Training Paraprofessionals for Enhanced IEP Goal Achievement in Special Education

This research study involved training paraprofessionals in one special education classroom to implement student IEP in a variety of different settings. Three paraprofessionals participated in this training and with the assistance of the researcher, they determined if the current program at the school site was effective, what some of the reasons were for students not achieving a higher rate of IEP goal success, and if the implementation of a new pilot program helped students become more successful in achieving their IEP goals and benchmarks during a nine-week research period. Through research conducted on the history of paraprofessionals in classrooms and other successful training programs for paraprofessionals, the researcher used model-based and step-by-step training techniques to train and observe the paraprofessionals during the nine-week period. The three participating paraprofessionals were able to successfully implement the new program, which showed through data collection and analysis, and student assessment and observation to be a successful alternative to the current program being used at the school

Understanding bullying in American schools: continuing challenges for public policy

Bullying is a pernicious problem among youth today with many contextual factors that must be considered when attempting to understand and implement interventions to address it. Despite the attitudes about bullying being a normal part of growing up, numerous studies have found that harmful effects are associated with bullying and victimization, many of which persist into adulthood. The extent of this problem appears to be associated with the absence of effective ways for children, parents, schools, researchers, policymakers, and governments to manage it. This study provides a comprehensive qualitative analysis on a representative sample of U.S. state laws and regulations to determine parallels and differences among them with particular attention to the inclusion or exclusion of cyberbullying. This study uses a social-ecological systems framework to consider bullying laws & regulations. This framework includes the microsystem (individuals), the mesosystem (parents), the exosystem (schools or school districts), and the macrosystem (governments and cultural milieu). With anti-bullying laws situated in the macrosystem, this study focused primarily on its influences; however, reciprocal influences among systems are also reflected. To gain insights from heterogeneous cultural environments, a purposive sampling process included one state from each of the 10 Federal regions of the country and also considered dates of initial bullying prevention law enactment, which provided a span of 16 years (1999 – 2015). The text of the laws and regulations was gathered from official State websites, as well as from the LexisNexis database. An iterative content analysis process was used to determine findings and study conclusions. Key findings and conclusions include that all states in the study currently address cyberbullying in their bullying prevention laws and regulations to some degree. Definitions of bullying varied between states, and some policymakers used research-based definitional elements. There was also considerable variation between states’ anti-bullying laws on eight components: staff training, communicating policy, complaint reporting and responding to bullying, corrective measures, disciplinary actions, reporting bullying, retaliation and false reporting, and funding for supporting bullying prevention. Recommendations include performing additional studies on bullying using the social-ecological framework, considering cyberbullying and teachers’ preconceptions of bullying, and to determine effectiveness of existing laws

Analysis of Volatile Organic Compounds in the Apollo Next Generation Sample Analysis (ANGSA) 73002 Core Sample

Understanding the organic content of lunar regolith was an early priority upon the return of Apollo samples, with amino acids being of special interest because of their importance to life on Earth and their astrobiological relevance. Many initial studies focused on the detection of amino acids in these samples and attempts to determine the origin of those compounds. Although no consensus on the origin of the amino acids was reached in those early studies, more recent work determined that the detected amino acids originated from both terrestrial contamination and meteoritic or cometary in fall to the lunar surface. A majority of the amino acids in the Apollo samples studied originated from precursor molecules, either indigenous to the lunar samples or contaminants, that reacted during the water extraction and acid hydrolysis process for analysis in the laboratory, but the identities of the amino acid precursors still remain poorly understood. Such precursors could include hydrogen cyanide (HCN) and other volatile organic compounds such as amines, carboxylic acids, or aldehydes and ketones. The identities of these compounds, as well as the effects of years of curation on their abundances in lunar regolith samples stored at ambient temperature under nitrogen gas purge, are not clear. The specially curated samples available through the Apollo Next Generation Sample Analysis (ANGSA) program provide a unique opportunity to use state-of- the-art analytical techniques to examine previously unstudied lunar materials. The ANGSA samples include three types of samples: 1) samples stored frozen since <1 month after Earth arrival; 2) samples stored under helium; and 3) a double drive tube collected by Apollo 17 astronauts, with the bottom portion of the drive tube sealed under vacuum on the Moon and never opened. In contrast to the typically curated Apollo samples that have been kept for decades at room temperature under flowing nitrogen purge that may have significantly reduced the abundance of volatiles, the vacuum-sealed and frozen samples may have enhanced preservation of these volatiles. Our initial investigation examines amino acids and their potential volatile precursors, including hydrogen cyanide (HCN), aldehydes, ketones, amines, and mono-carboxylic acids, in a sample from the top portion of the Apollo 17 double drive tube. These results will aid in understanding the lunar abundances of these molecules and will also be compared to future analyses of other drive tube and frozen ANGSA samples

