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

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

Algebraic methods in phylogenetics

To those outside the field, and even to some focused on empirical applications, phylogenetics may appear to have little to do with algebra. Probability and statistics are clearly important ingredients, as modeling and inferring evolutionary relationships motivate the field. Combinatorics is also an obvious component, as the graph-theoretic notions of trees, and more recently networks, are used to describe the relationships. But where does the algebra arise? The models used in phylogenetics are necessarily complex. At the simplest, they depend on a tree structure, as well as Markov matrices describing changes in nucleotide sequences along the edges. These two components result in probability distributions given by rather complicated polynomials on the parameters of the models, whose precise form reflects the structure of the tree.Peer ReviewedPostprint (author's final draft

When Do Single Mothers Work? An Analysis of the 1990 Census Data

This study analyzes the relative effect of the amount of public assistance income received one year on the probability that a single mother is employed the following year compared to a variety of other determinants of employment status. The analysis is based on a national sample which was drawn from the Public Use Micro data 5 percent Sample (PUMS) of the 1990 U.S. Census. It consists of the 275,744female householders who were divorced, separated, widowed or never married, and living with their own children age 18 and under. Logistic regression was utilized to calculate the probability of being employed in 1990 according to sources and amounts of income in 1989, level of education, age, work experience, number and age of children, race, and marital status. The results indicate that greater amounts of public assistance income reduced the probability of being employed. However, several other factors-including race-ethnicity, family form and size, educational background and previous earnings-were significant, independent determinants of labor-force status. In particular, African- American women, women with children under six, women with relatively low levels of education and low earnings in the previous year, and nevermarried women all faced a reduced probability of being employed in 1990 regardless of how much public assistance income they received in 1989. The paper concludes with an assessment of the implications of these findings for current debates on the relationships among welfare receipt, work incentives, and employment