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The growth of Utah's dual language immersion (DLI) program has led to situations where student and mentor teachers teach in settings far different from their home countries' schools, while supervisors observe lessons in unfamiliar languages. This study examined critical incidents in a cross-cultural student teaching experience consisting of a student teacher teaching in a Chinese DLI classroom and supported by a Chinese mentor and a non-Chinese speaking university supervisor. We collected and analyzed audio from dyad meetings, from a triad meeting, and also audio from one-on-one interviews. Our findings raise questions about differences in how teaching is discussed between triad members, as well as whether such student teaching arrangements inhibit student teacher growth due to language or cultural barriers.

The purpose of this study is to examine the professional development (PD) needs of Chinese dual language immersion program (DLI) educators, particularly the PD supports these teachers receive. This instrumental case study examined the professional learning of four Chinese language DLI teachers through semi-structured interviews and observations of classroom teaching and PD trainings. Findings suggest the Utah DLI model indelibly shapes teachers' work and learning as teachers. Chinese DLI teachers also identify needs that are particular to their teaching role like adapting/translating resources; however, the findings also confirm other scholarship indicating Chinese DLI teachers' particular needs are not well supported. PD received by participants was general in nature, rather than differentiated for Chinese DLI teachers' needs.

The purpose of this study was to create a third space between a teacher educator and an undergraduate student to explore teaching experiences while in high school within non-formal education (NFE) programs in which we participated. We developed a series of five prompts that we responded to individually, meeting via Zoom to discuss our experiences and teacher learning. Our collaborative and iterative analysis revealed four categories related to our non-formal education teaching experiences:(1) how teacher learning was impacted by particular contexts in which it took place; (2) how our experiences revealed different and broader notions of teaching than we observed in our formal education experiences; (3) how certain contradictions shaped, and perhaps inhibited, our learning as teachers; and (4) what we learned from the teaching we did in NFE programs. Our findings depict how young people in recent years may accrue experiences teaching infrequently accounted for in previous scholarship.

The purpose of this instrumental, multisite case study is to examine fidelity, adaptation, and differentiation challenges found at Wood Badge, a nationwide Boy Scouts of America training for adult volunteer leaders. Our iterative analysis of more than 900 pages of fieldnotes and 400 pages of documents revealed facilitators often explicitly taught syllabus content during the trainings. Observers noted 119 minor differentiations across trainings, notably involving facilitator delivery methods and the duration and scheduling of training segments. Facilitators observed 16 adaptations, which appeared to be based on external conditions at trainings or facilitator preferences, and just three instances of differentiation. Our analysis of the trainings surfaced key fidelity/adaptation issues like overadherence, conflicting notions of deviation, and the impact of preparation on fidelity. In addition, we identified factors influencing facilitators' use of adaptation and differentiation. Recommendations for large-scale trainings are made based on the study's findings.

The Mesoproterozoic Husky Creek Formation is an interlayered redbed and basalt package that overlies a ca. 2.5 km thick, regionally extensive basaltic plateau linked to the 1.27 Ga Mackenzie Large Igneous Province. This succession provides an opportunity to study the interaction between contemporaneous fluvial sedimentation and flood basalt volcanism. The Husky Creek Formation is approximately 1900 m thick, consisting predominantly of fluvial channel and subordinate floodplain and eolian strata dominated by lithic detritus intercalated with basalt flows. U-Pb dating of detrital zircon grains collected from four stratigraphic levels in the Husky Creek Formation reveals two main age groupings: (1) a 1270 Ma peak attributed to the Mackenzie Large Igneous Province; and (2) Pre-1.6 Ga detrital zircon ages, which reflect sources from a broad region of northwestern Laurentia and are interpreted to be recycled from underlying sedimentary rocks of the Hornby Bay Basin. An upsection decrease in the proportion of ca. 1270 Ma zircon grains, coupled with increasing sandstone compositional maturity, reflects the expansion of the drainage basin during burial of a volcanic pile, with recycling becoming more dominant as the Husky Creek Formation accumulated. The Husky Creek Formation was deposited in the waning stages of the Mackenzie Igneous Event by west-flowing rivers into a geographically restricted basin above an extensive mafic volcanic plateau. This paper provides insight into fluvial basin development during the aftermath of one of Earth's largest igneous events. Key words: fluvial sedimentology, Mackenzie LIP, Husky Creek Formation, Mesoproterozoic, detrital zircon geochronology, Introduction Large igneous provinces (LIPs), and particularlycontinental flood basalts, have been a subject of substantial research targeting their relationship to mantle plumes and continental breakup (Ernst and Buchan 1997). While [...]

