Water Related Names in the Flint Hills

Features nomenclature of prominent bodies of water located throughout Kansas. (Excerpted from: 1001 Kansas Place Names, Sondra Van Meter McCoy and Jan Hults, published by the University Press of Kansas, 1989.

Thinking Critically About Data Displays

The quality of a data display can have an impact on the interpretation of those data. A survey of the literature indicates that data displays can vary in quality of accuracy, clarity, and efficacy. In this study we develop and apply an evaluative rubric to graphs in a sample of six education journals: three research and three practitioner. Results indicate that graph quality is typically high in educational journals, however, in practitioner oriented journals issues around graph clarity and efficacy should be addressed. Common error patterns are pinpointed, and four recommendations are made to authors and editors: focus on meaningful labels, increase amount of data displayed, portray multiple relationships, and elaborate with supporting text

Do Scaffolded Supports between Aspects of Problem Solving Enhance Assessment Usability?

While problem solving as an instructional technique is widely advocated, educators are often challenged in effectively assessing student skill in this area. Students failing to solve a problem might fail in any of several aspects of the effort. The purpose of this research was to validate a scaffolded technique for assessing problem solving in science and social studies at the middle school level. This technique attempts to isolate three aspects of problem solving (data collection, analysis and display, and interpretation) and to measure each aspect separately. Problem solving measures were developed in both science and social studies. These were administered both fall and spring to determine student skill in problem solving and to measure growth in problem solving skill over time and differential skill across grades (6 through 8). Segmented tasks were scaffolded between segments to circumvent the interdependency of elements of the problem solving process. It was determined the measures were successful in supporting students who had difficulty across segments within a single problem solving task and student problem solving skills could be evaluated effectively using the results of the measure. Keywords: scaffolding, assessment, problem solvin

Do Scaffolded Supports between Aspects of Problem Solving Enhance Assessment Usability?

While problem solving as an instructional technique is widely advocated, educators are often challenged in effectively assessing student skill in this area. Students failing to solve a problem might fail in any of several aspects of the effort. The purpose of this research was to validate a scaffolded technique for assessing problem solving in science and social studies at the middle school level. This technique attempts to isolate three aspects of problem solving (data collection, analysis and display, and interpretation) and to measure each aspect separately. Problem solving measures were developed in both science and social studies. These were administered both fall and spring to determine student skill in problem solving and to measure growth in problem solving skill over time and differential skill across grades (6 through 8). Segmented tasks were scaffolded between segments to circumvent the interdependency of elements of the problem solving process. It was determined the measures were successful in supporting students who had difficulty across segments within a single problem solving task and student problem solving skills could be evaluated effectively using the results of the measure

Antiracist School Counselor Preparation: Expanding on the Five Tenets of the Transforming School Counseling Initiative

As a profession, school counseling must serve as an active force against systemic racism, and school counselor preparation must equip future professionals as antiracist agents of change. This article expands the original Transforming School Counseling Initiative (TSCI) tenets that sought to re-envision school counselor preparation in the late 1990s with language that explicitly supports antiracism. The authors offer a definition of antiracist school counseling and sample assignments and experiences that align with the revised tenets

Stability of the Gross Motor Function Classification System, Manual Ability Classification System, and Communication Function Classification System.

AIM: To determine the stability of the Gross Motor Function Classification System (GMFCS), Manual Ability Classification System (MACS), and Communication Function Classification System (CFCS) over 1-year and 2-year intervals using a process for consensus classification between parents and therapists. METHOD: Participants were 664 children with cerebral palsy (CP), 18 months to 12 years of age, one of their parents, and 90 therapists. Consensus between parents and therapists on level of function was ≥92% for the GMFCS, MACS, and CFCS. A linearly weighted kappa coefficient of ≥0.75 was the criterion for stability. RESULTS: Kappa coefficients varied from 0.76 to 0.88 for the GMFCS, 0.59 to 0.73 for the MACS, and 0.57 to 0.77 for the CFCS. For children younger than 4 years of age, level of function did not change for 58.2% on the GMFCS, 30.3% on the MACS, and 39.3% on the CFCS. For children 4 years of age or older, level of function did not change for 72.3% on the GMFCS, 49.1% on the MACS, and 55% on the CFCS. INTERPRETATION: The findings support repeated classification of children over time. The kappa coefficients for the GMFCS are attributed to descriptions of levels for each age band. Consensus classification facilitates discussion between parents and professionals that has implications for shared decision-making. WHAT THIS PAPER ADDS: The findings support repeated classification of children over time. Stability was higher for the Gross Motor Function Classification System than the Manual Ability Classification System and Communication Function Classification System. The function of younger children was more likely to be reclassified. Percentage agreement between parents and therapists using consensus classification varied from 92% to 97%. The intraclass correlation coefficient overestimated stability compared with the weighted kappa coefficient

Ionospheric Assimilation Techniques for ARGOS Low-Resolution Airglow and Aurora Spectrograph (LORAAS) Tomographically Reconstructed Equatorial Electron Density Profiles

The LORAAS instrument aboard the ARGOS satellite observes line-of-sight ultraviolet limb intensities from ionosphere and thermosphere airglow. This study uses tomographically reconstructed electron density profiles (EDPs) from the nightside emissions. The ionospheric reconstruction is performed using a two-dimensional O+ 1356Å radiative recombination forward model and discrete inverse theory. The forward model assumes a Chapman layer for the vertical electron density distribution from which h m F 2, N m F 2, and topside scale height are derived for every 90 s limb scan, which is equivalent to 5° resolution in latitude. Since ARGOS is in a near Sun-synchronous orbit, these EDPs form a latitude slice through the equatorial anomaly structures at approximately 0230 LT. These data reflect ongoing ionospheric processes, and it is necessary to assimilate or compare with a model that contains appropriate ionospheric evolution such as the ionospheric forecast model (IFM). This study addresses the reasonableness of both the reconstructed EDPs and the IFM in describing the equatorial anomalies\u27 diurnal and weather variability. The comparison of the LORASS EDPs with those of IFM for October 2000 show that the EDP reconstruction results compare favorably to the IFM EDPs in peak height and topside scale height. Additionally, the sector-to-sector climatology of the observed and modeled equatorial anomalies is similar to within the resolution of the instrument and model. The variability observed in each pass of the satellite is much larger than the IFM variability. The LORASS observation variability indicates that careful assessment of the representation error of the observations should be addressed through supplemental observations