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Movement and Home Range of the Sickle Darter (Percina williamsi) in the Upper Emory River of Tennessee, USA
No full textUnderstanding movement patterns and home range of rare species is challenging, especially aquatic fauna like fishes. The Sickle Darter Percina williamsi is a rare fish species endemic to the upper Tennessee River basin in eastern Tennessee, southwestern Virginia, and western North Carolina (USA). It has been listed as threatened by the states of Tennessee and Virginia and is being petitioned for federal listing under the United States Endangered Species Act. Little is known about the movement and home range of this species. A total of 8 Sickle Darters from the upper Emory River system were implanted with 8-mm PIT tags and released at the point of capture. The mean (± SD) total length and weight of all fish PIT tagged was 70.1 ± 3.4 mm and 3.08 ± 1.4 g. Movement of individuals was tracked every 2 weeks for 6 months (September–March) with a Biomark® HPR Plus reader and BP Plus portable antenna. Associated environmental data were collected throughout the study. Mean total effort for all the tracking events was 70 ± 39.4 min, mean catch-per-effort was 9.3 ± 6.6 (min/detection) and mean (± SE) detection was 69.5 ± 12%. Mean (± SD) distanced moved of all individuals throughout the study was 7.1 ± 4.5 m. Best sub-sets regressions modelling suggest that Sickle Darter movement is related to discharge (m/s3) at multiple temporal levels (1, 3, or 7-day). Home range for individuals varied in size. Median home range size was 157.5 (86.0–312.5) m2 and median (range) degree of overlap for estimated home range was 23.3 (6.2–34.0) %. The results from this study suggest that Sickle Darters exhibit strong site fidelity except when discharge is extremely high. Therefore, conservation measures that protect or attempt to reconnect fragmented habitats will need to factor in the low dispersal ability of this species
Agricultural Power and Production in Antebellum America
No full texthttps://orc.library.atu.edu/atu_faculty_books/1072/thumbnail.jp
Lost in the Long March
No full textChina, 1934: A naive orphan and shy gunsmith, Ping, has fallen in love with Yong, who is a sophisticated veteran, a skilled marksman, and a true believer in Marxist ideology. Winning her affections will take an ideological battle--something he does not understand. To make matters worse, Yong has shown interest in Ping\u27s best friend, Luo. On the eve of a great Communist defeat, Ping sabotages Luo\u27s rifle, causing the bullet to backfire into his friend\u27s head. The army begins its year-long retreat, known as The Long March, and Yong turns to Ping for comfort and companionship. Ping deeply regrets killing his friend, and as his relationship with Yong blossoms, he is saddened that it will always be colored by guilt. Yong soon becomes pregnant. She hates the way the baby inside is changing her, both physically and emotionally. The Red Army can\u27t retreat with a crying infant, so they need to find someone close to take the baby in. Ping and Yong leave their son with a woman, promising to return once the war is won. When World War II breaks out and Japanese soldiers arrive, their 12-year-old son decides to enlist in the Japanese army to find his parents, though he quickly begins to fear for his life. --Provided by Publisher.https://orc.library.atu.edu/atu_faculty_books/1075/thumbnail.jp
Place Attachment: A Classroom Project
No full textIn studies examining place attachment for five state parks in Oklahoma, researchers found that visitors did not indicate high levels of place attachment. However, repeated visitation to parks over time, did seem related to increased place attachment levels in visitors (Bradley et al., 2013). Research by Semken et al. (2009), found that increased place attachment based on the number of visits, number of visits within the year and length of time spent, created the attachment by using the place attachment scale. This was supported by Lee and Chiang’s (2016) study using Taiwanese fifth-grade environmental-science classes, which found a significant increase in pre/post course in place attachment. Therefore, based on these findings creating an undergraduate or graduate course project may increase place attachment levels for students as assessed by a place attachment scale. This article proposes a course project framework to utilize an experiential education component in a classroom to increase place attachment in students by using a place attachment scale
Night train / Oscar Washington, Lewis Simpkins, Jimmy Forrest
No full texthttps://orc.library.atu.edu/atu_lp003/1014/thumbnail.jp
DNA Ligase IV Mutations Confer Shorter Lifespan and Increased Sensitivity to Nutrient Stress in Drosophila melanogaster
Get PDFThe nonhomologous end-joining pathway is a primary DNA double-strand break repair pathway in eukaryotes. DNA ligase IV (Lig4) catalyzes the final step of DNA end ligation in this pathway. Partial loss of Lig4 in mammals causes Lig4 syndrome, while complete loss is embryonically lethal. DNA ligase 4 (DNAlig4) null Drosophila melanogaster is viable, but sensitive to ionizing radiation during early development. We proposed to explore if DNAlig4 loss induced other long-term sensitivities and defects in D. melanogaster. We demonstrated that DNAlig4 mutant strains had decreased lifespan and lower resistance to nutrient deprivation, indicating Lig4 is required for maintaining health and longevity in D. melanogaster
The Impact of the Science of Reading Training on the NWEA Map Test Scores of Elementary African American Students in a Central Arkansas School District
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THE IMPACT OF THE SCIENCE OF READING TRAINING ON THE NWEA MAP TEST SCORES OF ELEMENTARY AFRICAN AMERICAN STUDENTS IN A CENTRAL ARKANSAS SCHOOL DISTRICT
