Classroom Management with Voice-Movement-Task

Sometimes it\u27s the simple things that are the solution to classroom management problems. Consider the simple task of giving directions. As basic as they may be, directions are the infrastructure of a well-managed classroom. Clear directions give students a better understanding of behavior and academic expectations

Noise and Vibration Levels in Artificial Polar Bear Dens as Related to Selected Petroleum Exploration and Developmental Activities

The noise and vibration levels resulting from seismic testing, drilling and transport were measured in artificial polar bear dens of Prudhoe Bay, Alaska. It was concluded that the dry and wind-beaten arctic snow muffles both sound and vibrations extremely well and it seems unlikely that polar bears in their dens will be disturbed by the type of petroleum-related activities measured here, providing those activities do not take place within 100 m of the den.Key words: Ursus marifimus, seismic activity, conservationRÉSUMÉ. Dans des tanières artificielles d'ours polaires situées Prudhoe Bay en Alaska, on a mesuré le niveau de vibrations et de bruit dus aux essais sismiques, au forage et au transport. On en conclut que la neige sêche de l'Arctique, durcie par le vent, atténue trbs bien sons et vibrations, eitl semble peu probable que les ours polaires soient dérangés dans leurs tanibres par les activité pétrolières qui ont fait l'objet de nos mesures, pourvu que ces activités n'aient pas lieu à moins de 100 m de la tanière.Mots clés: Ursus marifimus, activité sismique, préservatio

Alaskan Polar Bear Movements from Mark and Recovery

Alaskan polar bear mark and recovery studies from 1967-1976 and concurrent studies elsewhere indicate some interchange of polar bears between Alaska and the mainland coast of northwest Canada, but not between Alaska and the rest of Canada, Greenland, and Svalbard. The extent of movement between Alaska and the U.S.S.R. remains unknown. The number of Alaskan bears recovered in the same general area as marked suggests that the same animals tend to occur in the same general area in late winter and early spring each year. Distance traveled between marking and recovering sites and the proportion of animals that move to a different area are about the same for both sexes and for subadults and adults. Bears tend to disperse from commonly used areas in years when ringed seals are less available. The rate of movement in late winter and early spring is about the same for both sexes and for subadults and adults. After mid-April the predominant movement of bears north of Alaska is to the east.Key words: polar bear, Alaska, Arctic, mark-recovery, movementMots clés: ours blanc, Alaska, Arctique, marquage-repérage, déplacemen

Developing Stragic Competence in the Service of Inquiry Teaching: Assisting Pre-service Elementary Teachers to Use Inquiry to Achieve Strategic Competence in Science Learning

Abstract: This paper describes the efforts of researchers to examine the understandings of pre-service elementary teachers regarding the role and use of inquiry and strategic competence in science teaching and learning. The pre-service elementary teachers were given multiple exposures to inquiry activities, and field teaching opportunities using inquiry with opportunities to pursue strategic competence in experimentation and problem solving. The findings support the use of inquiry labs and shows how field experience is valuable in helping build an understanding of inquiry and strategic competence

The Redirect Behavior Model and the Effects on Pre-Service Teachers’ Self-Efficacy

The ability for a novice teacher to confidently address inappropriate behavior has a substantial impact on student achievement, teacher attrition, and the reduction of bullying instances (Allen, 2010; Marzano, 2003). Classroom management plays a critical role in the success of the student as well as the teacher. The authors propose an intervention that potentially may have considerable impact on a novice teachers’ confidence regarding classroom management. The idea of providing guidelines for novice teachers to implement while redirecting student behavior could perhaps impact self-efficacy with classroom management. This paper describes the implementation of the Redirect Behavior Model (RBM) with pre-service teachers during a five week practicum. The RBM is a proactive communication model that provides scripted guidelines for teachers to follow while they redirect inappropriate student behavior. The pre-service teachers were given extensive training on the RBM and was able to implement the model during an extensive field placement. Participants were 31 undergraduate pre-service teacher candidates, majoring in secondary education and enrolled in a junior-level classroom management course. The participants were trained in all three phases of the RBM prior to engaging in an extensive field practicum. Participants responded to an informal survey to explore students’ self-efficacy about their knowledge and ability to manage student behavior. Paired samples t tests were used to evaluate possible differences between pre- and posttests for the two sets of items (knowledge and self-efficacy). The purpose of this study was to examine the impact of training in the RBM on pre-service teachers’ self-efficacy in classroom management

The Redirect Behavior Model and the Effects on Pre-service Teachers\u27 Self-Efficacy

