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Erosion is a key process in shaping the physical structure of coral reefs, yet due to erosion being semi-cryptic and difficult to quantify, information remains limited. Here, we investigate erosional processes along Ningaloo Reef, an extensive fringing coral reef in Western Australia. We employed both direct and indirect methods to measure erosion in wave-exposed reef slopes and protected lagoonal habitats. Direct measurements of erosion on coral blocks were among the highest found globally, with total erosion of 3.07 kg m−2 yr−1 (4% from micro, 0.6% from macro, and 94% from external), whilst indirect rates were estimated at 2.4 ± 0.20 kg m−2 yr−1 (78% from parrotfish, 22% from urchins). Indirect erosion rates were influenced by the species and size of parrotfish, with Chlorurus microrhinos removing 0.44 ± 0.19 kg m−2 yr−1 (22% of parrotfish erosion). Scanning electron microscopy and computed tomography show that micro and macroborer erosion contributions to direct erosion were low, most likely due to heavy grazing by parrotfish and the short deployment period of experimental substrates. A substantial portion of external erosion on blocks (0.53 ± 0.23 kg m−2 yr−1) could not be attributed to bioeroders and was poorly correlated with wave exposure, suggesting processes not quantified contribute to this unaccounted aspect of erosion. Our results confirm that bioerosion by parrotfish is especially significant at Ningaloo Reef, and large-bodied individuals of C. microrhinos are key in conserving this key ecological process.

Deep radio surveys of extragalactic legacy fields trace a large range of spatial and brightness temperature sensitivity scales, and therefore have differing biases to radio-emitting physical components within galaxies. This is particularly true of radio surveys performed at less than 1 arcsec angular resolutions, and so robust comparisons are necessary to better understand the biases present in each survey. We present a multi-resolution and multi-wavelength analysis of the sources detected in a new Very Long Baseline Array (VLBA) survey of the CANDELS GOODS-North field. For the 24 VLBA-selected sources described in Paper I, we augment the VLBA data with EVN data, ~0.1-1 arcsecond angular resolution data provided by VLA and e-MERLIN. This sample includes new AGN detected in this field, thanks to a new source extraction technique that adopts priors from ancillary multi-wavelength data. The high brightness temperatures of these sources (Tb > 10^6 K) confirm AGN cores, that would often be missed or ambiguous in lower-resolution radio data of the same sources. Furthermore, only 15 sources are identified as 'radiative' AGN based on available X-ray and infrared constraints. By combining VLA and VLBA measurements, we find evidence that the majority of the extended radio emission is also AGN dominated, with only 3 sources with evidence for extended potentially star-formation dominated radio emission. We demonstrate the importance of wide-field multi-resolution (arcsecond-milliarcsecond) coverage of the faint radio source population, for a complete picture of the multi-scale processes within these galaxies., Comment: 20 pages, 11 figures

The Student Experience in the Research University (SERU) Project is a collaborative effort among academic scholars and institutional researchers devoted to collecting new data and providing policy-relevant analysis of exactly these questions. Its purpose is to study in depth the undergraduate experience and, at the same time, through systematic analysis and use of data for policymaking, promote an institutional culture of evidence and self-improvement. Based at the Center for Studies in Higher Education, and led by a faculty and institutional research team, one of the SERU Project's main accomplishments has been the development of the University of California Undergraduate Experience Survey (UCUES)--a census online survey focused on the unique environment of research universities and the challenges they face. Since 2004, the UCUES has been administered regularly to the 170,000 enrolled students across all nine of the University of California's undergraduate campuses. Analyzing data from the latest UC-wide census administration of the survey in spring 2008, this report is the third general report offered by the SERU Project. In this report the authors replicate work on UC students' academic and civic engagement presented in previous general reports. Here readers will find trends in socioeconomic and racial/ethnic background, academic and co-curricular time allocation, and other measures of the student experience. In addition, the authors provide for the first time results on the level and type of research engagement of undergraduate students and on student-reported learning gains--two important issues related to the unique environment of public universities. (Contains 55 figures and 10 footnotes.)

The link between academic achievement and labour market outcomes is well established. But how well does a student's achievement in a test predict their later success in life? This study examines this question, with "success" considered to encompass satisfaction with life together with the extent to which young people are fully occupied with education, employment or a combination of these. Low performers in mathematics in the 2003 Programme for International Student Assessment were the focus. The study found that "low performing" status has little impact on future success. Further, students who saw the value of mathematics for their future success were more likely to achieve this success. (Contains 9 tables, 5 figures and 13 footnotes.)

During the spring of 2002 and 2003, a team of faculty and institutional researchers conducted an innovative web-based survey on the undergraduate experience at all eight undergraduate campuses of the University of California. This report provides the first formal presentation of preliminary findings from that survey and discusses potential areas of relevance to policy for further research. The University of California Undergraduate Experience Survey (UCUES) is part of a larger collaborative project entitled "The Student Experience in the Research University--21st Century" (SERU21). SERU21 is based at the Center for Studies in Higher Education on the UC Berkeley campus with collaborators from each of the undergraduate campuses of the University of California and the UC Office of the President. It is intended that this report and subsequent surveys and analysis will stimulate discussion among UC faculty, students, and administrators about: (1) How to improve the undergraduate experience at the University of California; (2) Possible integration of UCUES into accountability and program review processes, such as accreditation; and (3) Further research into the nature and causes of academic engagement and disengagement, and how underlying differences in students' backgrounds affect their learning experience. Appendices include: (1) Research Team and Oversight Committee; and (2) Response Rates. (Contains 51 figures and 2 endnotes.)

