Leptodactylus bufonius

Number of Pages: 22Integrative BiologyGeological Science

Giftedness, perceptions and practices of teachers in Lithuania

In the context of political and cultural educational change, this research examined how a professional development programme in gifted education was effective in changing the perceptions and practices of Lithuanian teachers to utilise more comprehensive criteria for the identification of gifted children. The research addressed two main research questions: (1) How have the perceptions of giftedness changed for Lithuanian teachers following a professional development programme in gifted education at Kaunas Technological University? (2) How did the teachers at a Lithuanian basic school who attended the professional development implement a gifted student identification procedure at their school? The objective of the professional development programme was for Lithuanian teachers to collaborate on a definition and list of characteristics of giftedness in order to design a gifted student identification process. Qualitative evidence for perceptions of giftedness, gathered from pre-and post-surveys, interviews and questionnaires, indicated that these Lithuanian teachers changed their thinking about giftedness and the identification of gifted learners. Mind Mapping was used to illustrate these conceptual and thematic changes. NVivo was then employed to validate the findings, analyse and code the data. Ninety one percent of Lithuanian teachers changed their thinking about giftedness after the professional development programme. The second study used Fullan’s Four Stage Model of Educational Change to analyse the change process at a case study school. The case study school teachers who attended the professional development implemented a gifted student identification process. Qualitative methodologies involved observations, discussions, interviews, and study of written records and documentation. Journaling, audio and videotaping were used to record information. The case study school screening committee identified 26% of pupils as ‘gifted’ from parent-, teacher-, peer-, and self-nomination. Teachers said that they felt empowered to differentiate the curriculum for gifted pupils at their school. This research presents one of the first North American perspectives on gifted education in post-Soviet Lithuania

Malsan naka muhsilepehk / Le marchand et monsieur l’évêque : Les emprunts du malécite au français

Les emprunts du malécite-­passamaquoddy au français remontent au début de l’époque coloniale, lorsque les premiers colons et missionnaires arrivèrent en Nouvelle-France. Les termes empruntés sont associés à une grande variété d’activités quotidiennes, bien que celles-ci soient plus visibles de nos jours essentiellement de par leur rapport à l’Église et aux patronymes malécites. Si les Malécites ont adopté le français puis l’anglais pour des termes référant aux nouveautés apportées par les Européens, ils ont également usé avec imagination des ressorts de leur propre langue. Les exemples présentés dans cet article sont révélateurs de ce mélange d’emprunts et de réinvention.French loan-words in Maliseet-Passamaquoddy date to the early colonial period, when the first settlers and missionaries arrived in New France. The borrowed words belong to a wide range of daily activities, but are conspicuous today principally in their association with the Church and in Maliseet personal names. While the Maliseet adopted French, and later English, words for many of the new things the Europeans brought, they also made imaginative use of their own language. The examples presented here reveal this mixture of borrowing and reinventin

The Identification of Concepts, Concept Clusters, Objectives, and Suggested Organizational Patterns for the Teaching of American History at Mount Si High School

The purpose of this study was to assist in the evaluation of the social studies by identifying concepts, concept clusters, and objectives. Suggestions for scheduling and grouping consistent with instructional objectives and which may be used as models for planning and organizing for the teaching of American History at Mount Si High School are presented

KEQ NIT MEHSI LIWIHTOMON? WHY DO YOU SAY IT THAT WAY? USING LINGUISTIC KNOWLEDGE IN NATIVE LANGUAGE CURRICULUM

Incorporating linguistic knowledge into native language curriculum is essential if learners are to find their way into the language's structure, patterns, and ways of constructing meanings and expressing ideas. For example, Passamaquoddy-Maliseet, like other North American native languages, forms words and sentences and construes relationships among people and between people and the environment in unique ways. If learners are to speak Passamaquoddy-Maliseet like first-language speakers, they must understand and be able to adopt strategies and attitudes appropriate to the language. In addition, subtleties of tone and meaning must be mastered. Teachers must accept these challenges with a sense of playful good humour, by helping learners think carefully about phrasing, sentence structure, and the organization of utterances

Alien Registration- Leavitt, Eldora M. (Houlton, Aroostook County)

https://digitalmaine.com/alien_docs/34798/thumbnail.jp

Co-Cultures of Oophila Amblystomatis Between Ambystoma Maculatum and Ambystoma Gracile Hosts Show Host-Symbiont Fidelity

A unique symbiosis occurs between embryos of the spotted salamander (Ambystoma maculatum) and a green alga (Oophila amblystomatis). Unlike most vertebrate host-symbiont relationships, which are ectosymbiotic, A. maculatum exhibits both an ecto- and an endo-symbiosis, where some of the green algal cells living inside egg capsules enter embryonic tissues as well as individual salamander cells. Past research has consistently categorized this symbiosis as a mutualism, making this the first example of a “beneficial” microbe entering vertebrate cells. Another closely related species of salamander, Ambystoma gracile, also harbors beneficial Oophila algae in its egg capsules. However, our sampling within the A. gracile range consistently shows this to be a strict ectosymbiotic interaction—with no sign of tissue or presumably cellular entry. In this study we swapped cultured algae derived from intracapsular fluid of different salamander hosts to test the fidelity of tissue entry in these symbioses. Both A. maculatum and A. gracile embryos were raised in cultures with their own algae or algae cultured from the other host. Under these in vitro culture conditions A. maculatum algae will enter embryonic A. maculatum tissues. Additionally, although at a much lower frequency, A. gracile derived algae will also enter A. maculatum host tissues. However, neither Oophila strain enters A. gracile hosts in these co-culture conditions. These data reveal a potential host-symbiont fidelity that allows the unique endosymbiosis to occur in A. maculatum, but not in A. gracile. However, preliminary trials in our study found that persistent endogenous A. maculatum algae, as opposed to the cultured algae used in subsequent trials, enters host tissues at a higher frequency. An analysis of previously published Oophila transcriptomes revealed dramatic differences in gene expression between cultured and intracapsular Oophila. These include a suite of genes in protein and cell wall synthesis, photosynthesis, central carbon metabolism suggesting the intracapsular algae are assimilating ammonia for nitrogen metabolism and may be undergoing a life-cycle transition. Further refinements of these co-culture conditions could help determine physiological differences between cultured and endogenous algae, as well as rate-limiting cues provided for the alga by the salamander