Educational Technology Portfolio

An educational technology portfolio was completed as a creative component project to meet the requirement for the educational technology masters program in the School of Education at Iowa State University. Artifacts included in this portfolio were aligned to the program\u27s standards, that include: 1) technology planning and integration, 2) digital citizenship, 3) research and assessment, and 4) visionary leadership. For the first standard, an artifact was selected that focused on designing instruction for senior citizens to create their and operate a Facebook account. This instruction was designed to be given at a public library and the learners were \u3e55 years old. Standard two\u27s artifact was a professional development opportunity for teachers that focused on fair use and transformation. For the third standard, the artifact selected was a reflection on an action research project that studied the correlation between homework and summative assessment achievement. For the visionary leadership standard, the artifact selected was a professional development opportunity that focused on Google add-ons and extensions. Teachers were exposed to a variety of add-ons and extensions for use in the classroom

Linking Self-Incompatibility, Dichogamy, and Flowering Synchrony in Two Euphorbia Species: Alternative Mechanisms for Avoiding Self-Fertilization?

Background: Plant species have several mechanisms to avoid selfing such as dichogamy or a self-incompatibility response. Dichogamy in a single flower may reduce autogamy but, to avoid geitonogamy, plants must show flowering synchronization among all their flowers (i.e. synchronous dichogamy). It is hypothesized that one species would not simultaneously show synchronous dichogamy and self-incompatibility because they are redundant mechanisms to reduce selfing; however, this has not been accurately assessed. Methodology/Principal Findings: This expectation was tested over two years in two natural populations of the closely related Mediterranean spurges Euphorbia boetica and E. nicaeensis, which completely avoid autogamy by protogyny at the cyathia level. Both spurges showed a high population synchrony (Z,79), and their inflorescences flower synchronously. In E. nicaeensis, there was no overlap among the cyathia in anthesis of successive inflorescence levels and the overlap between sexual phases of cyathia of the same inflorescence level was uncommon (4–16%). In contrast, E. boetica showed a high overlap among consecutive inflorescence levels (74–93%) and between sexual phases of cyathia of the same inflorescence level (48–80%). The flowering pattern of both spurges was consistent in the two populations and over the two successive years. A hand-pollination experiment demonstrated that E. nicaeensis was strictly self-compatible whereas E. boetica was partially self-incompatible. Conclusions/Significance: We propose that the complex pattern of synchronized protogyny in E. nicaeensis prevents geitonogamous crosses and, consequently, avoids selfing and inbreeding depression. In E. boetica, a high probability of geitonogamous crosses may occur but, alternatively, this plant escapes selfing through a self-incompatibility response. We posit that synchronous dichogamy and physiological self-incompatibility do not co-occur in the same species because each process is sufficiently effective in avoiding self-fertilization.España Ministerio de Ciencia y Tecnología PLO CGL2005-03731; CGL2008-02533-EEspaña Ministerio de Ciencia y Tecnología MA CGL2009-0825

Educational Technology Portfolio

An educational technology portfolio was completed as a creative component project to meet the requirement for the educational technology masters program in the School of Education at Iowa State University. Artifacts included in this portfolio were aligned to the program's standards, that include: 1) technology planning and integration, 2) digital citizenship, 3) research and assessment, and 4) visionary leadership. For the first standard, an artifact was selected that focused on designing instruction for senior citizens to create their and operate a Facebook account. This instruction was designed to be given at a public library and the learners were >55 years old. Standard two's artifact was a professional development opportunity for teachers that focused on fair use and transformation. For the third standard, the artifact selected was a reflection on an action research project that studied the correlation between homework and summative assessment achievement. For the visionary leadership standard, the artifact selected was a professional development opportunity that focused on Google add-ons and extensions. Teachers were exposed to a variety of add-ons and extensions for use in the classroom.</p

Importance of regional species pools and functional traits in colonisation processes: predicting re-colonization after large-scale destruction of ecosystems

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