A Milliped New to Michigan (Pselaphognatha: Polyxenus)

The authors wish to report the finding of representatives of the genus Polyxenus for the first time in Michigan (Fig. 1). In Bert M. Johnson\u27s survey (1954) of the millipedes of Michigan, no members of the subclass Pselaphognatha were reported. During the period of September through October 1970, the authors collected over 40 specimens of Polyxenus and observed over 100 in the field. All of the specimens were found in a mature pine stand in Ypsilanti Township

Grassmann integrals by machine

I present a numerical algorithm for direct evaluation of multiple Grassmann integrals. The approach is exact and suffers no Fermion sign problems. Memory requirements grow exponentially with the interaction range and the transverse size of the system. Low dimensional systems of order a thousand Grassmann variables can be evaluated on a workstation.Comment: LATTICE98(algorithms), 3 pages, 3 figures, uses espcrc2, revision darkens figure points, adding one from the RIKEN/BNL Supercompute

Portrait of Rural Virtual Schooling

Over the past two decades, distance education has become a reality of rural schooling in Newfoundland and Labrador. In this article, I provide historical background into the challenges facing rural schools in the province and how distance education was introduced to address that challenge. I also describe how that system of distance education evolved from a system that used the telephone lines and bridging technology to one that uses a combination synchronous and asynchronous system delivered over the Internet. Finally, I examine recent literature concerning the nature of today’s secondary students that would need to avail of this system and relate how this may not be an applicable portrait of youth in rural areas, such as Newfoundland and Labrador.

Training Teachers for a Virtual School System: A Call to Action

Online learning at the K-12 level is growing exponentially. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous, and synchronous instruction, in almost every state in the US. In some instances the knowledge, skills, and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs, while in many instances, the two are quite different. Presently the lack of empirical research into effective K-12 online teaching limits teacher education programs. However, teacher education programs still need to better prepare pre-service and in-service teachers to design, deliver, and support students engaged virtual schooling

Are Virtual Schools More Cost-Effective Compared to Traditional, Brick-and-Mortar Schools?

Over the past two decades, the growth of virtual schooling has been extensive. Virtual schooling is often described in terms of being either a supplemental or full-time program. Supplemental programs, generally associated with virtual schools, are those where a student is enrolled in a brick-and-mortar or traditional school with a physical location and the school allows the student to enroll in one or more online courses as a way to supplement their curricular offerings. This is common in schools with smaller student populations or in schools where the student demand does not warrant a wide range of elective courses. In contrast, full-time student programs, often described as cyber schools, are those where the students complete all of their courses in an online environment

The Promise and the Reality: Exploring Virtual Schooling in Rural Jurisdictions

The history of online learning at the K-12 level is almost as long as its history at the post-secondary level, with the first virtual school programs beginning in the early 1990s. While these opportunities were designed as a way to provide rural students with access to more specialized courses, as opportunities have become organized into virtual or cyber schools the nature of students served by these institutions have broadened. Unlike online learning in general, much less is known about virtual schooling – even less of which is based on systematic research. Regardless, the growth and practice of virtual schooling has far out-paced the production of reliable and valid research. This paper will focus upon describing the evolution of K-12 online learning in Canada and the United States, how that evolution has impacted rural schools, and what lessons can be learned from the experiences with K-12 online learning in these two countries

Researching K-12 Online Learning: What Do We Know and What Should We Examine?

The article discusses the research about K-12 online education in the U.S. Research about K-12 online learning are classified into two categories. The first category involves the comparison of the performance of students enrolled in the regular classroom and those enrolled in online courses. The second category deals with research on the qualities of teaching/learning experiences in online learning

Principles of Effective Web-Based Content for Secondary School Students: Teacher and Developer Perceptions

In this article, I describe findings from a study of the perceptions of course developers and electronic teachers on the principles of effective asynchronous web-based content design for secondary school students. Through interviews, participants\u27 perceptions of various web-based components and instructional strategies, and the effectiveness of both based upon the experiences of the participants were investigated in a virtual high school context for the purpose of generating a list of guidelines that future course developers might utilize

Review of Virtual Schooling and Student Learning

A new report compares the performance of Florida Virtual School (FLVS) students with students in traditional brick-and-mortar schools and concludes the FLVS students perform about the same or somewhat better on state tests and at a lower cost. The report claims to be the first empirical study of K-12 student performance in virtual education. This is not correct, and the report in fact confirms the findings and repeats the methodological flaws and limitations of previous research. The report’s findings fail to account for the potential bias of student selectivity in the FLVS sample, the potential impact of regression effects, differential mortality in the two groups, and the fact that the virtual environment is simply a delivery medium. Given the limitations of research such as this new study, researchers have moved beyond simply investigating whether one medium is better than the other and begun—and need to continue—investigating under what conditions K-12 online and blended learning can be effectively designed, delivered, and supported

Portrait of Rural Virtual Schooling

Over the past two decades, distance education has become a reality of rural schooling in Newfoundland and Labrador. In this article, I provide historical background into the challenges facing rural schools in the province and how distance education was introduced to address that challenge. I also describe how that system of distance education evolved from a system that used the telephone lines and bridging technology to one that uses a combination synchronous and asynchronous system delivered over the Internet. Finally, I examine recent literature concerning the nature of today’s secondary students that would need to avail of this system and relate how this may not be an applicable portrait of youth in rural areas, such as Newfoundland and Labrador