Wellcome DMP assessment rubric v2.0

This rubric is intended to assist in the assessment of Wellcome Trust data management plans, against the criteria required by the funder. It is not intended to be used as a template for researchers to follow when writing a data management plan. The rubric has been divided into 'performance criteria' (on the left hand side) which cover the information the funder expects to be included in the data management plan. Each performance criteria is followed by three descriptions of how it might be addressed, each indicating a different level of response. The descriptions are intended as examples of how the performance criteria might be addressed and are not considered to be exhaustive. The rubric also lists the documents and resources on which it was based

Pre-service Middle School Teachers’ Knowledge of Algebraic Thinking

In this study we examined the relationship between 18 pre-service middle school teachers’ own ability to use algebraic thinking to solve problems and their ability to recognize and interpret the algebraic thinking of middle school students. We assessed the pre-service teachers’ own algebraic thinking by examining their solutions and explanations to multiple algebra-based tasks posed during a semester-long mathematics content course. We assessed their ability to recognize and interpret the algebraic thinking of students in two ways. The first was by analyzing the preservice teachers’ ability to interpret students’ written solutions to open-ended algebra-based tasks. The second was by analyzing their ability to plan, conduct, and analyze algebraic thinking (AT) interviews of middle school students during a concurrent semester-long, field-based education class. We used algebraic habits of mind as a framework to identify the algebraic thinking that pre-service teachers exhibited in their own problem solving, and we asked students to use them to analyze the algebraic thinking of middle school students. The data revealed that pre-service teachers’ AT abilities varied across different features of algebraic thinking. In particular, their ability to justify a rule was the weakest of seven AT features. The ability to recognize and interpret the algebraic thinking of students was strongly correlated with the strength of the pre-service teachers’ own algebraic thinking. Implications for mathematics teacher education are discussed

Pre-Service Teachers’ Knowledge of Algebraic Thinking and the Characteristics of the Questions Posed for Students

In this study, we explored the relationship between the strength of pre-service teachers’ algebraic thinking and the characteristics of the questions they posed during cognitive interviews that focused on probing the algebraic thinking of middle school students. We developed a performance rubric to evaluate the strength of pre-service teachers’ algebraic thinking across 130 algebra-based tasks. We used an existing coding scheme found in the literature to analyze the characteristics of the questions pre-service teachers posed during clinical interviews. We found that pre-service teachers with higher algebraic thinking abilities were able to pose probing questions that uncovered student thinking through the use of follow up questions. In comparison, pre-service teachers with lower algebraic thinking abilities asked factual questions; moving from one question to the next without posing follow up questions to probe student thinking

Prospective K-8 Teachers’ Knowledge of Relational Thinking

The goal of this study was to examine two issues: First, pre-service teachers’ ability and inclination to think relationally prior to instruction about the role relational thinking plays in the K-8 mathematics curriculum. Second, to examine task specific variables possibly associated with pre-service teachers’ inclination to engage in relational thinking. The results revealed that preservice teachers engage in relational thinking about equality, however, their inclination to do so is rather limited. Furthermore, they tend to engage in relational thinking more frequently in the context of arithmetic than algebra-related tasks. Pre-service teachers’ inclination to engage in relational thinking appeared to also relate to the overall task complexity and the use of variables. Implications of these findings for pre-service teacher education are provided

Exploring the Relationship between K-8 Prospective Teachers’ Algebraic Thinking Proficiency and the Questions They Pose during Diagnostic Algebraic Thinking Interviews

In this study, we explored the relationship between prospective teachers’ algebraic thinking and the questions they posed during one-on-one diagnostic interviews that focused on investigating the algebraic thinking of middle school students. To do so, we evaluated prospective teachers’ algebraic thinking proficiency across 125 algebra-based tasks and we analyzed the characteristics of questions they posed during the interviews. We found that prospective teachers with lower algebraic thinking proficiency did not ask any probing questions. Instead, they either posed questions that simply accepted and affirmed student responses or posed questions that guided the students toward an answer without probing student thinking. In contrast, prospective teachers with higher algebraic thinking proficiency were able to pose probing questions to investigate student thinking or help students clarify their thinking. However, less than half of their questions were of this probing type. These results suggest that prospective teachers’ algebraic thinking proficiency is related to the types of questions they ask to explore the algebraic thinking of students. Implications for mathematics teacher education are discussed