Petrological modeling and geochronology (Lu--Hf garnet, U--Pb monazite, zircon, and titanite) for seven mid-amphibolite to granulite-facies metamorphic rocks in the Thelon tectonic zone (Ttz) provide new insights into the evolution of this orogen. A Grt-Sp-Sil diatexite records 2.01-2.00 Ga garnet and monazite growth during >830 [degrees]C contact metamorphism associated with voluminous convergent margin plutonism. The most widespread, 1.96-1.90 Ga metamorphism is associated with clockwise pressure (P)--temperature (T) paths, indicating it was driven by crustal thickening. Earlier (1.96-1.92 Ga) and lower temperature (630 [degrees]C-730 [degrees]C; 6-8 kbar) metamorphism in the eastern Slave craton contrast with ~860 [degrees]C (7.5 kbar), 1.91-1.90 Ga diatexites in the central, Paleoproterozoic plutonic rock-dominated, core of the Ttz. These differences are interpreted to reflect lower vs. upper plate settings, respectively. A contribution of mantle heat is suggested by the counter-clockwise P-T path and 885 [degrees]C (5.7 kbar) conditions recorded by diatexite associated with c. 1.9 Ga peraluminous leucogranite that dominates a corridor along the Ttz--Rae craton boundary. A tectonic model is proposed wherein the Ttz evolved at an accretionary margin after rifting of Ttz microcontinent (mTtz) of the Rae craton at c. 2.2-2.1 Ga. Voluminous plutonism at 2.01-1.98 Ga formed via east-dipping subduction under mTtz. Following 1.97 Ga collision of the Slave craton and mTtz, west-dipping subduction generated 1.96-1.95 Ga plutonism in the composite mTtz-Slave upper plate. Collision of Rae craton at 1.95-1.94 Ga led to crustal thickening, widespread 1.91-1.90 Ga high-grade metamorphism and extensive crustal melting in the central Ttz. Key words: Thelon tectonic zone, Lu--Hf garnet geochronology, U--Pb accessory mineral geochronology, quantitative metamorphic petrology, thermobarometry, Introduction The Late Paleoproterozoic is marked by pan-continental orogenic belts that stitched together Earth's Archean cratons. Laurentia--one of the largest and longest lived continental collages--was in large part constructed from [...]

This instrumental case study explored non-formal educators' lay theories of adolescence using the case of the Boy Scouts of America's Scouts BSA program, a co-ed program serving youth between the ages of 11 and 17. We conducted an iterative analysis of 110 structured interviews with Scouts BSA adult volunteer leaders who served as scoutmasters or assistant scoutmasters. Results indicated that participants discussed adolescence in terms of youth characteristics as well as processes youth underwent during their adolescent years. These adults sometimes viewed adolescence as idiosyncratic, identifying differences in learning, behavior, and family situations among youth, particularly those whom they had identified as exhibiting specific challenges like autism. The results also illustrated relationships between the program and lay theories of adolescence. Namely, core Scouts BSA programmatic structures and expectations such as operating the patrol/troop method hierarchies, building leadership skills, camping or outdoor activities, and including all youth in activities influence participants' own views of adolescence, including their views of adolescence as a time to cultivate maturity and independence. The study concludes with a brief discussion of results and limitations of the study, including recommendations for training and additional research.

