Adolescent writing in the content areas

The purpose of this study was to document evidence of evolving disciplinary literacy in adolescents by examining 9th and 11th grade students' ability to shift writing styles for different disciplines. It was hypothesized that different language measures would be associated with the specific discipline areas of English Language Arts (ELA), science, and history. Two groups of typically developing adolescents in 9th and 11th grade (n=22 per group) were asked to write three essays in response to prompts based on course content (ELA, science, and history). Essays were examined for measures of productivity, lexical elements, and clauses. As predicted, 11th grade students used longer noun phrases and more lexically complex words in science writings and used more adverbial clauses in history writings. Students in both 9th and 11th grade used more nominal clauses and more clausally complex sentences in ELA writings. However, no differences were found in content writing for length of Mean Length of T-Unit (MLT-U), abstract nouns, or adverbial clauses. The use of cohesive words and phrases did not increase between 9th and 11th grade. Relative clause use increased from 9th to 11th grade in ELA writings. The use of conjoined clauses remained stable between grades for all three content areas and the use of infinitive clauses remained stable in science. This research reflects the fact that high school students are beginning to acquire knowledge about disciplinary literacy as they are applying some identifiable language elements to each discipline

Art During WWII: Persecution And Patronage

The Nazi use of the term “degenerate” was inconsistently applied. It was often used as a label for which Nazi financial advancement was the foremost motive. The application of the label “degenerate” was often used as a rationale to persecute patrons of the arts, when in practice it served to advance the financial and personal goals of the Nazi party. By studying the Nazi label “degeneracy” and persecution of the patrons who owned the works of Vincent van Gogh’s To my Friend Paul Gauguin, and Gustav Klimt’s Woman in Gold, a pattern is revealed that supports ways in which the patron is persecuted through avenues of “degenerate” labeling. Furthermore, inconsistency in applying the term “degenerate” art in the persecution of patrons, artists, and artwork highlights the irony, hypocrisy, and inconsistency of how the Nazis often used the ideology of “degeneracy” for purposes of financial gain rather than for advancing racial politics

Intergenerational Parenting Styles: The Consistency Of Parenting Styles Across Generations In A Rural Community

In the past half-century, research linking parenting styles with various child outcomes has led to a desire to understand how parents acquire the skills and behaviors they use towards their children. Research on intergenerational continuity of parenting practices/styles has produced varied results, such that multiple studies have found evidence of intergenerational continuity, whereas others have not. Accordingly, the purpose of the current study was to examine the relationship between the parenting style that parents report using with their own children and those they report their parents to have employed. In the present research, 22 participants (16 females, 6 males) were surveyed regarding perceptions of their own parenting styles and their perceptions of their parents’ parenting behaviors. Low return rate and sample size impact the generalizability of the results; nonetheless, the data suggests that perceived intergenerational continuity from mothers to daughters may exist for permissive parenting. However, same-gender continuities in parenting styles were not evident among men and cross-gender continuities in parenting styles were not observed for men or women. Although the data obtained is not generalizable and may not add to the existing literature on intergenerational continuity, this study highlights a key barrier to conducting research in rural communities: participation

EFFECTS OF SUPPORTED ELECTRONIC TEXT AND EXPLICIT INSTRUCTION ON SCIENCE COMPREHENSION BY STUDENTS WITH AUTISM SPECTRUM DISORDER

Supported electronic text (eText), or text that has been altered to increase access and provide support to learners, may promote comprehension of science content for students with disabilities. According to CAST, Book BuilderTM uses supported eText to promote reading for meaning for all students. Although little research has been conducted in the area of supported eText for students with autism spectrum disorders (ASD), technology (e.g., computer assisted instruction) has been used for over 35 years to instruct students with ASD in academic areas. The purpose of this study was to evaluate the effects of a supported eText and explicit instruction on the science vocabulary and comprehension of four middle school students with ASD. Researchers used a multiple probe across participants design to evaluate the Book BuilderTM program on measures of vocabulary, literal comprehension, and application questions. Results indicated a functional relation between the Book BuilderTM and explicit instruction (i.e., model-lead-test, examples and non-examples, and referral to the definition) and the number of correct responses on the probe. In addition, students were able to generalize concepts to untrained exemplars. Finally, teachers and students validate the program as practical and useful

Using High Performance Liquid Chromatography To Detect Carotenoid And Chlorophyll Pigments In The Peel And Flesh Of North Carolina Apple Varieties: Degradation Of Beta-Carotene And Implications For Sample Storage

Apples have high nutrient content in part due to their organic pigments, such as carotenoids and chlorophylls. Not found naturally in the human body, carotenoids and chlorophylls, must be consumed through the diet. The quantification of these compounds is important because they act as antioxidants and prevent multiple chronic diseases. A method was developed using reverse phase high performance liquid chromatography (HPLC) to quantify beta-carotene, zeaxanthin, chlorophyll a, and chlorophyll b in apple extracts. Method optimization steps were taken to improve peak resolution and shape. The linear range for zeaxanthin, chlorophyll a, and chlorophyll b was 1 mg/L - 10 mg/L. However, beta-carotene was not linear and often produced multiple peaks in the chromatogram that potentially are attributed to isomers or degradation products. An internal standard has been obtained, and further method validation is in progress prior to the analysis of apple samples

Black swans, cognition and the power of learning from failure

Failure carries undeniable stigma and is difficult to confront for individuals, teams, and organizations. Disciplines such as commercial and military aviation, medicine, and business have long histories of grappling with it, beginning with the recognition that failure is inevitable in every human endeavor. While conservation may arguably be more complex, conservation professionals can draw upon the research and experience of these other disciplines to institutionalize activities and attitudes that foster learning from failures, whether they are minor setbacks or major disasters. Understanding the role of individual cognitive biases, team psychological safety, and organizational willingness to support critical self-examination all contribute to creating a cultural shift in conservation to one that is open to the learning opportunity that failure provides. This new approach to managing failure is a necessary next step in the evolution of conservation effectiveness. This article is protected by copyright. All rights reserved

Holy lands

On the surface, “Holy Lands” seems to be simply a collection of poetry examining the relationship between people and the land. The poems’ subjects all revolve around family or nature. However, within these poems, two narratives emerge that deepen the connection between these two agents. The main narrative of this collection is two-fold: there is the story of my family and our land; and there is the story of First Snake, the snake from the Garden of Eden. The importance of recording history, and the acceptance that we change as our reality does, tie these stories together. Both stories chart the changes in land and the people/creatures who interact with that land. The collection is divided into two sections reminiscent of the Old and New Testament. The first section presents the story of the farmland and introduces a family, much like the Old Testament told the story of a people and their land. The first section ruminates on the farm and its decline. The second section introduces the voice of First Snake. First Snake offers the possibility of redemption through understanding the process of change; we must accept and embrace change, move with it, and not regret its occurrence. “Holy Lands” consistently uses Biblical imagery and colloquial language to seat the poems in a thoroughly southern reality. By using common and regional language, the poems are able to humbly approach issues of faith, family, and the importance of interacting with out world