This paper addresses the significant role that writing plays in research. It argues (using the form of 10 email conversations between the authors) that too often writing is oversimplified, consigned to the final "stage" of a research process and designated as "writing up." Research methodology texts and websites rarely discuss writing as integral to research practice. The advice postgraduate students receive not only glosses over the difficulties of constructing an extended argument but also of working within the genres and power relations of the academy. This paper interrogates the notion of "writing up" and its effects. It offers an alternative view of writing as research and research as writing. Contains 31 references. (Author/RS)

The program of studies for a reading elective course for avid or potentially avid readers at the junior high school level contained in this guide represents an attempt to address problems experienced by young adult readers. The program would provide time for them to read, and it would allow students the opportunity to value reading whether it be periodicals, newspapers, novels. Additionally, the program would allow students to progress through the stages of reading that would enhance their chances of becoming lifelong readers, and it would allow them the opportunity to discuss what they are reading and extend themselves in the process. Most importantly, the program will also allow students to make their own reading selections, an issue that is often overlooked in language arts classes. The program guide contains the following sections: General Introduction; Course Assessment; Community Service Projects; On-going Individual Reading Assignments; Award Winning Books; Film/Novel Study; Book Challenges and Censorship; and Author Interviews. (Contains 23 references.) (NKA)

Based on a hypothetical situation in which second language learners must attain substantial skills in a very short time, the paper recommends intensive training not in the language itself, but in skills and strategies for learning the language. This requires achieving self-directed learning skills to: create a climate maximizing learning; identify one's own learning needs; draw realistic learning objectives from the learning needs; plan learning activities that effectively uses learning resources; locate relevant resources; carry out the learning plan; and self-monitor the learning process using appropriate measures and criteria. Each of these elements/steps in the self-directed learning process is detailed and illustrated with the case of a young woman deciding to learn Japanese on her own, for business purposes. Then the self-directed learning concept is applied to the college language curriculum, with discussion of the adjustments that must be made to accommodate the varied student population, introductory course content, and time restrictions of college instruction. Barriers to achieving self-directed learning in college language instruction are examined briefly, including logistical restrictions and learner and teacher characteristics and attitudes. A number of techniques to promote autonomous language learning are described. Contains 47 references. (MSE)

Paper and pencil tests rarely assess children's developing mathematical and scientific concepts validly. There are, however, a number of authentic and meaningful ways to assess these processes. Anecdotal notes--recorded observations of children that concern what they say and do--reveal a considerable amount about these developing concepts. Drawings, paintings, constructions, and dramatizations illustrate in creative ways what a child knows. Children's journal writing, field note reports, and demonstrations are also thoughtful approaches to embedding assessment in the curriculum. This paper presents the experiences of graduate students in a masters degree program in early childhood education with assessing children's learning using a combination of those strategies: anecdotal notes, drawings, paintings, constructions, and dramatizations; and children's journal writing, field note reports, and demonstrations. (ASK)

This resource and planning guide provides a framework for practitioners to create an effective educational program for students with traumatic brain injuries. Chapters 1 and 2 provide an overview of brain injuries including information on brain physiology, types of brain injuries, and differences by age. Chapter 3 discusses returning to school, home, and the community after a brain injury. Chapter 4 provides information on screening, referrals, and determination for special education. It also includes information on developing an individualized education program (IEP). Chapter 5 discusses the assessment of educational needs, including assessment goals, planning the assessment, choosing assessment methods, interpreting results, and re-evaluation. Chapter 6 describes components that should be addressed in individualizing an education program, including physical abilities, cognitive abilities, academic activities, and nonacademic activities. Chapter 7 discusses behavior management from understanding underlying factors to designing behavioral interventions and implementing behavior management strategies. Chapter 8 presents material on providing physical, occupational, and speech and language therapy. Chapter 9 discusses empowering the family and relationships with siblings and peers. Chapter 10 focuses on preventing injuries and identifying remedies. Chapter 11 includes appendices on federal legislation definitions, measures of consciousness, and a tip sheet on parental preparation for IEP Meetings. An extensive resource list of materials and organizations is provided. (Individual chapters contain references.) (CR)

Guidelines for designing effective multimedia presentations are presented. The differences between computer-based and computer-aided presentations are highlighted. Advice is given for the effective selection and use of layout, color, sound, and graphics. Room layout, lighting, equipment, and backup are examined and recommendations are made. Examples of both good and bad techniques for involving the audience in the evaluation processes are provided. (AEF)

This guide provides explanations of control methods for infection and diseases in child care with an emphasis on prevention and health. The guide consists of two parts. The first part covers the following topics on preventing illness in children: how infections spread; handwashing; separation into age groups; nappy changing and toileting; cleaning toys, clothing, and the center; food safety; animals; dealing with spills of blood and other fluids; children's wading pools; immunization; watching for and recording infections in children; exclusion of sick children and staff; occupational risks for child care workers; and the role of public health workers. The second part offers information on specific diseases along with the description, incubation period, infectious period, responsibilities of child care providers and parents, control of the spread of infection, and treatment for specific diseases in the following categories: respiratory complaints, gastrointestinal complaints (diarrhea and vomiting), skin complaints (rashes and bites), and other complaints. A glossary of medical terms is included. Three large size charts regarding changing nappies, when to wash hands, and childhood vaccination schedules are also included with the guide. (Contains 25 references.) (AP)

The goals of this curriculum, developed as a summer course for the Young Scholars Program at The Ohio State University-Columbus, are as follows: (1) enable students to develop an understanding of the concept of a system; (2) help students gain an appreciation of the value of systems; (3) develop skills in working with systems; (4) expand skills in doing science; and (5) explore science as a field of study. Background information is organized into the following sections: (1) Safety in Systems; (2) Engineering a Bridge; (3) The Ultimate Survey; (4) Genetics; and (5) Toxic Wastes in Systems. Activities and field trips are intertwined in this two-week unified science course that also includes an opening section about learning styles. Among the topics for the activities are laboratory safety, making carbon dioxide, bridge building, survey research, limiting toxic waste mobility, and identifying human genetic traits. Data sheets are also included for many of the activities. (DDR)