The ability for a novice teacher to confidently address inappropriate behavior has a substantial impact on student achievement, teacher attrition, and the reduction of bullying instances (Allen, 2010; Marzano, 2003). Classroom management plays a critical role in the success of the student as well as the teacher. The authors propose an intervention that potentially may have considerable impact on a novice teachers’ confidence regarding classroom management. The idea of providing guidelines for novice teachers to implement while redirecting student behavior could perhaps impact self-efficacy with classroom management. This paper describes the implementation of the Redirect Behavior Model with pre-service teachers during a five week practicum. The Redirect Behavior Model (RBM) is a proactive communication model that provides scripted guidelines for teachers to follow while they redirect inappropriate student behavior. The pre-service teachers were given extensive training on the RBM and were able to implement the model during an extensive field placement. Participants were 31 undergraduate pre-service teacher candidates, majoring in secondary education and enrolled in a junior-level classroom management course. The participants were trained in all three phases of the Redirect Behavior Model (RBM) prior to engaging in an extensive field practicum. Participants responded to an informal survey to explore students’ self-efficacy about their knowledge and ability to manage student behavior. Paired samples t tests were used to evaluate possible differences between pre- and posttests for the two sets of items (knowledge and self-efficacy). The purpose of this study was to examine the impact of training in the RBM on pre-service teachers’ self-efficacy in classroom management

The Redirect Behavior Model and the Effects on Pre-Service Teachers’ Self-Efficacy

The ability for a novice teacher to confidently address inappropriate behavior has a substantial impact on student achievement, teacher attrition, and the reduction of bullying instances (Allen, 2010; Marzano, 2003).  Classroom management plays a critical role in the success of the student as well as the teacher.  The authors propose an intervention that potentially may have considerable impact on a novice teachers’ confidence regarding classroom management.  The idea of providing guidelines for novice teachers to implement while redirecting student behavior could perhaps impact self-efficacy with classroom management.  This paper describes the implementation of the Redirect Behavior Model (RBM) with pre-service teachers during a five week practicum.  The RBM is a proactive communication model that provides scripted guidelines for teachers to follow while they redirect inappropriate student behavior.  The pre-service teachers were given extensive training on the RBM and was able to implement the model during an extensive field placement.  Participants were 31 undergraduate pre-service teacher candidates, majoring in secondary education and enrolled in a junior-level classroom management course.  The participants were trained in all three phases of the RBM prior to engaging in an extensive field practicum.  Participants responded to an informal survey to explore students’ self-efficacy about their knowledge and ability to manage student behavior.  Paired samples t tests were used to evaluate possible differences between pre- and posttests for the two sets of items (knowledge and self-efficacy).  The purpose of this study was to examine the impact of training in the RBM on pre-service teachers’ self-efficacy in classroom management. Keywords: key words, self-efficacy, classroom management, redirect behavior mode

The question of Early Lapita settlements in Remote Oceania and reliance on horticulture revisited: new evidence from plant microfossil studies at Reef/Santa Cruz, south-east Solomon Islands

Since the earliest discoveries of Lapita sites in Remote Oceania there has been ongoing debate about the nature of Pacific island colonisation. In the 1970s, based on the archaeological material from the SE-RF-2 and SE-RF-6 sites on the Reef Islands in the SE Solomons, Roger Green proposed that early Lapita communities there must have relied on horticulture as the mainstay of subsistence. Our analyses of phytoliths and starch in sediments and on pottery has found evidence for burning, food preparation and cooking in conjunction with a suite of wild and domesticated plants indicative of horticulture. Starch and phytoliths from seeded Australimusa (syn: Callimusa) bananas as well as domesticated Eumusa (syn: Musa) bananas were recovered, as well as Colocasia esculenta (taro) starch, and Metroxylon sp. (sago palm) phytoliths. Hence, Green’s early hypothesis finds support, but more analyses, together with more precise dating are needed to clarify the time taken to establish sustainable horticulture. The importation of selected plants is confirmed, with potential sources being the Bismarck region or stop-over islands along the way. This was followed by ongoing on-site breeding and/or new introductions from further human migrations into the region and establishment of trade and exchange networks.Introduction - Site locations and background Methods - Pottery - Sediments - Microfossil recording and identification Results - Starch Analysis - Phytolith Analysis SE-RF-2 SE-RF-6 Musaceae starch Musaceae phytoliths Discussion Conclusio

Generalized parking function polytopes

A classical parking function of length $n$ is a list of positive integers $(a_1, a_2, \ldots, a_n)$ whose nondecreasing rearrangement $b_1 \leq b_2 \leq \cdots \leq b_n$ satisfies $b_i \leq i$. The convex hull of all parking functions of length $n$ is an $n$-dimensional polytope in $\mathbb{R}^n$, which we refer to as the classical parking function polytope. Its geometric properties have been explored in (Amanbayeva and Wang 2022) in response to a question posed in (Stanley 2020). We generalize this family of polytopes by studying the geometric properties of the convex hull of $\mathbf{x}$-parking functions for $\mathbf{x}=(a,b,\dots,b)$, which we refer to as $\mathbf{x}$-parking function polytopes. We explore connections between these $\mathbf{x}$-parking function polytopes, the Pitman-Stanley polytope, and the partial permutahedra of (Heuer and Striker 2022). In particular, we establish a closed-form expression for the volume of $\mathbf{x}$-parking function polytopes. This allows us to answer a conjecture of (Behrend et al. 2022) and also obtain a new closed-form expression for the volume of the convex hull of classical parking functions as a corollary.Comment: 29 pages, 3 figures, comments welcome