Regional Identification Methods and Extratropical Dynamical Linkages to Surge Events in the North American Monsoon System

Transient behavior of the North American monsoon allows for episodic northward pulses of atmospheric moisture into the southwestern US. These surge events pose a difficult forecasting issue due to a lack of an accepted means to qualify their occurrence and the ill-defined influence of tropical and extratropical features that enable and drive them. Surge events have often been misidentified because of biases in ground observation site data related to localized influences not associated with surges. In this study, a novel method for the classification of surges is proposed based on their regional, rather than local, signature. This method is shown to be more accurate in detecting surge events related to widespread summertime precipitation events across the Desert Southwest of the US than previously established methods. To further the understanding of mechanisms responsible for surge initiation, this study explored the influence that midlatitude troughs have on surges. Midlatitude troughs were shown to initiate surges that result in widespread precipitation across the southwestern US. Interactions where midlatitude troughs and tropical easterly waves jointly produce surge events were observed to dramatically increase the northward momentum and moisture flux and drive precipitation further north than typically occurs with the North American monsoon system

How to Create VR Popups on Map Points in Experience Builder

Instructions for creating VR popups on Map Points in Experience Builder

A Comparative Investigation Of The Contribution Of Student Government To The Development Of The Characteristics Of Citizenship

THE PROBLEM AND DEFINITION OF TERMS For many years schools have been including student governments as part of the curriculum. For as many years a difference of opinion has existed regarding the relative effectiveness of the organization as a means of preventing behavior disorders and carrying out the main purpose of the school. Until recently the majority of informants viewed student government organizations with disapproval and in many instances denounced them as destructive and contrary to the purposes for which they were organized. The statement most frequently made was that the students get out of hand and think they are supposed to run the school. Hence, a hostility developed between teachers and students that did not exist previously. In recent years psychology and the New Education, have lead the way for the development of favorable attitudes, understandings, appreciation, habits, and skills. Many of the reports show improved relationships, working organizations and desirable participation by both teachers and students

TEACHER INSIGHTS AND FACILITATION OF EQUITABLE LEARNING ENVIRONMENTS FOR DIVERSE & ENGLISH LANGUAGE LEARNERS IN SCIENCE CLASSROOMS

The number of diverse students within the American school system Is growing vastly. Researchers predict that language minority students will comprise over 40 percent of elementary and secondary students by 2030 (Thomas. Collier, & National Clearinghouse for Bilingual Education, 1997). English language learners are the fastest-growing learner population, with 60% within the last 15years (Breiseth, 2015). However, the school setting does not adequately serve the needs of diverse students and. more so, those that are Culturally and Linguistically Diverse (CLO), such as ELLs. This study intends to examine how science teachers are creating equitable learning spaces and experiences within their classrooms for English Language learners and other diverse learners. The main research question that was studied is \u27In what ways do science teachers conceptualize equitable learning spaces and experiences within their classrooms for diverse language learners?\u27. The research question was examined through Interviews and focus groups. The significant findings of this study are that teachers play an essential role In creating equitable learning environments. It is challenging and complex for teachers to build these environments for students without the support of equity-focused professional development. Teachers can develop their pedagogical design to exceed Banks\u27 (1998} multicultural approaches past level two through equity-focused professional development. Students are essential, their backgrounds are Important. and their cultural differences are an asset to their learning. In the classroom, students should not feel like the inaccessible curriculum is penalizing them because of their cultural background. We cannot change our backgrounds or ethnicities, and they should not be held against us, especially in school

The Effectiveness of Urban Teacher Education Programs: Listening to the Voices of Cooperating Teachers

The cooperating teacher has long been referred to as the most significant person in the education of teacher candidates. However, the voice of the cooperating teachers has been largely missing in teacher education evaluation research. Our study focused on obtaining feedback from the cooperating teachers about the effectiveness of our teacher education programs in emphasizing our college’s conceptual framework focused on social justice and equity. This mixed methods study utilized survey data from cooperating teachers over two academic years. The early childhood education (ECE) cooperating teachers gave significantly higher ratings to their programs than the middle secondary education (MSE) cooperating teachers. Cooperating teachers perceived extensive field experiences, effective supervisory support, and clear and consistent communication from faculty as a strength of the ECE programs. The MSE programs which were rated lower than the ECE programs were perceived as needing improvement in the structure of field experiences and in communication of expectations from the university

