54 research outputs found
A HIGH RESOLUTION TEMPERATURE CLIMATOLOGY FOR THE GREATER ALPINE REGION (GAR)
No full textThe Greater Alpine Region (the GAR) covering the area between 4-19°E and 43-50°N and an altitude range between 0 and more than 4000 m asl. offers a challenging climate worth to be studied in any detail. However, it is surprising that up to now no comprehensive Alpine Temperature Climatology covering the whole region is existing. To overcome this deficiency as a first step we want to produce monthly temperature maps for this region in spatial resolution as high as possible. The period under investigation will be 1961-1990. In this paper we will describe the first steps of our initiative as well as the further plans
Argument disses biechleins
No full textA satire against the “old” religion.
Full title: Argument disses biechleins. : Symon Hessus zeygt an Doctori Martino Luther vrsach, warumb die Luttherische bücher von den Coloniensern vnd Louaniensern verbrent worde[n] sein, dan[n] Martinus hatt des begert in[n] eynem büchlein dar in[n] er vrsach sagt mit xxx. artickeln im[m] geystlichen recht begriffen warumb er de[n] Bapst sein Recht zu Wittenberg verbrent hatt
Find this item in the library catalog.https://digitalcommons.usm.maine.edu/spcrb_howardbs/1014/thumbnail.jp
ANALYZING INFLUENCES UPON STUDENT CHOICE TO ATTEND OR NOT ATTEND COLLEGE
No full textThis mixed-methods study identified factors influencing young adults' decisions to attend a four-year university, a trade school, or enter the workforce, with special attention to gender differences in agricultural colleges. The growing gender disparity in higher education, precipitated by increasing female enrollment in agricultural disciplines, motivated this study. Tinto’s Model of Student Departure and Chapman’s Model of Student College Choice guided an exploration of personal, social, and institutional influences on postsecondary pathways. Five major themes emerged: personal influence, external factors, and perceptions of future success among college-going students; personal influence and future success among those pursuing trades or the workforce. Survey results reinforced that students placed value on the long-term career and personal benefits offered by higher education notwithstanding concerns about student debt. Parents and agriculture teachers were found to be the most influential in forming students' beliefs about education; peers and counselors play less of a role. These findings highlight the intricate interplay between family culture and expectations with financial considerations and perceived career opportunities that place students' educational choices. Implications for recruitment, gender-based retention, and targeted outreach in agricultural programs are discussed
A new instrumental precipitation dataset for the greater alpine region for the period 1800-2002
No full textThe paper describes the development of a dataset of 192 monthly precipitation series covering the greater alpine region (GAR, 4-18°E by 43-49°N). A few of the time series extend back to 1800. A description is provided of the sometimes laborious processes that were involved in this work: from locating the original sources of the data to homogenizing the records and eliminating as many of the outliers as possible. Locating the records required exhaustive searches of archives currently held in yearbooks and other sources of the states, countries and smaller regional authorities that existed at various times during the last 200 years. Homogeneity of each record was assessed by comparison with neighbouring series, although this becomes difficult when the density of stations reduces in the earliest years. An additional 47 series were used, but the density of the sites in Austria and Switzerland was reduced to maintain an even coverage in space across the whole of the GAR. We are confident of the series back to 1840, but the quality of data before this date must be considered poorer. Of all of the issues involved in homogenizing these data, perhaps the most serious problem is associated with the differences in the height above ground of the precipitation gauges, in particular the general lowering of gauge heights in the late 19th century for all countries, with the exception of Italy. The standard gauge height in the early-to-mid 19th century was 15-30 m above the ground, with gauges being generally sited on rooftops. Adjustments to some series of the order of 30-50% are necessary for compatibility with the near-ground location of gauges during much of the 20th century. Adjustments are sometimes larger in the winter, when catching snowfall presents serious problems. Data from mountain-top observatories have not been included in this compilation (because of the problem of measuring snowfall), so the highest gauge sites are at elevations of 1600-1900 m in high alpine valley locations. Two subsequent papers will analyse the dataset. The first will compare the series with other large-scale precipitation datasets for this region, and the second will describe the major modes of temporal variability of precipitation totals in different seasons and determine coherent regions of spatial variability
Glenwood School photo
No full textBlack and white image of a group of school children of varying ages gathered on the front porch of a school. Glenwood School was located out on Highway 6, north of Forest Grove, and at one time had a railroad station, a post office, and a school.[back] [pencil] Robert - 1. Leslie - 1. Theodore - pd. 1. Joseph 1. Lulu 1. Arlie 1. Willa 1. Christina 1. Louis 1. Teola 1. Nelsons 1. Mary 1. Sagaberd 1. Donna 1. John 1. Vergean ? 1. M. Begert 1. Seventeen pictures. Flora Sagaberd. Gaston, Oregon Route [no.] 2