K-8 Pre-service Teachers’ Algebraic Thinking: Exploring the Habit of Mind Building Rules to Represent Functions

In this study, through the lens of the algebraic habit of mind Building Rules to Represent Functions, we examined 18 pre-service middle school teachers\u27 ability to use algebraic thinking to solve problems. The data revealed that pre-service teachers\u27 ability to use different features of the habit of mind Building Rules to Represent Functions varied across the features. Significant correlations existed between 8 pairs of the features. The ability to justify a rule was the weakest of the seven features and it was correlated with the ability to chunk information. Implications for mathematics teacher education are discussed

Assessment of fish populations and habitat on Oculina Bank, a deep-sea coral marine protected area off eastern Florida

A portion of the Oculina Bank located off eastern Florida is a marine protected area (MPA) preserved for its dense populations of the ivory tree coral (Oculina varicosa), which provides important habitat for fish. Surveys of fish assemblages and benthic habitat were conducted inside and outside the MPA in 2003 and 2005 by using remotely operated vehicle video transects and digital still imagery. Fish species composition, biodiversity, and grouper densities were used to determine whether O. varicosa forms an essential habitat compared to other structure-forming habitats and to examine the effectiveness of the MPA. Multivariate analyses indicated no differences in fish assemblages or biodiversity among hardbottom habitat types and grouper densities were highest among the most complex habitats; however the higher densities were not exclusive to coral habitat. Therefore, we conclude that O. varicosa was functionally equivalent to other hardbottom habitats. Even though fish assemblages were not different among management areas, biodiversity and grouper densities were higher inside the MPA compared to outside. The percentage of intact coral was also higher inside the MPA. These results provide initial evidence demonstrating effectiveness of the MPA for restoring reef fish and their habitat. This is the first study to compare reef fish populations on O. varicosa with other structure-forming reef habitats and also the first to examine the effectiveness of the MPA for restoring fish populations and live reef cover

Productivity growth of the cities of Jiangsu Province, China: A Kaldorian approach

This paper considers the determinants of economic growth of the cities of Jiangsu Province, China, adopting a Kaldorian approach. It is found that there is a close correlation between the growth of non-industry and industry (Kaldor’s first law) that provides indirect evidence for the export-base theory. The paper discusses two competing explanations of the foundations of the Verdoorn law (Kaldor’s second law), which, in its simplest form, is the relationship between industrial productivity and output growth. It also considers the static-dynamic Verdoorn law paradox. This arises from the fact that estimating the Verdoorn law in log-levels often gives statistically insignificant estimates of the Verdoorn coefficient while the use of growth rates gives significant values of around one half. The results in this paper show that this does not occur when data for the cities is used. A plausible explanation for the paradox is that it results from spatial aggregation bias. It is also found that inter-province urban productivity disparities first increase, but subsequently decrease over the period considered

Craniofacial diversification in the domestic pigeon and the evolution of the avian skull.

A central question in evolutionary developmental biology is how highly conserved developmental systems can generate the remarkable phenotypic diversity observed among distantly related species. In part, this paradox reflects our limited knowledge about the potential for species to both respond to selection and generate novel variation. Consequently, the developmental links between small-scale microevolutionary variations within populations to larger macroevolutionary patterns among species remain unbridged. Domesticated species, such as the pigeon, are unique resources for addressing this question, because a history of strong artificial selection has significantly increased morphological diversity, offering a direct comparison of the developmental potential of a single species to broader evolutionary patterns. Here, we demonstrate that patterns of variation and covariation within and between the face and braincase in domesticated breeds of the pigeon are predictive of avian cranial evolution. These results indicate that selection on variation generated by a conserved developmental system is sufficient to explain the evolution of crania as different in shape as the albatross or eagle, parakeet or hummingbird. These 'rules' of cranio-facial variation are a common pattern in the evolution of a broad diversity of vertebrate species and may ultimately reflect structural limitations of a shared embryonic bauplan on functional variation