Kaiser Aetna v. United States, 444 U.S. 164 (1979)

Waters and Waterways-PUBLIC USE-THE EFFECT OF PROPERTY LAW AS A LIMITATION ON FEDERAL NAVIGATIONAL SERVITUD

Spacelab Data Processing Facility (SLDPF) quality assurance expert systems development

Spacelab Data Processing Facility (SLDPF) expert system prototypes were developed to assist in the quality assurance of Spacelab and/or Attached Shuttle Payload (ASP) processed telemetry data. The SLDPF functions include the capturing, quality monitoring, processing, accounting, and forwarding of mission data to various user facilities. Prototypes for the two SLDPF functional elements, the Spacelab Output Processing System and the Spacelab Input Processing Element, are described. The prototypes have produced beneficial results including an increase in analyst productivity, a decrease in the burden of tedious analyses, the consistent evaluation of data, and the providing of concise historical records

DUAL LANGUAGE LEARNERS IN PRESCHOOL: A MULTI-CASE STUDY ON HOW THE LANGUAGE ENVIRONMENT SUPPORTS LANGUAGE DEVELOPMENT

The increase of dual language learners in today’s classrooms have caused serious implications when examining how the country educates children (McWayne, Melzi, Schick, Kennedy, & Mundt, 2013). Because of the cultural and linguistic differences it is essential to study teaching practices at the early childhood level. Examining the educational practices includes studying their language environment and how it supports DLLs’ language development. This study is significant because there is little research on the language environment of DLLs (Atkins-Burnett, Sprachman, López, Caspe, and Fallin, 2011). The present study examined the language environment of dual language learners in four preschool classrooms. This qualitative case study used interviews, observations, and field notes. The participants included two groups, teachers and children. The six English speaking early childhood educators taught in classrooms based on an English-only model. There were 24 focal children, six from each class, who were Hispanic dual language learners. The overarching significant finding that emerged from this study was that of intentionality. In order to scaffold DLLs’ learning and provide a rich language environment, teachers must be intentional in their practices. Being a good teacher does not guarantee that a teacher knows what is appropriate or effective for the DLLs in their class. A major implication for teacher education programs is to offer coursework to ensure preservice teachers have the appropriate training

Campus STEM Innovation from a Foothold in Mathematics: Lessons Learned from a Place Where it Happened

A metropolitan university, has had a productive journey in science, technology, engineering, and mathematics (STEM), which eventually led to a campus STEM priority, endowed STEM Community Chairs, an increase in external grants, disciplinary degree pathways for high school teachers and even a Citywide STEM Ecosystem organization. Much of this journey surfaced from collaborations originating in mathematics education, which then synergized into campus wide efforts. This article describes one campus’ journey into STEM and how transforming the mathematics teacher education program represented a “springboard” for formalizing STEM collaboration and innovation. It is offered to aid other institutions who want to make STEM more of a priority on campus and to assist in their institutional journey toward a collaborative STEM effort both on and off campus

Learning Assistantships in College Mathematics: Value for Preservice Teacher Development

Increasing the participation and achievement of students in Science, Technology, Engineering, and Mathematics (STEM) from early grades to college coursework continues to be at the forefront of educational transformations and research. Faculty members at Institutions of Higher Education (IHE) plan, implement, and investigate how program structures might aid in the development, retention, and overall success of undergraduate students in STEM. Active learning classrooms, especially in mathematics, are one way IHE are reforming student learning experiences, and these environments also provide a unique opportunity to engage undergraduate learning assistants with faculty to support near - peer students and deepen their own learning. Identifying aspects of undergraduate learning assistants’ experiences that they find most valuable and interrogating how those are linked to their development can help IHE faculty better understand and plan for how to support undergraduate students in particular fields, such as STEM and STEM teaching. In particular, this paper examines scholarship participants serving as learning assistants in active learning college mathematics classrooms to see where and how they find value in their experience. Implications of this research can inform faculty and university programs on how they might prioritize and transform learning opportunities for students to impact their current and future development in STEM and beyond

Mentoring Future Mathematics Teachers: Lessons Learned from Four Mentoring Partnerships

Mentoring is an important aspect of mathematics teacher education, and in particular, pre-service teacher education. Faculty at a large Midwestern university developed and refined a mentoring program designed to help pre-service secondary mathematics teachers, called Scholars, become future leaders in mathematics education. This paper describes how faculty mentors leveraged challenges in the mentoring program’s early stages based on their reflections and initial mentee outcomes to create a more effective mentoring program. Recommendations based on research and practice are provided for other university programs interested in mentoring future mathematics teachers