First-generation college students (FGCS) face unique challenges compared to non-first-generation peers. Lack of personal, emotional, financial, or psychological support may create difficulties adapting to college. The focus on affordability in higher education and lowering the cost of a bachelor's degree has also made the transfer process an essential part of degree completion for many, with only 41% of transfer students pursuing a bachelor's degree will achieve that goal. Research has made the connection that diminished personal support from parental figures may impact the mental health of FGCS transfer students, leading to higher dropout, lower retention, and lower degree completion rates. Students who experienced increased personal support might experience fewer mental health issues, resulting in a higher chance of degree completion. Future research implications include prioritizing support systems and mental health services to aid FGCS and transfer students lacking personal support in degree completion.

Non-formal education (NFE) programs -- those existing separately from hierarchically and chronologically organized schools -- have a long history with distance and online learning, both of which have been essential to NFE programming. NFE programs like Scouts BSA, the Boy Scouts of America's (BSA) co-ed program for 11-17 year olds, rely upon online learning to train adult volunteers. The purpose of this case study was to investigate non-formal educators' online training experiences and the extent to which these educators felt prepared for their roles.

Drawing from the Sheldon and Manktelow collections at SUNY Oswego's Penfield Library, along with sociological criteria for a profession – graduate-level training, autonomy, peer evaluation and responsibility to the public – this article reassesses Oswego State Normal School's impact on nineteenth-century teacher education. Descriptions of Oswego identify the school as an active site of object teaching and Pestalozzianism in the US. Yet, as this analysis reveals, Edward Austin Sheldon and Oswego's faculty oversaw the development of practices and innovations that were designed to enhance teacher autonomy and to involve teachers in their own learning and evaluation. With Oswego's reputation for innovation spreading, Sheldon took responsibility to describe and defend the teacher preparation work conducted at Oswego. This article argues that Oswego should be remembered not just for the promotion of object teaching and Pestalozzian principles, but also for its efforts to leverage such practices and principles to cultivate a stronger teaching profession. [ABSTRACT FROM AUTHOR]

Youth purpose was investigated using a two-phase embedded design with youth participating in Scouts BSA (N = 3,943), ages 9–20 (M = 14.0, SD = 1.9). Participating Scouts were mostly White (91%) and male (98%). In Phase 1, we conducted a two-step cluster analysis on Scouts' survey responses to three purpose dimensions (personal meaning, goal-directedness, beyond-the-self orientation). Four clusters emerged: Purposeful, Explorers, Dreamers, Nonpurposeful. In Phase 2, we explored qualities of purpose within each cluster and programmatic features and relationships within the scouting context fostering youth purpose with a Scout subsample (N = 30) who completed semi-structured interviews. Results demonstrated that adults supporting scouting, inspiration from older peers, and opportunities to help others and explore new activities supported youth purpose. [ABSTRACT FROM AUTHOR]

Dr. Martha Jane Powell was a distinguished chytrid taxonomist and mentor who made significant contributions to the field of mycology. She began her career studying chytrid fungi and later focused on using zoospore ultrastructure to revise chytrid taxonomy. She also conducted research on host-parasite interactions and worked with various organisms including oomycetes and the clade that includes Rozella. Throughout her career, she mentored numerous students and authored over 160 papers and book chapters. Dr. Powell's impact on the field of mycology and her dedication to her students are remembered and celebrated. [Extracted from the article]

Lung cancer patients treated with targeted therapies frequently respond well but invariably relapse due to the development of drug resistance. Drug resistance is in part mediated by a subset of cancer cells termed "drug-tolerant persisters" (DTPs), which enter a dormant, slow-cycling state that enables them to survive drug exposure. DTPs also exhibit stem cell-like characteristics, broad epigenetic reprogramming, altered metabolism, and a mutagenic phenotype mediated by adaptive mutability. While several studies have characterised the transcriptional changes that lead to the altered phenotypes exhibited in DTPs, these studies have focused predominantly on protein coding changes. As long non-coding RNAs (lncRNAs) are also implicated in the phenotypes altered in DTPs, it is likely that they play a role in the biology of drug tolerance. In this review, we outline how lncRNAs may contribute to the key characteristics of DTPs, their potential roles in tolerance to targeted therapies, and the emergence of genetic resistance in lung adenocarcinoma. [ABSTRACT FROM AUTHOR]