The National Council of Teachers of Mathematics' (NCTM) "Curriculum and Evaluation Standards" recommends that mathematical connections be made between mathematics and other disciplines. This book presents 35 activities for middle school students that integrate the teaching of mathematical concepts with environmental concepts. An introduction discusses the need for mathematical connections and provides the rationale for utilizing environmental studies as a context from which to learn mathematics. Each activity provides a reference for its source, the NCTM standards for middle school mathematics addressed by the activity, student objectives, background information, materials needed, procedures, methods for closure, and evaluation suggestions. The activities are grouped according to the following environmental concepts: (1) energy and natural resources; (2) plants and animals; (3) population description and growth; (4) solid waste disposal; (5) transportation; (6) water resources; and (7) weather and air. An index classifies the activities according to the NCTM Standards for grades 5-8. The eight curriculum standards addressed are: computation and estimation; patterns and function; algebra; statistics; probability; geometry; measurement; and number and number relationships. General standards addressed by the activities are problem solving, mathematical connections, reasoning, and mathematical communication. A summary discusses how the activities were chosen and encourages teachers to let students expand the context of the activities themselves by making the activities more relevant to local issues. (MDH)

This publication describes a new knowledge and skill base for use in a principal preparation program. These essential skills and knowledge encompass 21 "domains," which were defined in "Principals for Our Changing Schools: Preparation and Certification" (1990). The 21 domains, organized under 4 broad themes, blend the traditional content-driven curricula with leadership, management, and process skills. The first section on functional domains addresses the organizational processes and techniques by which a school's mission is achieved. These domains include leadership, information collection, problem analysis, judgment, organizational oversight, implementation, and delegation. The second section deals with programmatic domains, which focus on the scope and framework of the educational program. They include instruction and the learning environment, curriculum design, student guidance and development, staff development, measurement and evaluation, and resource allocation. Interpersonal domains, the topic of section 3, recognize the critical value of human relationships to satisfying personal, professional, and organizational goals. These include motivating others, interpersonal sensitivity, oral and nonverbal expression, and written expression. The fourth section examines contextual domains, which reflect the environmental context in which the school operates. These include philosophical and cultural values, legal and regulatory applications, policy and political influences, and public relations. The appendix lists development team members who contributed to the sections. References accompany each section. (LMI)

This guide to Individualized Educational Plans (IEPs) for students with special needs in New Zealand begins with an overview section which discusses what an IEP is, policy and administrative requirements, and steps in the IEP process. Module 1 presents basic information about the IEP. Module 2 describes school organization to facilitate IEPs and recommends ways for schools to establish a special education committee. Module 3 examines the importance of assessment in the IEP process and gives a framework for action. Module 4 describes the framework and stages of the IEP meeting and makes organizational recommendations. Module 5 provides guidelines on establishing goals and objectives for the student. Module 6 explains the details and administrative requirements of the IEP and provides sample forms. Module 7 recommends ways in which adaptations can be made to meet the needs of individual students. Module 8 focuses on the art of negotiation and outlines a collaborative problem-solving model. Module 9 provides information on communication skills that facilitate communication with other IEP team members, including parents. A parents' guide on the IEP process is included. Appendices provide news releases, a task force report, and a Ministry of Education statement. (Contains 32 references.) (CR)

BACKGROUND: Evidence-based practice (EBP) is fundamental to the delivery of high-quality, safe and effective health care. Naprapaths, manual therapy providers that specialize in the treatment of musculoskeletal pain and dysfunction, became a Swedish licensed health profession in 1994. This study investigated the attitudes, skills and implementation of EBP among licensed naprapaths in Sweden. METHODS: Licensed naprapaths (n = 950) of Svenska Naprapatförbundet (the Swedish Naprapathy Association) were invited by email to take part in this cross-sectional anonymous online study using the Evidence-Based Practice Attitude and Utilisation Survey in February 2019. RESULTS: Fourteen percent (137/950) of invited naprapaths completed the survey. There was an approximately equal gender divide among responders; most were in the mid-career age range, practiced in city areas, and had a university or college certificate/diploma as their highest qualification. The majority of naprapaths agreed or strongly agreed that EBP was necessary in the practice of naprapathy, assisted them in making care decisions, and improved the quality of patient care. Naprapaths' self-reported skills in EBP were mostly in the moderate to moderate-high range. The majority of participating naprapaths reported infrequent implementation of EBP. Perceived minor or moderate barriers to EBP uptake included a lack of colleague support for EBP and a lack of relevant resources. Access to the internet and free online databases were reported as very useful enablers to improving EBP uptake. CONCLUSIONS: The licensed naprapaths participating in this survey reported positive attitudes toward EBP, moderate levels of EBP skills, and infrequent implementation of EBP.

The point-spread function (PSF) is a fundamental property of any astronomical instrument. In interferometers, differing array configurations combined with their $uv$ coverage, and various weighting schemes can produce an irregular but deterministic PSF. As a result, the PSF is often deconvolved using CLEAN-style algorithms to improve image fidelity. In this paper, we revisit a significant effect that causes the flux densities measured with any interferometer to be systematically offset from the true values. Using a suite of carefully controlled simulations, we show that the systematic offset originates from a mismatch in the units of the image produced by these CLEAN-style algorithms. We illustrate that this systematic error can be significant, ranging from a few to tens of per cent. Accounting for this effect is important for current and future interferometric arrays, such as MeerKAT, LOFAR and the SKA, whose core-dominated configuration naturally causes an irregular PSF. We show that this offset is independent of other systematics, and can worsen due to some factors such as the goodness of the fit to the PSF, the deconvolution depth, and the signal-to-noise of the source. Finally, we present several methods that can reduce this effect to just a few per cent., Comment: 7 pages, 5 figures. Accepted for publication in MNRAS (version updated after language editing)

The Programme for International Student Assessment (PISA) is an initiative of the Organisation for Economic Co-operation and Development (OECD) in Paris. The overall aim of PISA is to measure how well 15-year-olds approaching the end of their compulsory schooling are prepared for meeting the challenges they will face in their lives beyond school. In 2003, Australian students participated in the second cycle of PISA, which emphasized mathematical literacy. This second national report describes the details of their participation and results in both the national and international context. In addition this report makes comparisons where possible between results obtained in PISA 2000 and PISA 2003. The first chapter focuses on the development of PISA, the nature of the assessment, the target population details and the implementation of the survey. The remaining chapters describe Australia's results in the international context; examine associations of those results with national characteristics such as Indigenous status, language background and geographic location; and explore the major factors associated with performance. Appended are: (1) PISA's procedures; (2) Sampling; (3) Statistical tables; and (4) Definition of variables. A list of acronyms and abbreviations and a glossary are also included. (Contains 62 tables and 95 figures.)

