Impact of Taylor-Aris diffusivity on analyte and system zone dispersion in CZE assessed by computer simulation and experimental validation.

Application of pressure-driven laminar flow has an impact on zone and boundary dispersion in open tubular CE. The GENTRANS dynamic simulator for electrophoresis was extended with Taylor-Aris diffusivity which accounts for dispersion due to the parabolic flow profile associated with pressure-driven flow. Effective diffusivity of analyte and system zones as functions of the capillary diameter and the amount of flow in comparison to molecular diffusion alone were studied for configurations with concomitant action of imposed hydrodynamic flow and electroosmosis. For selected examples under realistic experimental conditions, simulation data are compared with those monitored experimentally using modular CE setups featuring both capacitively coupled contactless conductivity and UV absorbance detection along a 50 μm id fused-silica capillary of 90 cm total length. The data presented indicate that inclusion of flow profile based Taylor-Aris diffusivity provides realistic simulation data for analyte and system peaks, particularly those monitored in CE with conductivity detection.

Age, Growth and Population Structure of Jumbo Flying Squid, Dosidicus Gigas, Based on Statolith Microstructure Off the Exclusive Economic Zone of Chilean Waters

The jumbo flying squid, Dosidicus gigas, support an important squid fishery off the Exclusive Economic Zone of Chilean waters. However, we only have limited information about their biology. In this study, age, growth and population structure of D. gigas were studied using statoliths from 333 specimens (386 females and 147 males) randomly sampled in the Chinese squid jigging surveys from 2007 to 2008 off the Exclusive Economic Zone of Chile. Mantle lengths (MLs) of the sample ranged from 206 to 702 mm, and their ages were estimated from 150 to 307 days for females and from 127 to 302 days for males. At least two spawning groups were identified, the main spawning peak tended to occur between August and November (austral spring group), and the secondary peak appeared during March to June (austral autumn group). The ML-age relationship was best modelled by a linear function for the austral spring group and a power function for the austral autumn group, and the body weight (BW)-age relationship was best described by an exponential function for both the groups. Instantaneous relative growth rates and absolute growth rates for ML and BW did not differ significantly between the two groups. The growth rate of D. gigas tended to be high at young stages, and then decreased after the sub-adult stage (>180 days old). This study suggests large spatial and temporal variability in key life history parameters of D. gigas, calling for the collection of more data with fine spatial and temporal scales to further improve our understanding of the fishery biology of D. gigas.

The Black-White Achievement Gap Amongst Struggling Readers: A Case Study of Early Intervention Outcomes in Massachusetts

A number of analyses of large data sets have suggested that the reading achievement gap between African American and White U.S. is negligible or small at school entry, but widens substantially during the school years because African American students show slower rates of growth in elementary and secondary school. Identifying when and why gaps occur, therefore, is a an important research endeavor. In addition, being able to predict which African American children are most likely to fall behind can contribute to efforts to close the achievement gap. This paper analyzes first grade and third grade data on African American and White children in Massachusetts who all were identified in first grade as struggling readers and enrolled in Reading Recovery—an individualized intervention. All the children were low-income and attending urban schools. Using Observation Survey data from first grade, and MCAS Reading data from 3rd grade, we found that the African American and White students made equal average progress while in first grade, but by the end of third grade showed a large gap in MCAS proficiency rates. We discuss the results in terms of school quality, reading development, dialect issues, testing formats, and the need to provide long-term support to vulnerable learners.

Measuring Middle School Achievement Growth With Student Growth Percentile Methodology

This study examined reading and mathematics achievement growth for middle school students over three years using statewide test scores using student growth percentile methodology (Betebenner, 2008). This newly-emerging growth methodology provides a basis for examining growth normatively (“what is”) in order to provide a foundation for policies about adequate growth (“what should be”) and excellent growth (“what could be”). Growth is compared among student subgroups and different middle schools. A particular focus of the study is identifying typical growth trajectories of low-achieving 6th graders through the middle school years.

