Characterization of the interactions between the resident microbial flora and chytridimycoses in Desmognathus fuscus communities of Central Virginia

Undergraduate Basi

Distribution and Alkaline phosphatatase activity of filamentous conjugales in an upper Teesdale stream

Two small streams in Upper Teesdale National Nature Reserve were examined with respect to water chemistry and filamentous Conjugales present. Phosphate, nitrate and ammonia concentrations in the water were determined, to investigate a possible link between the nutrient status water and phosphatase enzyme activity of the algae. It has been shown that phosphatase activity is inducible in some algae under conditions of low inorganic phosphorus availability. Phosphatase enzymes enable the algae to hydrolyse organic phosphorus, converting it into a more easily utilised form. A connection was found at Red Sike between nutrient, especially organic phosphorus, levels and phosphatase activity. Algae were also sampled from subjectively determined microhabitats in Red Sike and Slapestone Sike, to investigate if particular community assemblages were more common in certain microhabitat sites

Development of the export trade in the automobile industry

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Teacher education admission criteria as measure of preparedness for teaching

This study investigated the relationship between commonly used admission criteria, found in a one-year, post Bachelor's degree, initial, teacher education program, and the preparedness of teacher candidates in mathematics for independent teaching. The admission criteria used in this study were grade point average (GPA) and a written profile. The profile was not significantly related with either the assessment of practice teaching or preparedness. However, entering GPAs predicted only between five and 12 per cent of variance in course instructors' judgements of teacher candidates' preparedness in three of five areas: Promote Student Learning, Critical Thinking, and Use of Technology. Ratings of preparedness by instructors, associate teachers, and the teacher candidates themselves suggested that teacher candidates were adequately to well-prepared in all areas. This finding is possibly due to the restriction of range of GPA and overall success for all teacher candidates. Further research is needed utilizing unique approaches to draw substantive conclusions that entering GPA or ratings of applicants responses to a written profile have predictive value for successful student teaching performance. Implications for initial teacher education program admissions are discussed.Cette étude explore le lien entre les critères d'admission couramment utilisés pour un programme de formation initiale à l'enseignement d'un an après le baccalauréat et la mesure dans laquelle les candidats sont prêts à enseigner d'une manière autonome les mathématiques. Les critères d'admission analysés dans cette étude étaient la moyenne pondérée cumulative (MPC) et un profil écrit de chaque candidat. Le profil n'était pas relié d'une manière significative à l'évaluation du stage pédagogique ou de l'état de préparation des stagiaires. Pour ce qui est des MPC des candidats, leur valeur prédictive expliquait seulement de 5 à 12 % de la variance dans les opinions des moniteurs de cours au sujet de l'état de préparation des stagiaires dans trois domaines sur cinq, à savoir la promotion de l'apprentissage des élèves, la pensée critique et l'utilisation de la technologie. Les évaluations de l'état de préparation des stagiaires par les moniteurs, les enseignants associés et les stagiaires eux-mêmes semblent indiquer que la préparation des stagiaires était de « adéquate » à « excellente ». Ce résultat s'explique probablement par l'homogénété des MPC des candidats et le succès global de tous les stagiaires. Il faudra d'autres recherches faisant appel à des approches pertinentes pour pouvoir conclure nettement que le MCP des candidats ou l'évaluation des réponses des candidats à un questionnaire écrit relatif à leur profil a une valeur prédictive à l'égard du succès des stagiaires. Les auteurs analysent en outre les implications pour les admissions à des programmes de formation initiale à l'enseignement.Mots clés : formation à l'enseignement, critères d'admission, préparation des stagiaires en enseignement

Teacher Education Program Admission Criteria and What Beginning Teachers Need to know to be Successful Teachers

Most teacher education programs receive many more applications than they can accept. How should programs select among applicants and how should the programs evaluate the success of their selection processes? In this article we review the criteria utilized throughout North America to select prospective teachers into education programs. The strengths and weaknesses of each criterion are discussed. We propose a conceptual framework linking the knowledge, skills, and attitudes beginning teachers need, the preparation that teacher education programs provide, and the programs’ application criteria. In the conclusion, the authors make numerous suggestions about how to adapt and change the current selection criteria so that the resultant product is the successful teacher. The authors challenge teacher education programs to critically examine their admission criteria.

The effort of partnership: Capacity development and moral capital in partnership for mutual gains

The article discusses the enactment of a strategic partnership undertaken by a large, multi-site company and several trade unions. The enterprise aimed to institute highly engaged practices of employee and management voice to create a collaborative culture throughout the organization. The study finds that five years since the inception of the project of institutional change, considerable challenges to its embedding and effectiveness remain. It also finds that particular characteristics of the partnership propose resource generation for addressing those challenges and progressing collaborative relations to mutual benefit. Substantive actor effort and organizational learning generate capacity for new relationships. That includes activation of moral capital including toleration, patience, mutual respect, reciprocity and trust