Metacognition and the teaching of writing

This thesis has examined the relationship between the two areas of metacognition and the teaching of writing. The implementation of the study was with BEd students following a teacher education course and the associated teaching and data collection for this study was within the first two years of that (four year) course. The study examines the potential for determining the links between metacognition and the teaching of writing in the context of preparing student teachers to teaching writing in the primary school classroom. Five specific research questions were identified. The first examined the measurement of metacognitive thinking in relation to writing as there appeared to be very little documented information about how this might be addressed. The second question focussed on how the model of metacognition proposed by Nelson and Narens (1990) might be used in teaching about metacognitive regulation and the third question similarly addressed the use of the Hayes (1996) model of writing in the context of teaching student teachers about the theory of writing. This study gave particular (but not exclusive) attention to selected models of metacognition and of writing in the associated teaching and data collected sessions. The fourth question studied the development of student teachers' understanding of a metacognitive approach to their own writing as it might influence their understanding of teaching writing in the classroom. The final question set out to derive a possible composite theoretical model of metacognition and writing, with the expectation that this might be an additional support for future teaching in this area. Experimental and control samples were established with the teaching about metacognition and writing being given to only the experimental sample. The nature of the teaching (covering theoretical concepts in a relatively new area of study, to students at the beginning of 4 year BEd course) suggested a structure which comprised several stages, generally alternating between teaching and data collection, and spread over a two year period. The focus of these stages was progressively from promoting student teachers' understanding of metacognition in relation to their own writing to identifying links with teaching writing in the classroom and finally to an enhancement of their teaching writing in the classroom. This resulted in a different format of presentation of the implementation, data collection, results analysis and discussion of findings than might customarily be found in higher degree work of this nature. Here, the key findings and discussion and are presented as they occurred throughout the study rather than as separate chapters following the description of the implementation of all the stages. New features which were developed in this study were data collection material to measure metacognition in relation to teaching writing and the means of deriving a writer profile. The findings from the study indicated that the measures of metacognition and the writer profile had produced relevant and functional information. These suggested that the students' metacognitive knowledge had improved by the end of the study as had their awareness of metacognitive regulation. Additionally, it was shown that students held different metacognitive models of writing for themselves and for their pupils and that the model for their pupils changed over the two years of the study whereas that for themselves had remained unchanged. These findings were linked with the students developing awareness of models of expert and novice writers. The potential for further development of metacognitive models of writing is recognised

Free Radical Production From Criegee Ozonides.

Allylbenzene ozonide (ABO), a model for poly-unsaturated fatty acid (PUFA) ozonides, is shown to initiate the autoxidation of methyl linoleate (18:2ME) at 37\sp\circC under 760 torr of oxygen. This process is inhibited by d-alpha-tocopherol ($\alpha$-T) and 2,6-di-tert-butyl-4-methylphenol (BHT). Rates of initiated autoxidation were measured by appearance of conjugated diene (C.D.) and oxygen-uptake experiments; rates are proportional to the square root of ABO concentration, implying that the usual free radical autoxidation rate law is obeyed. Activation parameters for the thermal decomposition of ABO were determined under N\sb2 in the presence of radical scavengers and found to be E\sb{\rm a} = 28.2 $\pm$ 0.3 kcal mol\sp{-1} and log A = 13.6 $\pm$ 0.2; k\sb{\rm d}(37\sp\circC) is calculated to be (5.1 $\pm$ 0.3) $\times$ 10\sp{-7} sec\sp{-1}. Preliminary autoxidation data are also reported for ozonides of 18:2ME and methyl oleate (18:1ME). Thermal decomposition of ABO at 98\sp\circC in the liquid phase yields toluene, bibenzyl, phenylacetaldehyde, formic acid, and benzyloxymethyl formate as major products; benzyl chloride is formed when chlorinated solvents are employed. In addition to these products, benzyl formate is formed when ABO is decomposed at 37\sp\circC. When ABO is decomposed at 37\sp\circC in the presence of the spin traps 5,5-dimethyl-1-pyrroline N-oxide (DMPO), $\alpha$-phenyl-N-tert-butyl-nitrone (PBN), or 3,3,5,5-tetramethyl-1-pyrroline N-oxide (TMPO), electron spin resonance (ESR) signals are observed that are consistent with benzyl and other carbon- and oxygen-centered radicals. A mechanism for the thermal decomposition of ABO that involves peroxide bond homolysis and subsequent $\beta$-scission is proposed. Thus, Criegee ozonides decompose to give free radicals at quite modest temperatures

Alien Registration- Ewing, James T. (Winslow, Kennebec County)

https://digitalmaine.com/alien_docs/16664/thumbnail.jp

Securing Equal Relations: An Addition to Elizabeth Anderson\u27s Democratic Equality

Within social and political philosophy, egalitarianism entails some social theory of equality. In this paper, I will focus on a contemporary relational form of egalitarianism, a theory of Elizabeth Anderson which she calls Democratic Equality. Through Democratic Equality, Anderson promotes a vision of egalitarianism which seeks to give individuals the capacity to stand in equal relations with one another in society. Although equal relations is a fine goal for egalitarianism (and perhaps the best goal for any egalitarianism), I will argue that Democratic Equality as Anderson describes it is not sufficient to achieve these relations. Ultimately, her theory is insufficient because it lacks the distributive component necessary to give individuals the material capacity to stand in equal social and political relations. I will propose a broad shift in socioeconomic structure as an addition to Democratic Equality, specifically towards what John Rawls calls a liberal socialist regime. Under this regime, means of production are distributed more equally among workers, allowing citizens to stand in equal relations with one another