A Confirmatory Factor Analytic Study Examining the Dimensionality of Educational Achievement Tests

It is important to check the fundamental assumption of most popular Item Response Theory models, unidimensionality. However, it is hard for educational and psychological tests to be strictly unidimensional. The tests studied in this paper are from a standardized high-stake testing program. They feature potential multidimensionality by presenting various item types and item sets. Confirmatory factor analyses with one-factor and bifactor models, and based on both linear structural equation modeling approach and nonlinear IRT approach were conducted. The competing models were compared and the implications of the bifactor model for checking essential unidimensionality were discussed.

Na 1 Nachlass Max Horkheimer, 707 - "German Refugees from Eastern Zone" (p. IX 183.1-2 - IX 184.2-18)

"German Refugees from the Eastern Zone" 1952; 1. "Outline of a Pilot Study of German Refugees from the Eastern Zone Who are presently in Berlin" a) Typoskript, 4 Blatt; b) Typoskript, 3 Blatt; 2. "Budget for a Pilot Study of German Refugees from the Eastern Zone in Berlin" a) 2 Blatt; b) 1 Blatt; c) 1 Blatt; d) 1 Blatt; "Universität und Gesellschaft" 1952-1956; 1. "Universität und Gesellschaft" Teil III: Expertenbefragung. Forschungsbericht, 1953; als Typoskript vervielfältigt und gebunden, 77 Blatt; 2.-7. Allgemeine Darstellung der Untersuchungen; 2. "Einige wichtige Ergebnisse der Universitätsstudie", 1956. Als Typoskript vervielfältigt, 5 Blatt; 3. "Vorläufige Gliederung für den Bericht der Hochschul-Untersuchung" 2 Blatt; 4. "The German University of Today. Progress Report on a Research Project" 02.11.1955 a) Typoskirpt, 12 Blatt; b) Typoskript mit handschriftlichen Korrekturen, 12 Blatt; 5. "The German University of Today. A Progress Report on a Research Project" a) Typoskript, 7 Blatt; b) Typoskript mit handschriftlichen Korrekturen, 8 Blatt; c) Typoskirpt mit handschriftlichen Korrekturen, 12 Blatt; 6. "Funktion und Wirklichkeit der Universität heute. Zwischenbericht über drei Studien des Instituts für Sozialforschung an der Johann Wolfgang Goethe- Universität". Typoskript, 25 Blatt; 7. "Pläne einer Untersuchung über die Vorstellung von der Finktion der heutigen deutschen Universität bei bestimmten Personenkreisen" a) Typoskirpt, 11 Blatt; b) Typoskript, 11 Blatt; 8.-10. Studentenbefragung; 8. Fagebogen zur Umfrage "Warum studieren Studenten?", als Typoskript vervielfältigt, 19 Blatt; 9. "The Economic Situation of Students at the Johann Wolfgang Goethe- University in Frankfurt am Main" Resultate der Umfrage vom Winter 1952/43; Januar 1956; a) Typoskript, 43 Blatt; b) 43 Blatt; 10. "Students and Parentl Influence. Results of a Survey" a) Typoskript, 25 Blatt; b) Typoskript mit handschriftlichen Korrekturen von Frederick Pollock, 25 Blatt; 11.-14. Aktennotizen; 11. "Bericht über die Verhandlungen zwischen Herrn Professor Baumgarten, Tenbruck und Habermas am 12.12.1956 im Institut für vergleichende Sozialwissenschaften in Stuttgart. Betreff: Professorenstudie" 13.13.1956 vermutlich 13.03.1956. Typoskript, 2 Blatt; 12. Gembardt, Ulrich: Aktennotiz zur Hochschuluntersuchung. 23.05.1955, Typoskript, 3 Blatt; 13. Gembardt, Ulrich: Bemerkungen zur Aktennotiz vom 23.05.1955, Typoskript, 2 Blatt; 14. "Aktennotiz über die Hochschul-Forschungsprojekte des Göttinger Soziologischen Seminars und des Frankfurter Institut für Sozialforschung, die deim Hauptausschuß der Deutschen Forschungsgemeinschaft am 1. August 1953 zur Finanzierung vorgelegt werden" 20.07.1953. Typoskript, 2 Blatt; 15.-18. Briefe; 15. Löwenthal, Leo: 1 Brief mit Unterschrift an MAx Horkheimer, New York, 20.01.1955, 3 Blatt; 16. Horkheimer, Max [?]: 1 Brief an Chauncy D. Harris, ohne Ort, Januar 1955; a) Typoskirpt, 1 Blatt; b) Typoskirpt mit handschriftlichen Korrekturen, 1 Blatt; c) Typoskirpt mit handschriftlichen Korrekturen, 1 Blatt; d) Typoskirpt, 1 Blatt; 17. Horkheimer, Max: Drei gleichlautende Briefe an die Rektoren der Universität Bonn, Heidelberg und Koel, ohne Ort, 15.11.1953; a) Typoskript, 6 Blatt; b) Typoskript mit eigenhändigen KOrrekturen, 3 Blatt; 18. Plessner, Helmuth: 1 Brief mit Unterschrift mit Beilage an Max Horkheimer, Göttingen 02.07.1953, 4 Blatt;

