13,215 research outputs found
Deep boundary current disintegration in Drake Passage
No full textThe fate of a deep boundary current that originates in the Southeast Pacific and flows southward along the continental slope of South America is elucidated. The current transports poorly ventilated water of low salinity (a type of Pacific Deep Water; PDW), into Drake Passage. East of Drake Passage, the boundary current breaks into fresh anticyclonic eddies, nine examples of which were observed in mooring data from December 2009 to March 2012. The observed eddies appear to originate mainly from a topographic separation point close to 60°W, have typical diameters of 20–60 km and accompanying Rossby numbers of 0.1–0.3. These features are likely to be responsible for transporting PDW meridionally across the ACC, explaining the near-homogenization of Circumpolar Deep Water properties downstream of Drake Passage. This mechanism of boundary current breakdown may constitute an important process in the Southern Ocean overturning circulation
Priority-Area Consensus Conferencing: Peer Versus One-to-One, a Study of an Efficient Method for Achieving Significant Improvements in Freshman Writing Apprehension and Writing Skill
No full textv, 160 leaves. Advisor: David FosterThe problem. For economic reasons, some college administrators are overburdening composition instructors with teaching loads beyond those recommended by NCTE and ADE. In response, this study measures the effectiveness of two methods of
teaching composition (peer conferencing and one-to-one conferencing), hypothesizing that peer review will be as effective as teacher review for students and more efficient for the instructor who assigns longer writing tasks than Roger Garrison
and Kenneth Bruffee generally recommend.
Procedure. Attempts were made to match fifty control (teacher review) and fifty experimental (peer review) students by sex, age, career interests, English ACT scores, English GPA scores, composite ACT scores, and composite GPA scores. The same strategies were used to arrive at the same consensus conferencing strategies in both groups. The effectiveness of these strategies was determined by pre- and post-test essays, using Miles Myer's recommendations for preparation and scoring, and also by Daly-Miller apprehension pre- and post-test scoring.
Findings. Pre- and post-test writing and apprehension means were approximately the same for either group. Overall writing score increases were significant at p<.05. Overall apprehension decreases were significant at p<.Ol. Females on
the average had higher writing scores (p<.Ol) than males, but males showed a significantly greater decrease in apprehension (p<.Ol) than females. Teacher review consumed about 150 more hours of the instructor's time than peer review.
Conclusion. Composition teachers overburdened by teaching loads beyond those recommended by NCTE and ADE can feel confident about peer conferencing. It appears to be as effective
as one-to-one for students and more efficient for the instructor.
Recommendation. A research team might discover significant conferencing strategies by matching students at various apprehension levels with students at various writing levels, comparing their conferencing protocols (transcribed from audiovisuals) with "thinking-aloud protocols," and by using many of the pre- and post-testing procedures of the present study
The Effect of a Guided Aural Reinforcement Model on Perceived Improvement in Intonation of Middle School Trombone Players
No full textvii, 80 leaves. Advisor: C. David HarrisThe purpose of this study was to examine the effect of a guided aural reinforcement model on perceived improvement in intonation of middle school trombone players. Based on their responses to the Watkins-Farnum performance test and a
questionnaire, subjects were matched by grade-level equivalent-pairs and then assigned by rank-order to control and experimental groups.
All subjects taking part in the investigation were given a researcher-designed pretest to determine initial skill level of intonation performance. Following the pretest, all subjects received nine periods of instruction on trombone. The experimental group practiced with a pre-recorded guided aural intonation component as a part of each lesson instruction period. The control group received instruction which included, for this school district, a traditional method of learning intonation rather than the prerecorded guided aural intonation component. A researcher-designed posttest was administered to all subjects following the nine periods of instruction.
Pretests and posttests were recorded and later evaluated by a panel of experts. Reliability of coefficient tests and ANOVAs were used to determine inter-evaluator reliability. Results yielded a high degree of reliability among evaluators.
