Pond Lilies

https://digitalcommons.library.umaine.edu/mmb-ps/1033/thumbnail.jp

I Wonder Who\u27s Knitting For Me?

Soldier sitting on ground with women knitting in background bubble; Photograph of Bert. Fitzgibbonshttps://scholarsjunction.msstate.edu/cht-sheet-music/11477/thumbnail.jp

Atlantic City Two - Step : March

https://digitalcommons.library.umaine.edu/mmb-ps/3102/thumbnail.jp

Fun in a Barber Shop : March Novelty

https://digitalcommons.library.umaine.edu/mmb-ps/2956/thumbnail.jp

Bayside Fox Trot

https://digitalcommons.library.umaine.edu/mmb-ps/1393/thumbnail.jp

Carita : Spanish Waltz Song

https://digitalcommons.library.umaine.edu/mmb-vp/1150/thumbnail.jp

Landscape-Scale Effects of Supra-Seasonal Drought on Semi-Aquatic Snake Assemblages

Climate change is predicted to alter the frequency and intensity of precipitation events, placing stress on freshwater aquatic ecosystems and their associated wildlife. Thus, understanding interspecific variation in drought sensitivity and the repeatability of those responses across heterogeneous landscapes is critical. Semi-aquatic snakes serve important roles within aquatic ecosystems and several species are threatened. Yet, little is known about the effects of drought on semi-aquatic snake populations or assemblages. We systematically trapped 20 isolated wetlands in South Carolina before (2006) and after (2013) a multi-year supra-seasonal drought to determine drought-induced shifts in occupancy and detection for five semi-aquatic snake species. Our results confirm that supra-seasonal drought differentially affects semi-aquatic snake species across landscape scales. Specifically, site occupancy decreased dramatically following drought for banded watersnakes (Nerodia fasciata) (0.95 to 0.69) and Florida green watersnakes (Nerodia floridana) (0.32 to 0.05), but was relatively unchanged for black swamp snakes (Seminatrix pygaea), mudsnakes (Farancia abacura) and glossy crayfish snakes (Regina rigida). Species lacking adaptations that make them resistant or resilient to drought may become locally extirpated if climate change projections are realized or landscapes are degraded or fragmented in ways that prevent drought recovery

A Framework for Exploring the Impact of Tutor Practices on Learner Self-regulation in Online Environments

There is increasing interest in the conceptualization of Self-Regulated learning (SRL) as a dynamic process which unfolds over the course of a learning activity. This is partly because this conceptualization could potentially be operationalized and used as the basis for AI and analytics tools which monitor and scaffold SRL in real-time. However, while there is an abundance of research on theories of SRL, little research explicitly reviews and operationalizes such theoretical considerations. Work is needed to develop frameworks for the practical applications of fundamental SRL theories, helping researchers move from conceptual considerations to operationalization in real world settings. In this paper, we propose a theoretically grounded framework for investigating SRL in the context of online tutoring for upper primary school learners. SRL is interpreted as a social learning construct, and the framework proposed is designed to investigate the influence of tutor practices on the development of learners’ SRL. We present the results of a pilot study that explored the applicability of the framework

The role of individual and social variables in task performance.

This paper reports on a data-based study in which we explored - as part of a larger-scale British-Hungarian research project - the effects of a number of affective and social variables on foreign language (L2) learners’ engagement in oral argumentative tasks. The assumption underlying the investigation was that students’ verbal behaviour in oral task situations is partly determined by a number of non-linguistic and non-cognitive factors whose examination may constitute a potentially fruitful extension of existing task-based research paradigms. The independent variables in the study included various aspects of L2 motivation and several factors characterizing the learner groups the participating students were members of (such as group cohesiveness and intermember relations), as well as the learners’ L2 proficiency and ‘willingness to communicate’ in their L1. The dependent variables involved objective measures of the students’ language output in two oral argumentative tasks (one in the learners’ L1, the other in their L2): the quantity of speech and the number of turns produced by the speakers. The results provide insights into the interrelationship of the multiple variables determining the learners’ task engagement, and suggest a multi-level construct whereby some independent variables only come into force when certain conditions have been met