831 research outputs found
The Complex Relationship Between Basic Science, Education, & Public Policy
No full textBegun in 1988, the E. Pauline Riall Lecture Series brings to the University and community outstanding national lecturers in the field of education. The series was established by the late Miss Riall, long-time principal and teacher of the former Salisbury University's Campus School. A generous bequest was provided by Miss Riall's will to fund this special program.
Daniel Willingham, a leading cognitive psychologist at the University of Virginia, will
speak. He is the author of two best-selling books, Why don't Students Like School? and When
Can You Trust the Experts?”https://www.youtube.com/watch?v=9-wwOkhjoH
The Florida Mouse
No full textWEC-362, a 3-page illustrated fact sheet by Hannah H. Willingham, Emma V. Willcox, and William M. Giuliano, describes this brownish to tawny colored rodent that lives in fire-maintained upland habitats in Florida — identification, habitat, distribution, behavior, conservation status, and habitat management. Includes references. Published by the UF Department of Wildlife Ecology and Conservation, September 2009.
WEC362/UW307: The Florida Mouse (ufl.edu
The Florida Mouse
No full textWEC-362, a 3-page illustrated fact sheet by Hannah H. Willingham, Emma V. Willcox, and William M. Giuliano, describes this brownish to tawny colored rodent that lives in fire-maintained upland habitats in Florida — identification, habitat, distribution, behavior, conservation status, and habitat management. Includes references. Published by the UF Department of Wildlife Ecology and Conservation, September 2009.
WEC362/UW307: The Florida Mouse (ufl.edu
The reading mind : a cognitive approach to understanding how the mind reads /
No full textStop for a moment and wonder: what's happening in your brain right now--as you read this paragraph? How much do you know about the innumerable and amazing connections that your mind is making as you, in a flash, make sense of this request? Why does it matter? The Reading Mind is a brilliant, beautifully crafted, and accessible exploration of arguably life's most important skill: reading. Daniel T. Willingham, the bestselling author of Why Don't Students Like School?, offers a perspective that is rooted in contemporary cognitive research. He deftly describes the incredibly complex and nearly instantaneous series of events that occur from the moment a child sees a single letter to the time they finish reading. The Reading Mind explains the fascinating journey from seeing letters, then words, sentences, and so on, with the author highlighting each step along the way. This resource covers every aspect of reading, starting with two fundamental processes: reading by sight and reading by sound. It also addresses reading comprehension at all levels, from reading for understanding at early levels to inferring deeper meaning from texts and novels in high school. The author also considers the undeniable connection between reading and writing, as well as the important role of motivation as it relates to reading. Finally, as a cutting-edge researcher, Willingham tackles the intersection of our rapidly changing technology and its effects on learning to read and reading. Every teacher, reading specialist, literacy coach, and school administrator will find this book invaluable. Understanding the fascinating science behind the magic of reading is essential for every educator. Indeed, every "reader" will be captivated by the dynamic but invisible workings of their own minds. -- Provided by publisher.Includes bibliographical references and index.On your marks -- Sound it out -- Reading at a glance -- Words, words, words -- Reading comprehension -- Becoming a reader -- Reading after the digital revolution.Stop for a moment and wonder: what's happening in your brain right now--as you read this paragraph? How much do you know about the innumerable and amazing connections that your mind is making as you, in a flash, make sense of this request? Why does it matter? The Reading Mind is a brilliant, beautifully crafted, and accessible exploration of arguably life's most important skill: reading. Daniel T. Willingham, the bestselling author of Why Don't Students Like School?, offers a perspective that is rooted in contemporary cognitive research. He deftly describes the incredibly complex and nearly instantaneous series of events that occur from the moment a child sees a single letter to the time they finish reading. The Reading Mind explains the fascinating journey from seeing letters, then words, sentences, and so on, with the author highlighting each step along the way. This resource covers every aspect of reading, starting with two fundamental processes: reading by sight and reading by sound. It also addresses reading comprehension at all levels, from reading for understanding at early levels to inferring deeper meaning from texts and novels in high school. The author also considers the undeniable connection between reading and writing, as well as the important role of motivation as it relates to reading. Finally, as a cutting-edge researcher, Willingham tackles the intersection of our rapidly changing technology and its effects on learning to read and reading. Every teacher, reading specialist, literacy coach, and school administrator will find this book invaluable. Understanding the fascinating science behind the magic of reading is essential for every educator. Indeed, every "reader" will be captivated by the dynamic but invisible workings of their own minds. -- Provided by publisher.Brysbaert, Mar
The use of L-serine in the construction of carboalkoxy-substituted delta��-oxazoline, oxazole, delta��-thiazoline, and thiazole heterocyclic ring systems