Statistical t-tests were used to determine significant (p=.05) differences between the
gain scores of students in the control and experimental groups. Results indicated no
significant gain score differences between the control and experimental groups on part I (unison test). Analysis of gain scores for part II (interval test) and part III (melodic test)
portions of the pretests/posttests revealed significant differences between the control
and experimental groups with regard to improvement in intonation performance. As a result of practice with the guided aural reinforcement model, the experimental group demonstrated improvement in intonation performance which was significantly greater than the control group. Additional research possibilities and educational implications have been included
Stephanitis (Stephanitis) parana Drake & Hambleton 1944
No full text<i>Stephanitis (Stephanitis) parana</i> Drake & Hambleton, 1944 <p> <i>Stephanitis parana</i> Drake & Hambleton, 1944, 128–129.</p> <p> <i>Stephanitis parana</i>: Drake & Maa, 1953: 101 (checklist); Drake & Ruhoff, 1965: 355 (catalog); Neal & Schaefer, 2000: 101 (note).</p> <p> <b>Geographic distribution.</b> Pará, Brazil (Drake & Hambleton 1944).</p> <p> <b>Plant associations.</b> Unrecorded.</p>Published as part of <i>Knudson, Alexander H., Rider, David A. & Knodel, Janet J., 2021, Two new species of Tingidae (Hemiptera: Heteroptera) from Panama, pp. 334-344 in Zootaxa 4958 (1)</i> on page 341, DOI: 10.11646/zootaxa.4958.1.20, <a href="http://zenodo.org/record/4692006">http://zenodo.org/record/4692006</a>
Exemption from College Freshman Composition: The College Level Examination Program (CLEP) General Examination in English Composition and the American College Testing Program (ACT) English Usage Test
No full textvi, 156 leaves. Advisor: David FosterProblem. This study investigated exemption from freshman composition. Its two primary purposes were, first, to examine the validity and cutting scores of the oriqinal CLEP General Examination in English Composition (GE:E), a test used nationwide to grant exemption; and, second, to measure the impact freshman composition or exemption from
it has on GPA. A comprehensive review of the literature on the GE:E revealed that some researchers had confidenoe in the validity of the GE:E and cutting scores based on its norms whereas
others expressed doubt and suspicion. The literature on the ACT Enqlish usage test (ACT:E) was reviewed to provide a basis for comparing the efficacy of the GE:E. The results of correlation studies on the test scores and GPA's for the two were typical for such tests and showed them to be
similar in validity. The limits and deficiencies of correlation studies and their role in test choice and use are discussed.
Procedure. To provide additional, unique information on the GE:E, two small (N=22) but homogeneous samples were drawn from the same population, fall quarter 1975 Mankato State University (MSU) freshmen. The samples were
not representative of the MSU or ACT and CLEP populations.
Sample A students' CLEP-GE:E soores had exempted them from English 101 Composition I. Sample B students took the course. The two samples were matched in gender, major, and composition ability as measured by the ACT:E.
The two criteria used to determine the validity of the GE:E and the appropriateness of its cutting scores were GPA and the ACT:E. Pearson product-moment correlation coefficients were used to test the null hypotheses that stated there
were no re1ationships (p<.05) between ACT:E scores and GPA's and GE:E scores and GPA's for Sample A. The same procedure was used to test the null hypotheses for the relationships between ACT:E scores and GPA'S for Sample B. Analysis of
covariance was used to test the null hypotheses that stated there were no differences between the mean GPA's of the two samples.
In addition, Sample A students were mailed a questionnaire that asked for their opinions on exemption and the GE:E. Sample B's questionnaire asked them their opinion of freshman composition.
Findings. The correlations of test scores with GPA's revealed extremely low correlations of GE:E scores with GPA and low to moderate correlations of ACT:E scores with GPA.
Because the correlations for the GPA for the ACT:E were greater than those for the original GE:E, it had greater predictive and content validity than the GE:E for these samples. Two of the mean GPA's for the samples were not statistically different but two others were statistically higher for
Sample A. For Sample A the GE:E had predictive validity and the cutting scores were appropriate. Composition course work had no measurable impaot on GPA for Sample B.
In their questionnaire responses Sample A expressed satisfaction in exemption and doubt in the GE:E. In their questionnaire responses Sample B was supportive of freshman composition with qualifications.
Conclusions. If the same serious oharqes that were
made against the original GE:E in the review of the literature can be made against the revised edition, it could be rejected for lacking content and predictive validity and for not being normed properly. Although both Sample A and Sample B were generally supportive of freshman composition, the content of the course and the quality of the instruction need to be scrutinized.