Describes a method for teaching and rehearsing collaboration, which involves the application of improvisation skills to conversation. Concludes that the goal of this method is to motivate students to recognize and suspend commonplace assumptions that privilege intuition and impulse. (PM)

Argues that the abolishment of the Disadvantaged Schools Program (DSP) in South Australia represented a shift away from a focus on the social to the individual, from curriculum to instruction, from school-based inquiry and teacher research to expert solutions, and from various contexted and contested outcomes to a singular and simplistic version of literacy. Suggests a renewed policy approach. (SG)

High quality low-frequency radio surveys have the promise of advancing our understanding of many important topics in astrophysics, including the life cycle of active galactic nuclei (AGN), particle acceleration processes in jets, the history of star formation, and exoplanet magnetospheres. Currently leading low-frequency surveys reach an angular resolution of a few arcseconds. However, this resolution is not yet sufficient to study the more compact and distant sources in detail. Sub-arcsecond resolution is therefore the next milestone in advancing these fields. The biggest challenge at low radio frequencies is the ionosphere. If not adequately corrected for, ionospheric seeing blurs the images to arcsecond or even arcminute scales. Additionally, the required image size to map the degree-scale field of view of low-frequency radio telescopes at this resolution is far greater than what typical soft- and hardware is currently capable of handling. Here we present for the first time (to the best of our knowledge) widefield sub-arcsecond imaging at low radio frequencies. We derive ionospheric corrections in a few dozen individual directions and apply those during imaging efficiently using a recently developed imaging algorithm (arXiv:1407.1943, arXiv:1909.07226). We demonstrate our method by applying it to an eight hour observation of the International LOw Frequency ARray (LOFAR) Telescope (ILT) (arXiv:1305.3550). Doing so we have made a sensitive $7.4\ \mathrm{deg}^2$ $144\ \mathrm{MHz}$ map at a resolution of $0.3''$ reaching $25\ \mu\mathrm{Jy\ beam}^{-1}$ near the phase centre. The estimated $250,000$ core hours used to produce this image, fit comfortably in the budget of available computing facilities. This result will enable future mapping of the entire northern low-frequency sky at sub-arcsecond resolution., Comment: 19 pages, 4 figures; This preprint has not undergone peer review or any post-submission improvements or corrections. The Version of Record of this article is published in Nature Astronomy, and is available online at https://doi.org/10.1038/s41550-021-01573-z

We present a study of a luminous, z=0.15, type-2 quasar (log [L([OIII])/(erg/s)]=42.8) from the Quasar Feedback Survey. It is classified as 'radio-quiet' (log [L(1.4 GHz)/(W/Hz)]=23.8); however, radio imaging reveals ~1 kpc low-power jets (log [Pjet/(erg/s)]=44) inclined into the plane of the galaxy disk. We combine MUSE and ALMA observations to map stellar kinematics and ionised and molecular gas properties. The jets are seen to drive galaxy-wide bi-conical turbulent outflows, reaching W80 = 1000-1300 km/s, in the ionised phase (traced via optical emission-lines), which also have increased electron densities compared to the quiescent gas. The turbulent gas is driven perpendicular to the jet axis and is escaping along the galaxy minor axis, reaching 7.5 kpc on both sides. Traced via CO(3-2) emission, the turbulent material in molecular gas phase is one-third as spatially extended and has 3 times lower velocity-dispersion as compared to ionised gas. The jets are seen to be strongly interacting with the interstellar medium (ISM) through enhanced ionised emission and disturbed/depleted molecular gas at the jet termini. We see further evidence for jet-induced feedback through significantly higher stellar velocity-dispersion aligned, and co-spatial with, the jet axis (<5 deg). We discuss possible negative and positive feedback scenarios arising due to the interaction of the low-power jets with the ISM in the context of recent jet-ISM interaction simulations, which qualitatively agree with our observations. We discuss how jet-induced feedback could be an important feedback mechanism even in bolometrically luminous 'radio-quiet' quasars., Comment: Accepted for publication in MNRAS. Main manuscript has 21 pages with 8 figures. Supplementary material is available for download under "Ancillary files" or by downloading the source file listed under "Other formats"

The SKA PAthfinder Radio Continuum Surveys (SPARCS) are providing deep-field imaging of the faint (sub-mJy) extra-galactic radio source populations through a series of reference surveys. One of the key science goals for SPARCS is to characterize the relative contribution of radio emission associated with AGN from star-formation (SF) in these faint radio source populations, using a combination of high sensitivity and high angular resolution imaging over a range of spatial scales (arcsec to mas). To isolate AGN contribution from SF, we hypothesise that there exists a brightness temperature cut-off point separating pure AGN from SF. We present a multi-resolution (10-100 mas) view of the transition between compact AGN and diffuse SF through a deep wide-field EVN+e-MERLIN, multiple phase centre survey of the centre of the Northern SPARCS (SLOAN) reference field at 1.6 GHz. This is the first (and only) VLBI (+e-MERLIN) milliarcsecond angular resolution observation of this field, and of the wider SPARCS reference field programme. Using these high spatial resolution (9 pc - 0.3 kpc at z ~ 1.25) data, 11 milliarcsecond-scale sources are detected from a targeted sample of 52 known radio sources from previous observations with the e-MERLIN, giving a VLBI detection fraction of ~ 21%. At spatial scales of ~ 9 pc, these sources show little to no jet structure whilst at ~ 0.3 kpc one-sided and two-sided radio jets begin to emerge on the same sources, indicating a possible transition from pure AGN emissions to AGN and star-formation systems., Comment: 14 pages, 10 figures

