study was conducted to better support teachers, parents, and sixth graders. Further research was also recommended of larger samples of sixth grade span configurations to better understand the complex dynamics of the relationships between grade span configurations for sixth graders and student achievement.

STUDENTS’ PERCEPTIONS OF TEACHER INSTRUMENTAL SUPPORT AS A PREDICTOR OF MOTIVATION IN READING AND MATH AND ACHIEVEMENT FROM SECOND THROUGH TWELFTH GRADE

In this study, relations among students’ perceptions of instrumental help/support from their teachers and their reading and math ability beliefs, subjective task values, and academic grades, were explored from elementary through high school. These relations were examined in an overall sample of 1,062 students from the Childhood and Beyond (CAB) study dataset, a cohort-sequential study that followed students from elementary to high school and beyond. Multi-group structural equation model (SEM) analyses were used to explore these relations in adjacent grade pairs (e.g., second grade to third grade) in elementary school and from middle school through high school separately for males and females. In addition, multi-group latent growth curve (LGC) analyses were used to explore the associations among change in the variables of interest from middle school through high school separately for males and females. The results showed that students’ perceptions of instrumental help from teachers significantly positively predicted: (a) students’ math ability beliefs and reading and math task values in elementary school within the same grade for both girls and boys, and (b) students’ reading and math ability beliefs, reading and math task values, and GPA in middle and high school within the same grade for both girls and boys. Overall, students’ perceptions of instrumental help from teachers more consistently predicted ability beliefs and task values in the academic domain of math than in the academic domain of reading. Although there were some statistically significant differences in the models for girls and boys, the direction and strength of the relations in the models were generally similar for both girls and boys. The implications for these findings and suggestions for future research are discussed.

Promotion of literacy skills in early childhood: a follow-up study from kindergarten to grade 1

Several researchers have shown that invented spelling activities in kindergarten foster preschool children’s early literacy skills. However, few studies have assessed its impact on learning to read and write in the first year of primary school. Our goal was to analyse the impact of an invented spelling programme with kindergarteners on their literacy skills until the end of Grade 1. A follow-up study was conducted with 45 five-year-old Portuguese children attending two classes of two schools in Lisbon. The teaching effect was controlled as children from each class were randomly assigned into two groups (experimental/control) — equivalent on letter knowledge, cognitive abilities and phonological awareness. The participants were assessed in kindergarten with a pre-test, immediate post-test and delayed post-test (spelling; reading; phonemic awareness) and at the end of Grade 1 (spelling; reading). The experimental group participated in invented spelling sessions, while control children participated in storytelling activities. Data analysis revealed statistically significant differences between the two groups. The experimental group scored higher, not only in kindergarten but also in the follow-up year for all literacy measures.

Electron microprobe investigations of metamorphic reactions and mineral growth histories, Kwoiek area, British Columbia

The Kwoiek Area of British Columbia contains a pendant or screen of metamorphosed sedimentary and volcanic rocks almost entirely surrounded by a portion of the Coast Range Batholith, and intruded by several dozen stocks. The major metamorphic effects were produced by the quartz diorite batholithic rocks, with minor and later effects by the quartz diorite stocks. The sequence of important metamorphic reactions in the metasedimentary and metavolcanic rocks, ranging in grade from chlorite to sillimanite, is:

1. chlorite + carbonate + muscovite → epidote + biotite

2. chlorite + carbonate → actinolite + epidote

3. chlorite + muscovite → garnet + biotite

4. chlorite + epidote → garnet + hornblende

5. chlorite + muscovite → garnet + staurolite + biotite

6. chlorite + muscovite → aluminum silicate + biotite

7. muscovite + staurolite → garnet + aluminum silicate + biotite

8. staurolite → garnet + aluminum silicate

Continuous reactions, occurring between reactions 5 and 7, are:

A. chlorite + (high Ti) biotite + Al₂O₃ (from plagioclase?)→ garnet + staurolite + (low Ti) biotite + O₂

B. muscovite (phengitic) → garnet + staurolite +muscovite (less phengitic) + O₂ (?)

Detailed electron microprobe work on garnet, staurolite, biotite, and chlorite shows that:

(1) The garnet porphyroblasts are zoned according to a depletion model, called the Rayleigh depletion model, which assumes equilibrium between the edge of a growing garnet and the minerals which are unzoned, notably biotite, chlorite, and muscovite, but which assumes disequilibrium within the garnet.

(2) The staurolite porphyroblasts are also zoned, and from their zoning patterns reactions A, B, and 5 are documented. Progressive reduction of iron with increasing grade of metamorphism is also inferred from the staurolite zoning patterns.

(3) During a late period of falling temperature garnet continued to grow and the biotite and chlorite reequilibrated. The biotite, chlorite, and garnet edge compositions can vary from point to point in a given thin section, indicating that the volume of equilibrium at the final stage of metamorphism was only a few cubic microns.

(4) The horizon within the garnet that grew at maximum temperature can be identified. The Mg/Fe ratio of this horizon, if the garnet composition is a limiting composition in the Al₂O₃ - K₂O - FeO - MgO tetrahedron, increases systematically with increasing metamorphic grade. Biotite and chlorite compositions also show a general increase in Mg/Fe ratio with increasing metamorphic grade, but staurolite appears to show the reverse effect.

(5) The Mg/Fe ratio at the maximum temperature horizon of the garnet porphyroblasts is a function of its Mn content as evidenced from the study of five garnet-bearing rocks, collected from one outcrop area, with the same assemblage but with differing proportions of minerals.

An important implication of zoned minerals is that the effective composition of a system in a phase lies on the join between the homogeneous minerals (if there are two) and not within three-or- four-phase fields when a zoned mineral, such as garnet or staurolite, is present in the assemblage.

Study of the three aluminum silicates found in the Kwoiek Area showed that a constant pressure change in polymorphs from andalusite to kyanite to sillimanite took place with increasing temperature. This transition series is best explained by the metastable formation of andalusite.

Photographic materials on pages 15, 121, 160, 162, and 164 are essential and will not reproduce clearly on Xerox copies. Photographic copies should be ordered.

Interactive storytelling to improve the listening skill of 8th grade at INAN High School

Este trabajo de investigación se trata de Cuentacuentos de respuesta física total y su influencia en el proceso de enseñanza-aprendizaje de Inglés como segunda lengua de los estudiantes del octavo grado de Educación General Básica del Colegio "INTEGRACIÓN ANDINA" en la ciudad de Cuenca en el Año Lectivo 2014 y 2015. Es necesario un nuevo sistema educativo para responder a las necesidades de la sociedad actual para permitir el desarrollo general de la educación, implementando un nuevo programa de enseñanza en el aprendizaje del Inglés a través de la narración. La búsqueda de una mejor manera de aprender y enseñar es responsabilidad ineludible de todos los maestros que deben enfrentar los desafíos con entusiasmo mientras se mira hacia innovaciones futuras permitiendo a los estudiantes mejorar sus habilidades de escucha y demás destrezas. Dado que el 90% de conocimiento de un nuevo idioma se adquiere a través de la lectura; el uso de Cuentacuentos ayuda a los estudiantes a adquirir el conocimiento necesario que será la base para un alto nivel cultural, tanto en el aprendizaje y en el desarrollo de habilidades de lenguaje, la lectura es un medio esencial para el desarrollo cultural en Educación. La falta de preparación en la lectura obstaculiza los esfuerzos del maestro secundario para lograr una formación integral en el alumno. Es necesario implementar estrategias para tratar de superar la falta de lectura, mediante el uso de la narración de cuentos en clase para animar a los estudiantes a leer en casa.