Recreation Ecology of Colorado Fourteeners: An Assessment of Trail Usage and Impacts

The popularity of climbing Colorado’s 14,000 ft. peaks, or “Fourteeners”, has risen dramatically in recent years, raising important sustainability and management questions. Moreover, groups managing the peaks operate with major capital constraints so their efforts need to be informed, prioritized, and efficient. This paper gauges the dynamics of trail usage, explanatory variables, and recreational impacts across all 58 Fourteeners, and details evaluation adjustments that minimize error and produce results in-step with the resource management framework. Relative to a baseline study completed in 2005, substantial changes occurred in trail usage and impact dynamics. The greatest changes were concentrated on peaks previously least impacted, and in the San Juan Range, which is furthest from the largest population center in the state. After improving upon the methodologies of the baseline study, several new variables that explain trail usage were uncovered, and a new combination of impact features were used to determine that the most heavily impacted peaks in the state are concentrated in the Tenmile/Mosquito Range. Findings provide insight into how to prioritize reconstruction efforts, build a system for monitoring trail usage and impacts, and evaluate the efficacy with which both are addressed by management

PRE-SERVICE ELEMENTARY TEACHERS LEARNING TO FACILITATE STUDENTS’ ENGAGEMENT OF THE COMMON CORE STATE STANDARDS’ MATHEMATICAL PRACTICES: BALANCING ATTENTION TO ENGLISH LANGUAGE LEARNERS, TO ALL LEARNERS, AND TO ONE’S OWN MATHEMATICAL LEARNING

Keywords: English language learners; Mathematical Practices; pre-service teachers; mathematics methods course. In this dissertation I examine the experiences of eight pre-service elementary teachers (PSTs) in a mathematics methods course as they learned how to teach Mathematical Practice 1 (make sense of problems and persevere to solve them) and Mathematical Practice 3 (construct viable arguments and critique the arguments of others) from the Common Core State Standards to elementary students in general, and to English language learners in particular. While the principal question that motivated this study concerned PSTs’ preparation to teach mathematical practices to English language learners, it became apparent that that question could not be answered without considering how PSTs prepare to teach the mathematics practices to all learners, and how they learned mathematics themselves. This descriptive case study, which uses qualitative methods, involves collection of the following data: open response surveys (pre-and post); homework reflections; lesson plans; university supervisors’ and host teachers’ reports; and semi-structured interviews of PSTs, university supervisors, and host teachers. I drew initial categories for coding these data from relevant literature, and transcribed, coded, categorized, and generated additional themes from the data (Glaser & Strauss, 1967). The study benefited from, and was limited by, the fact that I was both the researcher and the instructor of the course in which the PSTs were enrolled. Applying sociocultural theory, I consider both PSTs’ personal experiences and their interpretation of their students’ personal experiences in their field placements (Forman, 2003). They understood these experiences in terms of six themes: making personal connections with mathematical content, providing access for individual students, holding high expectations for each student, facilitating productive struggle, facilitating social interactions, and developing students’ mathematical language and discourse. All of these themes are important in preparing PSTs to teach mathematics to all elementary students, but each of them has special significance for their preparation to teach English language learners. The PSTs appeared to learn the Mathematical Practices deeply, in part, by reflecting on the significance of these themes for their own mathematical learning. The PSTs had similarities and differences in their beliefs and practices. As other researchers have suggested, it appeared that PSTs needed positive dispositions toward mathematics and the ability to help students make personal connections with mathematics to engage students in Mathematical Practice 1 (Kilpatrick, Swafford, & Findell, 2001), they needed high expectations and strategies for facilitating access in order to engage students in productive struggle (Moschkovich, 2013), and they needed strategies for facilitating social interactions and developing students’ mathematical language and discourse to develop their facility with Mathematical Practice 3. There seemed to be both a general and specific order for learning these themes. In general, PSTs grasped easily and most thoroughly those themes that were similar to ones infused throughout the teacher education program, and they were more likely to struggle with those that were new to them. PSTs who had no direct experience working with ELLs in their field placements had fewer opportunities to develop an understanding of how to engage these students, but some of these PSTs nevertheless developed understandings and skills that would be valuable for teaching ELLs, while one who did work with ELLs still maintained low expectations for their performance. Writing lesson plans helped PSTs think through how to facilitate students’ engagement with mathematical practices; a student whose host teachers insisted they follow scripted lesson plans did not have that opportunity. My summary chapter presents two trajectories for depicting PSTs’ overall learning: one a general trajectory that seems to apply to their learning of any particular theme, and one a trajectory for depicting the order in which different themes are likely to be mastered

List of the birds of Tasmania

Comprehensive list of the birds found in Tasmania noting who they have been classified and described by. They are listed by family, genera and species and the common names are noted. Thomas James Ewing (1813?-1882), was a Church of England clergyman who had strong scientific interests, especially in ornithology. Two species of birds were named after him

Aaron Spell Fulton Account, 1836

6 May 1836, letter/cotton account to Aaron Spell from Jas. S. Ewing in Canton, Mississippi for sales in New Orleans by Leigh Maddux & Co. from January 1835 to April 1836.https://scholarsjunction.msstate.edu/mss-spell-papers/1021/thumbnail.jp