Indicates the difficulties of teaching concepts beyond light and color and creating memorable learning experiences. Recommends sequential activities using the mystery box approach to explain how scientists and doctors use photon applications. (YDS)

Presents classroom inquiry-based investigations to investigate wound healing in plant tissues and cells. Students create their own research problems and the investigations can be related to the National Science Standards. (SAH)

The College Entrance Examination Board has prepared this publication to help secondary school teachers develop Advanced Placement (AP) courses in music. The discussion of strategy recommendations, reading materials, and record collections should be adapted to suit local preferences and individual skills. An opening section of general remarks suggests that AP music courses not be taught according to a chronological plan, but rather on a genre basis by a randomized period outline or according to elements of musical structure. Use of a relatively recent text, supplemented by other sources of information, is desirable. Listening to live performances, if possible, and discussion are also critical activities. Eight strategy recommendations stress focusing on the structure of each musical composition as it is heard, preferably with visual guides such as flow charts and time lines. Cassette tapes can capture short sections and allow voice cues to be recorded over musical passages. Juxtaposed examples from widely different musical cultures effectively introduce non-Western music. Sixty-eight references to books and recordings include the following topics: listening guides and background; performance sources; allied arts; non-European, Asian, and Near-Eastern music, and folk and traditional music of American-English origins. (AV)

This handbook was designed to help Australian technical, adult, and further education (TAFE) teachers, especially those in vocational education areas, to assess and evaluate students. The guide contains seven chapters, each written so it can stand alone. At the beginning of each chapter is an explanation of what is to follow and a statement of the objectives that the chapter aims to cover. Chapters conclude with self-assessment exercises for readers and, where appropriate, suggested answers to the exercises are provided. The guide covers the following subjects: introduction to assessment, objectives of assessment, types of questions, test specifications, item analysis, validity and reliability of assessment instruments, and reporting results. Numerous examples are given throughout the chapters. (KC)

This manual provides information and suggestions about supporting at-risk youth in Colorado and how to enhance their learning. It provides a framework for working with at-risk youth, but its objectives and strategies can be modified as conditions and needs change. The first section provides an overview of at-risk youth in the new millennium, and the second depicts strategies and programs for at-risk youth around the world. These target specific groups of at-risk youth, including those of limited English proficiency, members of minority groups, and other disadvantaged youth. The third section discusses the importance of schools, families, communities, and businesses working together to serve at-risk youth. The fourth section explores the ways in which safe learning environments are paramount to student success, and section 5 provides professional development presentation materials and resources that support at-risk youth. Appendixes include a discussion of how to make standards work, of how to bring out the best of in all students, a grade specific guide for parents, a list of Colorado charter schools, information on career centers, electronic resources, Colorado General Workplace Competencies, resource mapping information, and transition internet resources. (Contains 187 references.) (SLD)

Claims that arguments about the invalidity, purposelessness, and misleading nature of ELLA (English Language and Literacy Assessment ) implemented in New South Wales, Australia, remain intact despite attempts to counter the arguments. Presents a detailed critique of arguments presented in an article in the previous of this journal supporting ELLA. (RS)

The Upper Mississippi River ECO-Center is an exemplary Title III, Elementary and Secondary Education Act (ESEA) environmental education project serving the seven school districts of Carroll County, Illinois. The Center has been involved in these aspects of environmental education: outdoor education, inservice training, curriculum development, reference center development, resource development, and information dissemination. This handbook has been designed for use by fifth grade teachers in Carroll County and as an aid to other schools and teachers developing environmental education programs. The activities which have been used and evaluated in the seven county districts, have been used primarily in fifth grade but most could be adapted to other grade levels. Evaluation of fifth grade students during the first 2 years of operation showed a significant increase in environmental awareness. Topics are: implementing environmental education, ECO-Center fifth grade environmental education, environmental awareness, man and the river, man and the elements, sewage treatment plants, school camping, school site activities, classroom instruction, and additional resources. (Author/NQ)

This volume is the ninth in a series of 29 coordinated MINNEMAST units in mathematics and science for kindergarten and the primary grades. Intended for use by first-grade teachers, this unit guide provides a summary and overview of the unit, a list of materials needed, and descriptions of four groups of lessons. The purposes and procedures for each activity are discussed. Examples of questions and discussion topics are given, and in several cases ditto masters, stories for reading aloud, and other instructional materials are included in the book. The lessons in this volume are organized into four sections: (1) one-to-one correspondence, (2) tallying, counting, and reading numerals from 0 to 20, (3) writing numerals and counting practice, and (4) ordering and the order-signs. A variety of topics related to these threads is included; among these are estimation of large numbers and names for numbers in other languages. (SD)

This guide is intended to help occupational therapists maintain and update their professional competency through use of a self-appraisal competency checklist. The first section discusses issues related to competence such as the demands of new situations or client populations and the essentially self-directed nature of the lifelong process of maintaining professional competence. The following section considers the importance of collaboration in maintaining individual competence including national associations, special interest groups, certification and regulatory agencies, and licensure/regulatory boards of practice. Thirteen specific methods for achieving competency are listed such as independent study, academic coursework, peer review, and on-the-job training. Also described are 10 commonly used measures to document competency in occupational therapy including written examinations, self-appraisal tools, and evaluation by clients/employees. The self-appraisal checklist involves five charts which provide: (1) an assessment and intervention checklist; (2) a practitioner competency checklist; (3) a work and behavior checklist; (4) maintaining and updating a clinical competency checklist; and (5) a professional development plan. Appended are three typical vignettes. (Contains 51 references.) (DB)