Student characteristics in special needs schools for children and adolescents with intellectual disabilities. Demographics, adaptive and problem behaviors
No full textDer Großteil von Kindern und Jugendlichen mit einer geistigen Behinderung besucht auf diesen Personenkreis spezialisierte sonderpädagogische Schulen. Insbesondere für die Schweiz liegen bisher erst wenig empirisch erhobene Informationen über die Schülerschaft an solchen Schulen vor. In der vorliegenden Studie wurden mit Hilfe anonymer Fachpersonenauskünfte an 16 Deutschschweizer Heilpädagogischen Schulen ausführliche Informationen zu den Hintergrundmerkmalen, Alltagskompetenzen und Verhaltensproblemen der Schülerschaft erhoben. In die hier durchgeführten Analysen gingen die Berichte von 397 Fachpersonen zu 1107 Kindern und Jugendlichen im Alter von vier bis 19 Jahren (M=11.28; SD=3.76) ein. Es zeigte sich eine Überrepräsentation von Jungen (68.8%) sowie von Kindern und Jugendlichen mit ausländischer Staatsangehörigkeit (34%). Der Median der Alltagskompetenzen lag mit einem Prozentrang von Mdn=3 (range=0-91) in einem tiefen Bereich und für 51.8% der Kinder und Jugendlichen wurden erhebliche Verhaltensprobleme berichtet. Auffallend war die große Heterogenität der Schülerschaft. Die Ergebnisse zeigen einen hohen professionellen Unterstützungsbedarf der Schülerinnen und Schüler an Heilpädagogischen Schulen. (DIPF/Orig.)Most children and adolescents with an intellectual disability attend special needs schools that are specialized on this type of disability. In Switzerland there is a lack of empirical data on the characteristics of students attending these schools. Using anonymous staff reports in 16 Swiss German special needs schools detailed information on students’ background characteristics and both adaptive and problem behaviors was assessed. For the present analyses, data on 1107 students aged between four and 19 years (M=11.28; SD=3.76) reported by 397 persons working in special needs schools were used. An overrepresentation of boys (68.8%) and students of foreign citizenship (34%) was found. The median of adaptive behavior was low (percentile rank Mdn=3; range 0-91) and for 51.8% of the students’ staff reported critically high levels of problem behaviors. At the same time students were very heterogeneous in these characteristics. The results of this study point to a great need of professional support of children and adolescents attending special needs schools for students with intellectual disabilities. (DIPF/Orig.
Peer influence on disruptive classroom behavior depends on teachers' instructional practice
No full textThis study investigated whether early adolescents' disruptive classroom behavior is predicted by descriptive classroom norms for such behavior (i.e., mean level of classmates' disruptive behaviors). We further examined whether classmates' influence on a student's disruptive behavior varies based on teacher's instructional practice. Participants were 701 adolescents (M = 13.12 years; 48.8% girls) who were followed across six measurement points from Grades 7 through 9. Multilevel analyses showed that subsequent individual disruptive behavior was predicted by earlier levels of disruptive behavior in the classroom. Peer influence on disruptive behavior was lower when students perceived that their teacher's instruction was more supportive and interesting. When students reported that their teacher used more ability differentiation (e.g., ability grouping), peer influence on disruptive behavior was higher
¿La formalización de los derechos de tenencia colectiva en la Amazonía peruana respalda los medios de vida sostenibles de los pueblos indígenas? Resultados de una investigación comparativa en las regiones San Martín y Ucayali
No full textIs the formalization of collective tenure rights in the Peruvian Amazon supporting sustainable Indigenous livelihoods? Findings from comparative research in San Martín and Ucayali regions
No full textThe influence of station density on climate data homogenization
No full textRelative homogenization methods assume that measurements of nearby stations experience similar climate signals and rely therefore on dense station networks with high-temporal correlations. In developing countries such as Peru, however, networks often suffer from low-station density. The aim of this study is to quantify the influence of network density on homogenization. To this end, the homogenization method HOMER was applied to an artificially thinned Swiss network. Four homogenization experiments, reflecting different homogenization approaches, were examined. Such approaches include diverse levels of interaction of the homogenization operators with HOMER, and different application of metadata. To evaluate the performance of HOMER in the sparse networks, a reference series was built by applying HOMER under the best possible conditions. Applied in completely automatic mode, HOMER decreases the reliability of temperature records. Therefore, automatic use of HOMER is not recommended. If HOMER is applied in interactive mode, the reliability of temperature and precipitation data may be increased in sparse networks. However, breakpoints must be inserted conservatively. Information from metadata should be used only to determine the exact timing of statistically detected breaks. Insertion of additional breakpoints based solely on metadata may lead to harmful corrections due to the high noise in sparse networks
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