An innovative approach to impacting student academic achievement and attitudes: Pilot study of the HEADS UP Virtual Molecular Biology Lab

Objective. To evaluate the HEADS UP Virtual Molecular Biology Lab, a computer-based simulated laboratory designed to teach advanced high school biology students how to create a mouse model. ^ Design. A randomized clinical control design of forty-four students from two science magnet high schools in Mercedes, Texas was utilized to assess knowledge and skills of molecular laboratory procedures, attitudes towards science and computers as a learning tool, and usability of the program. ^ Measurements. Data was collected using five paper-and-pencil formatted questionnaires and an internal "lab notebook." ^ Results. The Virtual Lab was found to significantly increase student knowledge over time (p<0.005) and with each use (p<0.001) as well as positively increase attitudes towards computers (p<0.001) and skills (p<0.005). No significant differences were seen in science attitude scores.^ Conclusion. These results provide evidence that the HEADS UP Virtual Molecular Biology Lab is a potentially effective educational tool for high school molecular biology education.^

The association between academic achievement and health status among eighth -grade Hispanic students in Houston

This cross-sectional study examines the association between health and academic achievement among Hispanic eighth-grade students in the Houston Independent School District. As part of the district's 3 year Safe Schools/Healthy Students Initiative to enhance comprehensive educational programs, a brief anonymous questionnaire was administered in the classroom to 359 students in two schools during a one-month period in the early part of the 2001 school year. ^ The primary study questions are: Among this sample of Hispanic adolescents, is there a significant association between academic achievement and health status? and in this same population, is there a significant association between health risk behavior and health status? The specific aims of this research are: (1) to describe the association between academic achievement and health status; (2) to describe the association between health risk behaviors and health status; and (3) to describe the relative contribution of health risk behaviors and academic achievement to adolescent health status among this sample of Hispanic adolescents. ^ The survey instrument was a 32-item questionnaire that incorporated: several academic achievement questions measuring usual grades, school-related performance, attendance, student and perceived parental satisfaction with academic achievement, and educational aspirations; two health and quality of life scales measuring adolescent self-reported health; and specific measures of health risk behavior, e.g., frequency of tobacco cigarette smoking, alcohol and other drug use, aggression, and suicidal ideation and behavior that were incorporated from the national Youth Risk Behavior Survey. Questions pertaining to sexual behavior and pregnancy were omitted to comply with school district guidelines. ^ Analysis revealed that strong associations between academic achievement and health status and between health risk behaviors and health status were observed after controlling for the covariates. Eight factors were found to be significantly associated with poor health status: usual grades (low), academic performance (low), academic achievement beliefs (low), classroom and homework performance satisfaction (low), ever drinking alcohol (6 or more times), suicidality (ever thought about, planned for, or sought medical help after attempting suicide), gender (female), and age (15 years and older). (Abstract shortened by UMI.) ^

(Table 1) K-Ar age of alkaline igneous rocks from the Jan Mayen fracture zone

Bottom morphology of the Jan Mayen transform fracture zone and rock chemistry data show that petrological and chemical specific features of igneous rocks can result from higher permeability of the transform fracture zone and deeper penetration of ocean water into the lithosphere in comparison with rift zones of the Kolbeinsey and Mohn's mid-ocean ridges. Age of alkaline magmatism of the Jan Mayen fracture zone is similar to that of rift zones due to palingenesis of metamorphosed and hydrated mantle and crustal rocks.