Katina Latrice Simpson-Ray
The state of Arkansas adopted ACT 1063 in 2017, which was designed to improve reading achievement for all students. Included in the law was the requirement that “curriculum programs that are supported by the science of reading and based on the instruction that is explicit, systematic, cumulative, and diagnostic be implemented (Division of Elementary and Secondary Education, 2020). All K12 teachers and administrators, as well as higher education institutions, were required to participate in the Science of Reading Training. While many states have also adopted these practices, scientifically based reading research has yet to fully transform instructional practice (Castles et al., 2018), thereby leaving a science-to-practice gap. This gap has proven challenging to close for African American students (Seidenberg, 2017). In this quantitative, causal-comparative research study the researcher examined if the Science of Reading Training was effective in improving the reading achievement scores of African American students on the NWEA MAP Test in grades 1, 2, and 3 in Tier I, Tier II, and Tier III schools in a Central Arkansas School District. A sample of 2, 086 first, second, and third-grade students enrolled in an urban Arkansas public school district during the 2020-2021 school year was included in the study. The data were analyzed using descriptive statistics, analysis of variance (ANOVA), and independent samples t-test. The findings from the study indicated the Science of Reading Training did not make a statistically significant difference on the NWEA MAP Test for the African American students in this sample. The information obtained in this study can be instructive for educators in the beginning stages of implementation of the science of reading.
Keywords: NWEA MAP Test; Science of Readin
The Impact of Virtual Learning Modalities on the Academic Success of Students in One Arkansas School District
Get PDFThe COVID-19 pandemic changed the way Arkansas public schools’ offered students an education. While moving through this pandemic, many Arkansas schools implemented optional methods of delivery for their students. Some schools tried to maintain face-to-face classes, while others offered completely online classes. Still, others offered a hybrid format where students attended some face-to-face classes and online classes. One Arkansas school district offered all three options. School districts need guidance as to which teaching methods worked well. The long-term effects of the educational impact of COVID-19 are not known at this time. Schools could benefit from a guide with useful strategies and practices of virtual learning in public schools. The purpose of this quantitative causal-comparative study was to explore any differences between learning delivery options offered by one Arkansas school district in terms of student performance on the state-mandated ACT Aspire assessments and educators’ perceptions of educating through a pandemic. The research provided data related to individual student learning gaps in mathematics that may be addressed before these students sit for their eleventh grade ACT Aspire assessments during the 2022-2023 school year. There was some evidence of mathematical learning loss as seen in the frequency change of Math Benchmark Readiness level from seventh to ninth grade, especially in Functions and Algebra for our current tenth-grade students. Educators revealed the difficult year was filled with more responsibilities and learning opportunities for all that were willing to stay the course. The educational system changed to a pandemic education with new rules and stress which prompted learning in technology for both students and educators. The need for increased time was seen in lessons, planning, and dividing responsibilities into the time allowed to complete tasks. Mathematical gaps existed when students were absent or not given enough time to adequately learn concepts. Collectively, the research showed that there was not a single concept or category that was lacking, but a wide scope of learning loss that only time and educational effort can reduce
Two Approaches to Investigate Preservice Teachers’ TPACK Competencies and Self-Regulated Learning Skills in Turkey and the United States
Get PDFIn this study the investigators used two different approaches to investigate preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) competencies and self-regulated learning skills (SRL). The first study was conducted at Ahmet Keleşoğlu Education Faculty, Necmettin Erbakan University (NEU), Konya, Turkiye and the second study was conducted at Arkansas Tech University (ATU), Arkansas, the United States. The data from the participants at NEU was collected from 375 preservice teachers to examine the correlation among preservice teachers’ TPACK competencies, SRL and their gender and years of study. Although the findings revealed that preservice teachers’ TPACK competencies differed by their gender and year of study, there was no significant difference in their SRL skills. Finally, the results indicated that there were positive and significant relationships between the preservice teachers’ TPACK competencies and their self-regulated learning skills. The data from the ATU participants was collected from 66 preservice teachers (54 undergraduates, 12 graduate). The ATU study examined the impact of employing project-based learning (PBL) on students’ TPACK competencies, self-efficacy (SE), and SRL in different learning environments. The findings indicated that the use of PBL does enhance preservice teachers’ SRL skills in all learning environments. Finally, the findings indicated that students’ TPACK competencies significantly increased after using PBL