States Of Learning

I SCHOOL IN VIRGINIA School is a very important factor in a person\u27s life. There are innumerable public schools all over America; each there for the same purpose. It is interesting to note that each state has an almost entirely different curriculum. The schools in Virginia stress culture. It is put far above the three R\u27s . The particular school I have in mind is the Jeb Stuart Grade School in Richmond. This two story building surrounded by spacious grounds in a clean residential section makes a pleasant place to start to school. Life in a Virginia grade school is leisurely. To be sure, one learns the fundamental things, but learning to live nicely with other people is the more outstanding feature of Southern schools. To do this, games of all types are played. Children are taught to spell and to do arithmetic by games. This teaches them to be unselfish

Cosmid Cloning of Five \u3cem\u3eZymomonas trp\u3c/em\u3e Genes by Complementation of \u3cem\u3eEscherichia coli\u3c/em\u3e and \u3cem\u3ePseudomonas putida trp\u3c/em\u3e Mutants

A library of Zymomonas mobilis genomic DNA was constructed in the broad-host-range cosmid pLAFR1. The library was mobilized into a variety of Escherichia coli and Pseudomonas putida trp mutants by using the helper plasmid pRK2013. Five Z. mobilis trp genes were identified by the ability to complement the trp mutants. The trpF, trpB, and trpA genes were on one cosmid, while the trpD and trpC genes were on two separate cosmids. The organization of the Z. mobilis trp genes seems to be similar to the organization found in Rhizobium spp., Acinetobacter calcoaceticus, and Pseudomonas acidovorans. The trpF, trpB, and trpA genes appeared to be linked, but they were not closely associated with trpD or trpC genes

The Internet and Civic Engagement

Based on a survey, analyzes how socioeconomic status and other demographics correlate with online and offline political and civic engagement. Explores suggestions that younger generations' political use of social media may alter such patterns

Human Resource Practices, Knowledge-Creation Capability And Performance In High Technology Firms

This study examines the relationship among key HR practices (i.e., effective acquisition, employee-development, commitment-building, and networking practices), three dimensions of knowledge-creation capability (human capital, employee motivation, and information combination and exchange), and firm performance. Results from a sample of 78 high technology firms showed that the three dimensions of knowledge creation interact to positively affect sales growth. Further, the HR practices were found to affect sales growth through their affect on the dimensions of knowledge-creation capability

The introduction of ICT in fieldwork to enhance student learning

Report of a CELT project on supporting students through innovation and researchThe aim of the project was to introduce a dedicated ICT package into the fieldwork experience in order to enhance student learning in the field at a range of levels and in a number of subject areas. The field kit consists of a laptop computer, digital camera with multi-card reader, global positioning system (GPS), video camera, portable scanner and printer. The kit is kept in a waterproof portable case specifically for student fieldwork use (Plate 1). A digital microscope and video camera is also separately available. The students have been able to use the equipment in the field in order to produce supporting materials to enhance their fieldwork. For example the IT package has been used in conjunction with a data-logger on mapping equipment allowing maps to be printed in the field for detailed recording of field sites. Also the use of digital and video cameras has allowed students to take responsibility for identifying and recording aspects of fieldwork for their reports

Social Cognitive Well-Being Model With Native American Students: Exploring Racial Identity And Internalized Racial Oppression

In this study, Lent’s (2004) social cognitive model of well-being (SCWB) was employed to examine the academic and social domain of satisfaction and life satisfaction with 121 Native American college students. They completed measures of positive affect, Native American identity, internalized racial oppression, and life satisfaction along with domain-specific (i.e., academic and social) self-efficacy, goal progress, and satisfaction. Using path analytic techniques, results indicated that the academic SCWB model was a close fit to data and the social SCWB model was a good fit to data. For both models, the relations among constructs accounted for large portions of variance for domain satisfaction and life satisfaction. Whereas there are some similarities in significant (i.e., self-efficacy to goal progress) and non-significantly (i.e., Native American identity to goal progress) paths across both models, there are some clear path differences. Specifically, the path from domain-specific goal progress to domain-specific satisfaction is significant in the social model but not the academic model. Conversely, the path from domain-specific satisfaction to life satisfaction was significant in the academic model, but not the social model. Implications for future research and practice with Native American college students are discussed

Preparation for High School Mathematics Reform in the Northeast Georgia Resa District: A Stage of Concerns Approach to Examining Professional Learning

The purpose of this study was two-fold. The first purpose was to examine the longitudinal concerns of a cohort of high school mathematics teachers in the Northeast Georgia Regional Educational Services Agency (RESA) district about implementation of the Georgia Performance Standards. The second purpose was to explore relationships among their Stages of Concerns profiles, demographic factors, and professional learning experiences provided by institute instructors. The study examined Implementation of Georgia Performance Standards in High School Mathematics as a change innovation using the Concerns-Based Adoption Model. The study utilized a mixed methods timeseries research design. Quantitative data were collected using the Stages of Concern Questionnaire. Qualitative data were collected from the workshop participants using an open-ended question of concern and from the institute instructors using interviews. Results of the quantitative analysis showed participants moving from the information stage to the management stage to the awareness stage. Results are consistent with new users of an innovation whose management concerns are not being met. Individual participants scores at the information stage decreased significantly. Group stages of concern profiles were analyzed based on selected demographic variables. There were no significant differences in mean stages of concern scores among groups of workshop participants categorized by years of teaching experience. Participants who chose a traditional textbook had significantly higher information concerns than participants who chose a reform-based textbook and participants who remained undecided about a textbook choice. Participants who participated in other professional learning activities scored significantly higher on collaboration concerns than did participants who were involved in Math I training only. Qualitative analysis of the open ended question of concern revealed concerns about materials such as textbooks and learning tasks, concerns about time management, concerns about readiness of students for a more rigorous curriculum, and concerns about educational change in general. Analysis of the interview data from institute instructors revealed that instructors awareness of participants concerns was on target and that they were working to address the concerns to the best of their ability. Results of the study were used to make recommendations for further professional development and collaborative efforts for teachers acting as change agents

My Life Examined & Tweaked

My project is an exploration into my love of poetry. It consists of a collection of twenty-seven poems that I have written and revised over the course of a year. Over that time period, I have worked on approximately forty-five poems, but I chose only twenty seven for my final portfolio. To demonstrate what my writing process is like, I have kept a book (separate and apart from the final portfolio) of all my thoughts, inspirations, drafts and revisions for the poems I write, so that the growth of each can be seen. The majority of my poems are in some way based on my life. They relate either to my own experiences (the people I have met, the place I have been) or my perspective on the experiences of others, which why I have decided to call it “My Life Examined & Tweaked.” I moved to the United States from Jamaica recently and I have found that a lot of my poems are about my memories of Jamaica, or the issues associated with moving to another country. I explore these issues in a narrative reflection of four of my works: “Chamyu”, “I Meant to Say”, “Reclaim”, and “Quiver & Quail.” All of these poems deal with complications resulting from migration, with a particular emphasis on language and place and their impact on identity. I analyzed these poems in conjunction with the works of two my favorite authors, Bassey Ikpi’s “Homeward”, and Louise Bennett’s “Bans a Killing” and “Back to Africa”