The phylogeny and classification of Embioptera (Insecta)

A phylogenetic analysis of the order Embioptera is presented with a revised classification based on results of the analysis. Eighty-two species of Embioptera are included from all families except Paedembiidae Ross and Embonychidae Navás. Monophyly of each of the eight remaining currently recognized families is tested except Andesembiidae Ross, for which only a single species was included. Nine outgroup taxa are included from Blattaria, Grylloblattaria, Mantodea, Mantophasmatodea, Orthoptera, Phasmida and Plecoptera. Ninety-six morphological characters were analysed along with DNA sequence data from the five genes 16S rRNA, 18S rRNA, 28S rRNA, cytochrome c oxidase I and histone III. Data were analysed in combined analyses of all data using parsimony and Bayesian optimality criteria, and combined molecular data were analysed using maximum likelihood. Several major conclusions about Embioptera relationships and classification are based on interpretation of these analyses. Of eight families for which monophyly was tested, four were found to be monophyletic under each optimality criterion: Clothodidae Davis, Anisembiidae Davis, Oligotomidae Enderlein and Teratembiidae Krauss. Australembiidae Ross was not recovered as monophyletic in the likelihood analysis in which one Australembia Ross species was recovered in a position distant from other australembiids. This analysis included only molecular data and the topology was not strongly supported. Given this, and because parsimony and the Bayesian analyses recovered a strongly supported clade including all Australembiidae, we regard this family also as monophyletic. Three other families – Notoligotomidae Davis, Archembiidae Ross and Embiidae Burmeister, as historically delimited – were not found to be monophyletic under any optimality criterion. Notoligotomidae is restricted here to include only the genus Notoligotoma Davis with a new family, Ptilocerembiidae Miller and Edgerly, new family, erected to include the genus Ptilocerembia Friederichs. Archembiidae is restricted here to include only the genera Archembia Ross and Calamoclostes Enderlein. The family group name Scelembiidae Ross is resurrected from synonymy with Archembiidae (new status) to include all other genera recently placed in Archembiidae. Embiidae is not demonstrably monophyletic with species currently placed in the family resolved in three separate clades under each optimality criterion. Because taxon sampling is not extensive within this family in this analysis, no changes are made to Embiidae classification. Relationships between families delimited herein are not strongly supported under any optimality criterion with a few exceptions. Either Clothodidae Davis (parsimony) or Australembiidae Ross (Bayesian) is the sister to the remaining Embioptera taxa. The Bayesian analysis includes Australembiidae as the sister to all other Embioptera except Clothididae, suggesting that each of these taxa is a relatively plesiomorphic representatative of the order. Oligotomidae and Teratembiidae are sister groups, and Archembiidae (sensu novum), Ptilocerembiidae, Andesembiidae and Anisembiidae form a monophyletic group under each optimality criterion. Each family is discussed in reference to this analysis, diagnostic combinations and taxon compositions are provided, and a key to families of Embioptera is included

Occupational Interest Patterns and Personality Styles of Freshman Student-Athletes

The existence and relationship of common personality styles and occupational orientations were explored. The study considered Holand's (1973) vocational theory and Strack's (1991) eight basic personality types. Student-athletes (n=36) and non-athletes (n=17) enrolled in a freshman seminar for physical education majors (males = 63%) completed the Personality Adjective Check List (Straclk, 1991) and the Strong Interest Inventory (Hansen & Campbell, 1985). The results suggest that student-athletes and non-athletes differ on several personality and occupacional variables and that personality sryle has an important relationship to occupational orientation and interests. A specific profile for athletes based on personality and vocational type did not emerge. Implications for athletic counseling professionals were discussed

Parental Perceptions of Participation in 4-H Beef, Sheep and Swine Livestock Projects and the Fostering of Life Skill Development in Youth

Beef, sheep and swine 4-H youth livestock projects have a great deal of hands-on learning opportunities for members. However, what are parents’ perceptions about livestock projects and the development of life skills? The purpose of this research effort was to determine the life skill development gained by 4-H members participating in 4-H beef, sheep or swine projects in West Virginia. A total of 207 caregivers offered insight into the study and answered life skill development questions. These questions were related to decision making, relating to others, developing and maintaining records, accepting responsibility, building positive self esteem, self motivation, knowledge of the livestock industry, developing organizational skills, problem solving, developing oral communication skills, setting goals, developing self-discipline, and working in teams. The findings of this study provide positive insights into the relationship between the development of valuable life skills and 4-H beef, sheep and swine projects