This booklet, which has been designed for a diverse audience, including work team members, supervisors/managers, trade union members, employers, trainers, teachers/lecturers, human resource managers, and students/trainees, presents basic information about the purpose, content, and quality of competency standards for vocational education within the framework of South Australia's vocational education and training system. Discussed first are fundamental ideas underlying the concepts of competency and competency-based training. South Australia's national framework for competency standards is examined. The remaining four sections explain the following: who is involved in developing competency standards, how they are developed, what they look like, what types of standards are developed, and how they can be judged. Appended are the following: a list of abbreviations, Australian Standard Framework descriptors, guidelines for becoming a competency standards body, a list of 45 competency standards bodies endorsed by the National Training Board (NTB), a 13-item annotated bibliography of publications about data gathering techniques, a list of the NTB-endorsed competency standards as of October 1994, and a 27-item annotated bibliography of useful references concerning competency standards. (MN)

Presents background information and learning activities about Camp Hoover, the presidential retreat built by President Hoover and later renamed Camp David. Includes three readings, three maps, two photographs, two drawings, and four student activities. (CFR)

The guide is intended to help local Wisconsin school districts develop comprehensive K-12 programs in the arts for students with exceptional educational needs (EEN). Section 1, the introduction, introduces the rationale and goals for the guide. Section 2 discusses general curriculum planning, the developmental levels of students, and the process of instructional program development. Section 3 defines and describes specific handicapping conditions and lists helpful teaching techniques for particular handicaps. Section 4 explains the procedures used to identify EEN students and outlines the role of parents/guardians, administrators, and art educators in planning an appropriate educational program. Described in Section 5 are the various programs or settings established by federal and state law to provide educational services. Section 6 emphasizes the importance of teaching not only the arts but life skills through the arts. Section 7, the longest, presents ideas, teaching activities, and lesson plans for six art forms: visual arts; media arts; music; drama and theater; movement and dance; and language arts. Section 8 focuses on assessment and evaluation of student progress. Section 9, the appendix, lists informational sources, professional organizations, and 135 references. It also summarizes relevant state standards, lists teacher preparation programs, and provides a glossary. (DB)

Red quasi-stellar objects (QSOs) are a subset of the quasar population with colours consistent with reddening due to intervening dust. Recent work has demonstrated that red QSOs show special radio properties that fundamentally distinguish them from normal blue QSOs, specifically a higher incidence of low-power radio emission (1.4 GHz luminosities L$_{\rm 1.4} \approx 10^{25}$ - $10^{27}$ W Hz$^{-1}$) that is physically compact when imaged by arcsecond-resolution radio surveys such as FIRST. In this work, we present e-MERLIN imaging of a set of intermediate-redshift ($1.0 2$ kpc). We report a statistically significant difference in the incidence of extended kpc-scale emission in red QSOs. From an analysis of the radio size distributions of the sample, we find that the excess radio emission in red QSOs can be attributed to structures that are confined to galaxy scales ($< 10$ kpc), while we confirm previous results that red and normal QSOs have similar incidences of radio jets and lobes on circumgalactic or larger scales ($> 10$ kpc). Our results indicate that the primary mechanism that generates the enhanced radio emission in red QSOs is not directly connected with the nuclear engine or accretion disc, but is likely to arise from extended components such as AGN-driven jets or winds., Comment: Accepted for publication in MNRAS; 20 pages, 13 figures; two additional figures available as online material from the Journal

BACKGROUND: While evidence-based practice (EBP) is widely accepted across healthcare professions, research investigating its implementation in manual therapy professions such as osteopathy is limited. The primary aim of this study was to investigate Italian osteopaths' attitudes, skills, and use of EBP. A secondary purpose was to understand the obstacles and enablers to EBP adoption in the Italian osteopathic context. METHODS: A cross-sectional national survey was conducted (April to June 2020) among a sample of Italian osteopaths. Eligible participants were invited to complete the Italian-translated Evidence-Based practice Attitude and Utilization Survey (EBASE) anonymously online using various recruitment strategies, including email and social media campaigns. In addition to the three EBASE sub-scores (attitudes, skills and use), the demographic characteristics of the sample were considered. RESULTS: A total of 473 osteopaths responded to the survey. The sample appeared to represent the Italian osteopathic profession. The majority of participants had a favorable attitude toward EBP. Eighty-eight percent of respondents agreed that EBP was necessary for osteopathy practice and that scientific literature and research findings were beneficial to their clinical scenario (95%). Perceived skill levels in EBP were rated as moderate, with the lowest scores for items relating to clinical research and systematic review conduct. Apart from reading/reviewing scientific literature and using online search engines to locate relevant research papers, participant engagement in all other EBP-related activities was generally low. Clinical practice was perceived to be based on a very small proportion of clinical research evidence. The primary obstacles to EBP implementation were a dearth of clinical evidence in osteopathy, and poor skills in applying research findings. The primary enablers of EBP adoption were access to full-text articles, internet connectivity at work, and access to

BACKGROUND: Evidence-based practice (EBP) is integral to the delivery of high-quality health care. Chiropractic has been a licensed health profession in Sweden since 1989, but little is known of the uptake of EBP in this professional group. This study explored the self-reported skills, attitudes and uptake of EBP, and the enablers and barriers of EBP uptake, among licensed chiropractors in Sweden. METHODS: Licensed chiropractors (n = 172) of the Swedish Chiropractic Association (Legitimerade Kiropraktorers Riksorganisation) were invited to participate in an anonymous online questionnaire, using the Evidence-Based Practice Attitude and Utilisation Survey (EBASE) in February 2019. RESULTS: Fifty-six (33%) chiropractors completed the survey. Participants were predominantly male, aged 30-49 years, held a Master's degree, and had received their highest qualification and practiced chiropractic for over a decade. Chiropractors rated their EBP skill-level mostly in the moderate to moderate-high range. The majority of chiropractors reported positive attitudes towards EBP, with most agreeing or strongly agreeing that EBP is necessary in the practice of chiropractic, and that EBP assists in making decisions about patient care. Chiropractors reported an average level of engagement in EBP activities. All participants indicated professional literature and research findings were useful in their day-to-day chiropractic practice. The main perceived enabler of EBP uptake was internet access in the workplace, whereas the main barrier to EBP uptake was lack of clinical evidence in chiropractic. CONCLUSIONS: Participating chiropractors of the Swedish Chiropractic Association were generally favourable of EBP, though only reported modest levels of EBP-related skills and engagement in EBP activities. Our findings suggest future studies investigating interventions focussed on improving chiropractors' skills and uptake of EBP are warranted.