Impact of Extraordinary Experiences on Teachers Science Identity

Experiential science learning is all about personal close encounters with the content, processes, and emotions of science. It is a philosophy that emphasizes learning from direct first-person experience and a holistic perspective that includes the self-construction of knowledge as well as emotions, attitudes and beliefs that combine to form a learner’s “science identity.” The Experiential Science Education Research Collaborative (XSci) at the University of Colorado Denver provides extraordinary experiences, internship and professional opportunities in collaboration with a large number of community, academic and government partners. Activities include local, regional and international field studies, internships, conference group presentations and science identity research. Although many organizations offer such experiential learning opportunities, there is little in the literature about the value of science learning professional development approaches as lived experiences, how they are interpreted by educators, how meaning is made and communicated, how such experiences are integrated into the identities and practice of those who choose to participate in them, and the impact on student perceptions and outcomes. If a teacher goes to Africa and climbs Mount Kilimanjaro, how does it matter to them as professional educators? Does it impact their personal and/or professional identity and practice in ways that are meaningful to their students? If so, how is that meaning made? What is the role of a cohort in making such experiences valuable? What is the essence of these experiences that makes them extraordinary for the participants? The research agenda for XSci examines educators engaged in extraordinary professional development experiences in order to understand the processes that make them extraordinary and valuable as well as how they contribute to improved classroom practice and student outcomes. This approach considers the larger picture surrounding such experiences, including: the complete design process; pre-journey, journey, and post-journey components; and the formation of durable educator cohorts that extend into the future. The session will discuss the various components of this program, both real and virtual experiences, the use of documentary filmmaking in the research and how we link the range of experiences

Revision of Madagascar's Dwarf Lemurs (Cheirogaleidae:Cheirogaleus): Designation of Species, Candidate Species Status and Geographic Boundaries Based on Molecular and Morphological Data

The genus Cheirogaleus, the dwarf lemurs, is a radiation of strepsirrhine primates endemic to the island of Madagascar. The dwarf lemurs are taxonomically grouped in the family Cheirogaleidae (Infraorder: Lemuriformes) along with the genera Microcebus, Mirza, Allocebus, and Phaner. The taxonomic history of the genus Cheirogaleus has been controversial since its inception due to a paucity of evidence in support of some proposed species. In this study, we addressed this issue by expanding the geographic breadth of samples by 91 individuals and built upon existing mitochondrial (cytb and COII) and nuclear (FIBA and vWF) DNA datasets to better resolve the phylogeny of Cheirogaleus. The mitochondrial gene fragments D-loop and PAST as well as the CFTR-PAIRB nuclear loci were also sequenced. In agreement with previous genetic studies, numerous deep divergences were resolved in the C. major, C. minor and C. medius lineages. Four of these lineages were segregated as new species, seven were identified as confirmed candidate species, and four were designated as unconfirmed candidate species based on comparative mitochondrial DNA sequence data gleaned from the literature or this study. Additionally, C. thomasi was resurrected. Given the widespread distribution of the genus Cheirogaleus throughout Madagascar, the methodology employed in this study combined all available lines of evidence to standardize investigative procedures in a genus with limited access to type material and a lack of comprehensive sampling across its total distribution. Our results highlighted lineages that likely represent new species and identified localities that may harbor an as-yet undescribed cryptic species diversity pending further field and laboratory work.We are most grateful to the Ahmanson Foundation, the Theodore F. and Claire M. Hubbard Family Foundation, the Primate Action Fund / Conservation International, the Margot Marsh Biodiversity Foundation, and the National Geographic Society, for financial assistance

Information mobility in complex networks

The concept of information mobility in complex networks is introduced on the basis of a stochastic process taking place in the network. The transition matrix for this process represents the probability that the information arising at a given node is transferred to a target one. We use the fractional powers of this transition matrix to investigate the stochastic process at fractional time intervals. The mobility coefficient is then introduced on the basis of the trace of these fractional powers of the stochastic matrix. The fractional time at which a network diffuses 50% of the information contained in its nodes (1/ k50 ) is also introduced. We then show that the scale-free random networks display better spread of information than the non scale-free ones. We study 38 real-world networks and analyze their performance in spreading information from their nodes. We find that some real-world networks perform even better than the scale-free networks with the same average degree and we point out some of the structural parameters that make this possible

Distribution and Origin of Amino Acids in Lunar Regolith Samples

The existence of organic compounds on the lunar surface has been a question of interest from the Apollo era to the present. Investigations of amino acids immediately after collection of lunar samples yielded inconclusive identifications, in part due to analytical limitations including insensitivity to certain compounds, an inability to separate enantiomers, and lack of compound-specific isotopic measurements. It was not possible to determine if the detected amino acids were indigenous to the lunar samples or the result of terrestrial contamination. Recently, we presented initial data from the analysis of amino acid abundances in 12 lunar regolith samples and discussed those results in the context of four potential amino acid sources [5]. Here, we expand on our previous work, focusing on amino acid abundances and distributions in seven regolith samples and presenting the first compound-specific carbon isotopic ratios measured for amino acids in a lunar sample