Reoommendation. This researoher recommends that the MSU English department conduct a thorough validation study of the ACT:E. If it has validity, a multiple-regression equation based on high sohool GPA and ACT:E scores could be developed to predict MSU composition grades. This equation
and a faculty constructed and graded essay examination could be used to grant or waive credit in Composition I and II. If the ACT:E is invalid, a thorough study of another standardized test of composition ability might be conducted
Stephanitis (Stephanitis) farameae Drake & Hambleton 1935
No full text<i>Stephanitis (Stephanitis) farameae</i> Drake & Hambleton, 1935 <p> <i>Stephanitis farameae</i> Drake & Hambleton 1935: 151–152.</p> <p> <i>Stephanitis farameae</i>: Monte, 1939: 78 (note); 1941: 132 (catalog); Drake & Maa, 1953: 100) (checklist); Drake & Ruhoff, 1965: 355 (catalog).</p> <p> <b>Geographic distribution.</b> São Paulo and Minas Gerais, Brazil (Drake & Hambleton 1935, Monte 1939).</p> <p> <b>Plant associations.</b> <i>Faramea montevidensis</i> [Rubiaceae] (Drake & Hambleton 1935).</p>Published as part of <i>Knudson, Alexander H., Rider, David A. & Knodel, Janet J., 2021, Two new species of Tingidae (Hemiptera: Heteroptera) from Panama, pp. 334-344 in Zootaxa 4958 (1)</i> on page 339, DOI: 10.11646/zootaxa.4958.1.20, <a href="http://zenodo.org/record/4692006">http://zenodo.org/record/4692006</a>
Stephanitis (Stephanitis) olyrae Drake & Hambleton 1935
No full text<i>Stephanitis (Stephanitis) olyrae</i> Drake & Hambleton, 1935 <p> <i>Stephanitis olyrae</i> Drake & Hambleton, 1935: 150–151, fig. 5.</p> <p> <i>Stephanitis olyrae</i>: Monte, 1939: 78 (note); 1941: 133 (catalog); Drake & Maa, 1953: 101 (checklist); Drake & Ruhoff, 1965: 358 (catalog); Neal & Schaefer, 2000: 101 (note).</p> <p> <b>Geographic distribution.</b> Minas Gerais and São Paulo, Brazil (Drake & Hambleton 1935, Monte 1939).</p> <p> <b>Plant associations.</b> <i>Olyra micrantha</i> [Poaceae] (Drake & Hambleton 1935).</p>Published as part of <i>Knudson, Alexander H., Rider, David A. & Knodel, Janet J., 2021, Two new species of Tingidae (Hemiptera: Heteroptera) from Panama, pp. 334-344 in Zootaxa 4958 (1)</i> on page 341, DOI: 10.11646/zootaxa.4958.1.20, <a href="http://zenodo.org/record/4692006">http://zenodo.org/record/4692006</a>
Stephanitis (Stephanitis) blatchleyi Drake 1925
No full text<i>Stephanitis (Stephanitis) blatchleyi</i> Drake, 1925 <p> <i>Stephanitis blatchleyi</i> Drake, 1925: 37.</p> <p> <i>Leptobyrsa blatchleyi</i>: Blatchley, 1926: 470 (note).</p> <p> <i>Stephanitis blatchleyi</i>: Drake & Maa, 1953: 100 (checklist); Drake & Ruhoff, 1965: 354 (catalog); Froeschner, 1988: 730 (catalog); Neal & Schaefer, 2000: 101 (note); Wheeler & Stoops, 2013: 673–675 (note).</p> <p> <b>Geographic distribution.</b> Florida, USA (Wheeler & Stoops 2013).</p> <p> <b>Plant associations.</b> <i>Lyonia ferruginea</i> [Ericaceae] (Wheeler & Stoops 2013) <i>Lyonia fruticosa</i> (Halbert 2018).</p>Published as part of <i>Knudson, Alexander H., Rider, David A. & Knodel, Janet J., 2021, Two new species of Tingidae (Hemiptera: Heteroptera) from Panama, pp. 334-344 in Zootaxa 4958 (1)</i> on page 338, DOI: 10.11646/zootaxa.4958.1.20, <a href="http://zenodo.org/record/4692006">http://zenodo.org/record/4692006</a>
Teaching About Magnetism
No full textThis web page, created by author David P. Stern, are the lecture notes for a presentation to middle and high school teachers to help teach magnetism. The lectures includes a brief history of the study of magnetism from its beginnings in ancient Greece and China to the present day, and three classroom demonstrations. This is part of a larger web site on "The Earth's Magnetosphere." Additionally, the author provides links to a glossary and expanded timeline to help better contextualize the theories addressed in these lecture notes
Newton's Laws
No full textAuthored and curated by David P. Stern, this series of web pages, part of "From Stargazers to Starships," describes Newton's three laws of motion and the two concepts on which they are based, force and inertia. The author breaks down the page in this fashion: the concept of force, motion against outside resistance, and motion with significant resistance. The author also provides additional links for further study on the life of Issac Newton. A lesson plan for instructors is also provided
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