This paper provides an empirical analysis of the impact and effectiveness of developmental relationships provided through academic intervention programs at a medium-size master's level public university in the Northeastern United States. The programs' curriculum follows the Model of Strategic Learning's four pillars of learning and is administered to students with diverse interventional needs. This paper presents a brief review of the literature about effective developmental relationship programs (mentoring and coaching) in higher education. Then, Ordinary Least Squares regressions, as well as paired samples t-tests, are used to test the impact of programs offered through developmental relationships to students with varying academic deficiencies. The immediate, as well as longer-term, impact and sustainability of students' enhanced performance is statistically examined. The paper concludes that students who fully take advantage of developmental relationships benefit the most and sustain their higher level of performance beyond the immediate post one-time intervention period. However, in the absence of additional intervention, the academic performance gains seem to subside and flatten out.

The purpose of this study is to investigate challenges and tensions encountered by university supervisors working with student teachers in dual language immersion (DLI) settings. Despite the growth of Utah’s statewide DLI program, Utah university teacher programs have few faculty members familiar with the partner cultures and languages of Utah’s DLI model. Drawing from a larger multiple case study, this study examines three non-Chinese university supervisors’ written reflections and focus group transcripts during supervision in Chinese DLI classrooms. Findings suggest the challenges and tensions encountered by these supervisors were not just cultural in nature; at times, university supervisors were unfamiliar with the DLI model and/or unsure of whether challenges were products of cultural differences, the DLI program, or other influences [ABSTRACT FROM AUTHOR]

New data and interpretations on geological relationships of igneous rocks at Mokka Fiord, Axel Heiberg Island, Nunavut, provide insight into the timing and nature of magmatism associated with the Sverdrup Basin and High Arctic Large Igneous Province (HALIP). Field relationships indicate that the igneous rocks, previously interpreted to be volcanic flows, are most likely an intrusive unit discordant to regional bedding. An intrusive origin helps resolve chronostratigraphic inconsistencies in previous work. The host rocks are palynologically constrained to be late Barremian to late Aptian in age and are interpreted to be Paterson Island or Walker Island member of the Isachsen Formation. If the igneous body is intrusive, it's previously reported Ar--Ar age (102.5 [+ or -] 2.6 Ma) is no longer in conflict with accepted stratigraphic interpretations and probably reflects the emplacement age of the intrusion. Lingering uncertainties in interpreting the normal and reverse magnetic polarities determined in the previous work remain, and both are considered viable. Although this uncertainty precludes definitive conclusions on the significance of paleomagnetic data at Mokka Fiord, examination of the stratigraphic, paleomagnetic, and geochronologic relationships there highlight potential for the study of excursions, or reversed magnetic polarity subchrons, in the Cretaceous Normal Superchron elsewhere in the HALIP.De nouvelles donnees et interpretations sur les relations geologiques de roches ignees dans le fjord Mokka (ile Axel Heiberg, Nunavut) fournissent de nouveaux renseignements sur la chronologie et la nature du magmatisme associe au bassin de Sverdrup et a la grande province ignee de l'Extreme Arctique (HALIP). Les relations de terrain indiquent que les roches ignees, interpretees precedemment comme etant des coulees volcaniques, constituent tres probablement une unite intrusive discordante par rapport au litage regional. Une origine intrusive aide a resoudre des incoherences chronostratigraphiques dans des travaux anterieurs. Il est determine, du point de vue palynologique, que les roches hotes sont d'age barremien tardif a aptien tardif et sont interpretees comme etant le membre de l'ile Paterson ou de l'ile Walker de la Formation d'Isachsen. Si le corps igne s'avere intrusif, son age Ar--Ar (102,5 [+ or -] 2,6 Ma) deja publie n'entre plus en conflit avec les interpretations stratigraphiques acceptees et reflete probablement l'age de mise en place de l'intrusion. Des incertitudes demeurent concernant l'interpretation des polarites magnetiques normales et inverses determinees dans les etudes anterieures, et les deux sont jugees viables. Si ces incertitudes empechent de tirer des conclusions definitives sur la signification de donnees paleomagnetiques au fjord Mokka, l'examen des relations stratigraphiques, paleomagnetiques et geochronologiques font ressortir un potentiel pour l'etude d'excursions, ou de sous-chrons de polarite magnetique inversee, dans le superchron normal du Cretace ailleurs dans l'HALIP. [Traduit par la Redaction], IntroductionCretaceous siliciclastic and igneous rocks of the Sverdrup Basin near the mouth of Mokka Fiord, Axel Heiberg Island (Fig. 1), were examined to clarify conflicting and apparently irreconcilable published data [...]