BACKGROUND: Although evidence-based practice (EBP) is largely supported across healthcare professions, its implementation in manual therapy professions such as osteopathy remains limited and debated. There is currently little knowledge of how Spanish osteopaths relate to EBP. OBJECTIVES: The main aim of this study was to investigate the attitudes, skills and use of EBP among Spanish osteopaths. A secondary aim was to identify barriers and facilitators for the adoption of EBP in the Spanish osteopathic context. METHODS: National cross-sectional survey of Spanish osteopaths registered and non-registered to an osteopathic association in Spain. Eligible participants were invited by a range of recruitment strategies including email and social media campaigns to complete the Spanish-translated Evidence-Based practice Attitude and utilization Survey (EBASE) anonymously online. RESULTS: A total of 567 osteopaths completed the survey which represents an approximate response rate of 9%. Participant's attitudes toward EBP were largely positive. Most respondents agreed or strongly agreed that EBP was necessary in the practice of osteopathy (89.6%) and that professional literature and research findings were useful to their day-to-day practice (88.9%). Levels of perceived skill in EBP were reported as low to moderate with lowest levels for items related to 'research conduct'. Except reading/reviewing professional literature and using online search engines to find practice-related literature, participant engagement in all other EBP-related activities was generally infrequent. The perceived proportion of clinical practice that was based on clinical research evidence was reported to be very small. Main barriers to EBP uptake included a lack of clinical evidence in osteopathy and insufficient skills for applying research findings. Main facilitators of EBP uptake included access to full-text articles, internet at the workplace and online databases. CONCLUSIONS: Spanish osteopaths were

Red quasi-stellar objects (QSOs) are a subset of the quasar population with colours consistent with reddening due to intervening dust. Recent work has demonstrated that red QSOs show special radio properties that fundamentally distinguish them from normal blue QSOs, specifically a higher incidence of low-power radio emission (1.4 GHz luminosities L1.4 ≈ 1025–1027 W Hz−1) that is physically compact when imaged by arcsecond-resolution radio surveys such as FIRST. In this work, we present e-MERLIN imaging of a set of intermediate-redshift (1.0 < z < 1.55), luminous (bolometric luminosities Lbol ≈ 1046–1047 erg s−1) red and normal QSOs carefully selected to have radio properties that span the range over which red QSOs show the most divergence from the general population. With an angular resolution 25× better than FIRST, we resolve structures within the host galaxies of these QSOs (>2 kpc). We report a statistically significant difference in the incidence of extended kpc-scale emission in red QSOs. From an analysis of the radio size distributions of the sample, we find that the excess radio emission in red QSOs can be attributed to structures that are confined to galaxy scales (<10 kpc), while we confirm previous results that red and normal QSOs have similar incidences of radio jets and lobes on circumgalactic or larger scales (>10 kpc). Our results indicate that the primary mechanism that generates the enhanced radio emission in red QSOs is not directly connected with the nuclear engine or accretion disc, but is likely to arise from extended components such as AGN-driven jets or winds. © 2021 The Author(s) Published by Oxford University Press on behalf of Royal Astronomical Society.

For nearly seven decades astronomers have been studying active galaxies, that is to say galaxies with actively accreting central supermassive black holes, AGN. A small fraction of these are characterized by luminous, powerful radio emission: this class is known as radio-loud. A substantial fraction, the so-called radio-quiet AGN population, displays intermediate or weak radio emission. However, an appreciable fraction of strong X-rays emitting AGN are characterized by the absence of radio emission, down to an upper limit of about $10^{-7}$ times the luminosity of the most powerful radio-loud AGN. We wish to address the nature of these - seemingly radio-silent - X-ray-luminous AGN and their host galaxies: is there any radio emission, and if so, where does it originate? Focusing on the GOODS-N field, we examine the nature of these objects employing stacking techniques on ultra-deep radio data obtained with the JVLA. We combine these radio data with Spitzer far-infrared data. We establish the absence, or totally insignificant contribution of jet-driven radio-emission in roughly half of the otherwise normal population of X-ray luminous AGN, which appear to reside in normal star-forming galaxies. We conclude that AGN- or jet-driven radio emission is simply a mechanism that may be at work or may be dormant in galaxies with actively accreting black holes. The latter can be classified as radio-silent AGN., Comment: Accepted as an A&A Letter. 5 pages, 4 figures (v2 - language edited version)

Obtaining a census of active galactic nuclei (AGN) activity across cosmic time is critical to our understanding of galaxy evolution and formation. Many AGN classification techniques are compromised by dust obscuration. However, very long baseline interferometry (VLBI) can be used to identify compact emission that can only be attributed to AGN activity. This is the second in a series of papers dealing with the compact radio population in the GOODS-N field. We review 14 different AGN classification techniques in the context of a VLBI-detected sample, and use these to investigate the nature of the AGN as well as their host galaxies. We find that no single identification technique can identify all VLBI objects as AGN. Infrared colour-colour selection is most notably incomplete. However, the usage of multiple classification schemes can identify all VLBI-selected AGN, independently verifying similar approaches used in other deep field surveys. In the era of large area surveys with instruments such as the SKA and ngVLA, multi-wavelength coverage, which relies heavily upon observations from space, is often unavailable. Therefore, VLBI remains an integral component in detecting AGN of the jetted efficient and inefficient accretion types. A substantial fraction (46%) of the VLBI AGN have no X-ray counterpart, which is most likely due to lack of sensitivity in the X-ray band. A high fraction of the VLBI AGN reside in low or intermediate redshift dust-poor early-type galaxies. These most likely exhibit inefficient accretion. Finally, a significant fraction of the VLBI AGN reside in symbiotic dusty starburst - AGN systems. We present an extensive compilation of the multi-wavelength properties of all the VLBI-selected AGN in GOODS-N in the Appendix., Comment: 26 pages, 10 figures. Accepted for publication to A&A