No full textTypescript (photocopy).An (alpha)-amino acid was used in the preparation of non-peptide materials. The use of the (beta)-hydroxy-(alpha)-amino acid serine (14) was demonstrated to be effective in the construction of 2-substituted-4-carboxy-(DELTA)('2)-oxazolines (5), 2-substituted-4-carboxyoxazoles (4), 2-substituted-4-carboxy-(DELTA)('2)-thiazolines (13), and 2-substituted-4-carboxythiazoles (12). Starting from L-serine (14), stable crystalline O-tosyl-L-serine esters 25 and 30 were prepared in 65% and 34% overall yields, respectively. Acylation of these serine synthons (25 and 30) gave N-acyl-O-tosyl-L-serine esters (28 and 34), which underwent cyclization upon treatment with pyridine in methylene chloride at reflux to provide 2-substituted-4-carboxy-(DELTA)('2)-oxazolines (5). Subsequent oxidation with NiO(,2) yielded the corresponding 2-substituted-4-carboxyoxazoles (4). The L-serine methyl ester hydrochloride salt (20), which was prepared from L-serine in 95% yield, allowed for the rapid construction of 2-substituted-4-carboxy-(DELTA)('2)-thiazolines (13) and 2-substituted-4-carboxythiazoles (12) by three different routes. First, the serine synthon 20 underwent thioacylation to give N-thioacyl-L-serine methyl esters (50), which were then ring cyclized under basic sulfonate ester preparation conditions to 2-substituted-4-carbomethoxy-(DELTA)('2)-thiazolines (48). Second, the serine synthon 20 was acylated to give N-acyl-L-serine methyl ester 38, which underwent direct thiation and ring cyclization to give 2-substituted-4-carbomethoxy-(DELTA)('2)-thiazolines (48). Third, carboxymethyldithiobenzoate (46a) was coupled with the O-tosyl-L-serine ester 25 to give the (DELTA)('2)-thiazoline 48a in 34% yield. Subsequent oxidation yielded the corresponding 2-substituted-4-carboxythiazole (12). For both the heterocyclic ring systems, the methodology allows for the incorporation of a wide array of alkyl and aryl groups at the C-2 position, introduction of the C-2 position substituent in a common intermediate before ring cyclization, and basic ring cyclization conditions to accommodate acid sensitive C-2 position substituents
The character of black politics in a small southern town dominated by a multinational corporation: Bogalusa, Louisiana, 1965-1975, 1977
No full textThis thesis presents a descriptive and critical analysis of the character of black politics in Bogalusa, Louisiana from 1965 to 1975 with emphasis on the Crown Zellerbach Corporation, which came to control the local paper mill in 1955 and to dominate local politics. During the period of the study we find, (1) the height of the Civil Rights Movement in Bogalusa, (2) black leadership coming forth from the ranks of Crown Zellerbach' labor force to give leadership to the Bogalusa Civic and Voter's League and the Deacons for Defense and Justice, and (3) the specific struggle that occurred inside the Crown Zellerbach Corporation against the segregated line of progression and dual unionism.The concluding discussion consists of an assess-ment of development over the ten year period, and observations about the future of black politics in Bogalusa.This study employs three methods to elicit information. The first method is the usual library study. Literature on Southern and black politics, and multina-tional corporations is surveyed. The second method are open-ended interviews with key personalities in Bogalusa. And thirdly, the author draws upon his individual assess-ment, having observed and participated in some of these developments over the last ten years
Environmental Health Handbook
No full textSecond edition.; "Drafted by Kansas Association of Sanitarians, Handbook Revision Committee; Edited by G. Morgan Powell, Judith M. Willingham and M. Beth Rowlands."; "Cooperating agencies: Kansas Association of Sanitarians (now Kansas Environmental Health Association), Kansas Department of Health and Environment, Kansas State University, Research and Extension."I. Private Water Wells
II. Wastewater Characteristics and Health Concerns
III. Legal Authorities for Pollution Control
IV. Site and Soil Evaluations
V. Septic Tanks
VI. Enhanced/Advanced Treatment
VII. Soil Absorption Systems
VIII. Very Low and No Water Systems
IX. Wastewater Stabilization Ponds (Lagoons)
X. Pumping Stations
XI. Septage Management
Appendix A. Minimum Standards for Design and Construction of Onsite Wastewater Systems Bulletin 4-2
Appendix B. Pipe and Fitting Specifications
Appendix C. Glossary of Terms
Appendix D. EPA Document, Class V Wells
Appendix E. Assessing Wastewater Options for Small Communitie
History of the Portland District of the U.S. Army Corps of Engineers, 2000-2015
No full text"This history is the third in a series. It follows William F. Willingham's Army Engineers and the Development of Oregon: A History of the Portland District U.S. Army Corps of Engineers (1983) and Todd Jennings, Lisa Mighetto, and Jill Schnaiberg's Currents of Change: A History of the Portland District, U.S. Army Corps of Engineers, 1980- 2000 (2003). This volume documents the first fifteen years of the twenty-first century, a period in which the Portland District continued its many missions, including navigation, environmental stewardship, hydropower, regulatory program, flood-risk management, emergency response, tribal liaison, cultural resources management, and recreation. The District faced new challenges as its infrastructure aged, funding difficulties emerged, and environmental work gained increasing importance to all Corps missions"--Page X.submitted by: Historical Research Associates, Inc. ; by Morgen Young and William F. Willingham with Lindsey Weaver.Title from PDF title page (viewed on January 14, 2020)."EP 870-1-77"--Back cover.This archived document is maintained by the State Library of Oregon. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references and index.Mode of access: Internet from the State Library of Oregon U.S. Government Publications Collection.Text in English
The translation of the Spanish subjunctive in Como agua para chocolate by Laura Esquivel and Like Water for Chocolate translated by Carol and Thomas Christensen.
No full textThis study provides solutions and alternatives to the problem of translating the Spanish subjunctive into English by examining its translation in a Spanish language text, Como agua para chocolate (1989) by the Mexican author Laura Esquivel and the English translation Like Water for Chocolate (1993) by Carol and Thomas Christensen. The original text uses the dialect of northern Mexico during the early twentieth century as fictionalized by a late twentieth-century author. Chapter one reviews the history of translation theory. Chapter two examines existing theories on the Spanish subjunctive. Chapter three categorizes and discusses the instances of the Spanish subjunctive found in both texts. The last chapter will suggest conclusions based on the results of the study. Three appendices organize the data. Appendix A sorts the instances of the Spanish subjunctive by chapters. Appendix B sorts the instances of the Spanish subjunctive by clauses. The third appendix contains interviews with native speakers on the subject of translation
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