Implementação estadual do edTPA em preparação para testes de alto risco: Um estudo de métodos mistos das preocupações dos coordenadores do edTPA

This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators’ Stages of Concern, the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common Stage of Concernfor edTPA coordinators was Management.Coordinators’ interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes policy, (b) to articulate the complexities involved in implementing edTPA initiatives, and (c) to underscore the importance of relating concerns to appropriate professional development opportunities and support for themselves as well as their faculty. Este estudio examinó la implementación de la adopción de edTPA® de alto riesgo en un estado previo al uso consecuente de los puntajes de edTPA para la licencia de maestros. Usando un diseño de método mixto, investigamos las preocupaciones de los coordinadores responsables de implementar edTPA en sus instituciones. Utilizamos el Modelo de adopción basado en la preocupación (CBAM) para comprender las etapas de preocupación para los coordinadores de edTPA, la naturaleza de los desafíos que enfrentaron y las oportunidades de desarrollo profesional que alivian sus preocupaciones. Según la investigación de CBAM, la etapa de preocupación más común para los coordinadores de edTPA fue la gestión. Las entrevistas con los coordinadores revelaron la naturaleza de sus preocupaciones en diferentes etapas y cómo el tamaño de su institución y los recursos de apoyo en ciertos momentos pueden haber jugado un papel crucial en la definición de la implementación de edTPA en sus instituciones. El uso del marco CBAM ha permitido a los coordinadores de edTPA (a) comprender sus propias preocupaciones sobre la política de alto riesgo, (b) articular las complejidades involucradas en la implementación de iniciativas de edTPA, y (c) subrayar la importancia de relacionar las preocupaciones con oportunidades apropiadas para el desarrollo profesional y el apoyo para ellos mismos y la facultad.Este estudo examinou a implementação da adoção de edTPA® de alto risco em um estado do ano anterior ao uso consequente das pontuações de edTPA para licenciamento de professores. Usando um design de métodos mistos, investigamos as preocupações dos coordenadores responsáveis pela implementação do edTPA em suas instituições. Utilizamos o Modelo de Adoção com Base em Preocupações (CBAM) para entender os Estágios de Preocupação dos coordenadores da edTPA, a natureza dos desafios que enfrentaram e as oportunidades de desenvolvimento profissional que atenuaram suas preocupações. Com base na pesquisa da CBAM, o estágio de preocupação mais comum para os coordenadores da edTPA foi o gerenciamento. As entrevistas dos coordenadores revelaram a natureza de suas preocupações em diferentes estágios e como o tamanho de sua instituição e os recursos de suporte em determinados momentos podem ter desempenhado um papel crucial na definição da implementação do edTPA em suas instituições. O uso da estrutura CBAM permitiu aos coordenadores da edTPA (a) entender suas próprias preocupações sobre a política de altos riscos, (b) articular as complexidades envolvidas na implementação de iniciativas da edTPA, e (c) sublinhar a importância de relacionar as preocupações às oportunidades apropriadas de desenvolvimento profissional e apoiar a si e ao corpo docente

Enabling scale-up of mesoporous silicon for lithium-ion batteries : a systematic study of a thermal moderator

The volume expansion of silicon during cycling of a lithium-ion battery (LIB) leads to degradation and capacity loss. Porous silicon can address many of the issues faced by silicon active materials and has previously been shown to have excellent cyclability. Recently we have uncovered the mechanisms underpinning the pore evolution in magnesiothermic reduction (MgTR) of silica and further demonstrated that it has the potential to produce porous silicon in a scalable and economic manner [J. Mater. Chem. A, 2020, 8, 4938]. However, the scalability of MgTR is affected by the large excess heat produced during reaction. Although previous studies have shown that NaCl can be used as a thermal moderator to mitigate this issue, this has not been systematically investigated, leading to a lack of knowledge on scalability of MgTR. Here, by carefully investigating the roles of NaCl, we show that the NaCl ratio and reduction temperature are the critical factors for controlling scale-up and the product properties. We identified the upper temperature limit of NaCl as a thermal moderator. Further, we systematically showed how the amount of NaCl and the reduction temperature affect the porous properties of the product silicon. Our results have established pathways for scaling-up this method such that it can now be taken forward to target specific porous silicon properties