We report a detailed CO(1-0) survey of a galaxy protocluster field at $z=2.16$, based on 475 hours of observations with the Australia Telescope Compact Array. We constructed a large mosaic of 13 individual pointings, covering an area of 21 arcmin$^2$ and $\pm6500$ km/s range in velocity. We obtain a robust sample of 46 CO(1-0) detections spanning $z=2.09-2.22$, constituting the largest sample of molecular gas measurements in protoclusters to date. The CO emitters show an overdensity at $z=2.12-2.21$, suggesting a galaxy super-protocluster or a protocluster connected to large-scale filaments with ~120 cMpc size. We find that 90% CO emitters have distances $>0'.5-4'$ to the center galaxy, indicating that small area surveys would miss the majority of gas reservoirs in similar structures. Half of the CO emitters have velocities larger than escape velocities, which appears gravitationally unbound to the cluster core. These unbound sources are barely found within the $R_{200}$ radius around the center, which is consistent with a picture in which the cluster core is collapsed while outer regions are still in formation. Compared to other protoclusters, this structure contains relatively more CO emitters with relatively narrow line width and high luminosity, indicating galaxy mergers. We use these CO emitters to place the first constraint on the CO luminosity function and molecular gas density in an overdense environment. The amplitude of the CO luminosity function is 1.6$\pm$0.5 orders of magnitudes higher than observed for field galaxy samples at $z\sim2$, and one order of magnitude higher than predictions for galaxy protoclusters from semi-analytical SHARK models. We derive a high molecular gas density of $0.6-1.3\times10^{9}$ $M_\odot$ cMpc$^{-3}$ for this structure, consistent with predictions for cold gas density of massive structures from hydro-dynamical DIANOGA simulations., Comment: 21 pages + Appendices, 9 figures, 6 tables. Accepted for publication in A&A

We present the first results from the Quasar Feedback Survey, a sample of 42 z<0.2, [O III] luminous AGN (L[O III]>10^42.1 ergs/s) with moderate radio luminosities (i.e. L(1.4GHz)>10^23.4 W/Hz; median L(1.4GHz)=5.9x10^23 W/Hz). Using high spatial resolution (~0.3-1 arcsec), 1.5-6 GHz radio images from the Very Large Array, we find that 67 percent of the sample have spatially extended radio features, on ~1-60 kpc scales. The radio sizes and morphologies suggest that these may be lower radio luminosity versions of compact, radio-loud AGN. By combining the radio-to-infrared excess parameter, spectral index, radio morphology and brightness temperature, we find radio emission in at least 57 percent of the sample that is associated with AGN-related processes (e.g. jets, quasar-driven winds or coronal emission). This is despite only 9.5-21 percent being classified as radio-loud using traditional criteria. The origin of the radio emission in the remainder of the sample is unclear. We find that both the established anti-correlation between radio size and the width of the [O III] line, and the known trend for the most [O III] luminous AGN to be associated with spatially-extended radio emission, also hold for our sample of moderate radio luminosity quasars. These observations add to the growing evidence of a connection between the radio emission and ionised gas in quasar host galaxies. This work lays the foundation for deeper investigations into the drivers and impact of feedback in this unique sample., Comment: Accepted for publication in MNRAS. Data products from this paper and the survey pilot papers are available through our website: https://blogs.ncl.ac.uk/quasarfeedbacksurvey/. The extensive supplementary material (containing additional figures and information on individual targets) is available for download under "Ancillary files" or by downloading the source file listed under "Other formats"

We report a detailed CO(1 0) survey of a galaxy protocluster field at z = 2:16, based on 475 h of observations with the Australia Telescope Compact Array. We constructed a large mosaic of 13 individual pointings, covering an area of 21 arcmin2 and similar to 6500 km s 1 range in velocity. We obtained a robust sample of 46 CO(1 0) detections spanning z = 2:09 2:22, constituting the largest sample of molecular gas measurements in protoclusters to date. The CO emitters show an overdensity at z = 2:12 2:21, suggesting a galaxy super-protocluster or a protocluster connected to large-scale filaments of similar to 120 cMpc in size. We find that 90% of CO emitters have distances >0:05 40 to the center galaxy, indicating that small area surveys would miss the majority of gas reservoirs in similar structures. Half of the CO emitters have velocities larger than escape velocities, which appears gravitationally unbound to the cluster core. These unbound sources are barely found within the R200 radius around the center, which is consistent with a picture in which the cluster core is collapsed while outer regions are still in formation. Compared to other protoclusters, this structure contains a relatively higher number of CO emitters with relatively narrow line widths and high luminosities, indicating galaxy mergers. We used these CO emitters to place the first constraint on the CO luminosity function and molecular gas density in an overdense environment. The amplitude of the CO luminosity function is 1.6 similar to 0.5 orders of magnitude higher than that observed for field galaxy samples at z similar to 2, and one order of magnitude higher than predictions for galaxy protoclusters from semi-analytical SHARK models. We derive a high molecular gas density of 0:6 1:3 similar to 109 M fi cMpc 3 for this structure, which is consistent with predictions for cold gas density of massive structures from hydro-dynamical DIANOGA simulations.

Presents a simulation activity in which students assume the role of grizzly bears in Banff National Park. Concepts such as species diversity, fitness, natural selection, habitat loss, extinction, and population dynamics are discussed. Children learn how human activities can affect the bear's reproductive success. Lists materials, instructional suggestions, and brief background information. (SJR)