Abstract: An occurrence of diagenetic fluorapatite cement is documented within the Cambro-Ordovician Keeseville Formation, Potsdam Group, near Chateaugay in New York State. The fluorapatite cement occurs as stratiform layers within [...]

Abstract: Paleoproterozoic metasedimentary successions of the northwestern Canadian Shield provide records of tectonic events, but the definition of depositional ages has proved elusive. Although previously poorly understood, the Montresor belt [...]

Abstract: The Wopmay orogen is a Paleoproterozoic accretionary belt preserved to the west of the Archean Slave craton, northwest Canada. Reworked Archean crystalline basement occurs in the orogen, and new [...]

The purpose of this instrumental, multisite case study is to examine fidelity, adaptation, and differentiation challenges found at Wood Badge, a nationwide Boy Scouts of America training for adult volunteer leaders. Our iterative analysis of more than 900 pages of fieldnotes and 400 pages of documents revealed facilitators often explicitly taught syllabus content during the trainings. Observers noted 119 minor differentiations across trainings, notably involving facilitator delivery methods and the duration and scheduling of training segments. Facilitators observed 16 adaptations, which appeared to be based on external conditions at trainings or facilitator preferences, and just three instances of differentiation. Our analysis of the trainings surfaced key fidelity/adaptation issues like overadherence, conflicting notions of deviation, and the impact of preparation on fidelity. In addition, we identified factors influencing facilitators' use of adaptation and differentiation. Recommendations for large-scale trainings are made based on the study's findings. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the professional development (PD) needs of Chinese dual language immersion program (DLI) educators, particularly the PD supports these teachers receive. This instrumental case study examined the professional learning of four Chineselanguage DLI teachers through semi-structured interviews and observations of classroom teaching and PD trainings. Findings suggest the Utah DLI model indelibly shapes teachers' work and learning as teachers. Chinese DLI teachers also identify needs that are particular to their teaching role like adapting/translating resources; however, the findings also confirm other scholarship indicating Chinese DLI teachers' particular needs are not well supported. PD received by participants was general in nature, rather than differentiated for Chinese DLI teachers' needs. [ABSTRACT FROM AUTHOR]

The growth of Utah's dual language immersion (DLI) program has led to situations where student and mentor teachers teach in settings far different from their home countries' schools, while supervisors observe lessons in unfamiliar languages. This study examined critical incidents in a cross-cultural student teaching experience consisting of a student teacher teaching in a Chinese DLI classroom and supported by a Chinese mentor and a non-Chinese speaking university supervisor. We collected and analyzed audio from dyad meetings, from a triad meeting, and also audio from one-on-one interviews. Our findings raise questions about differences in how teaching is discussed between triad members, as well as whether such student teaching arrangements inhibit student teacher growth due to language or cultural barriers. [ABSTRACT FROM AUTHOR]