Search

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.

Plate tectonics is a fundamental factor in the sustained habitability of Earth, but its time of onset is unknown, with ages ranging from the Hadaean to Proterozoic eons1-3. Plate motion is a key diagnostic to distinguish between plate and stagnant-lid tectonics, but palaeomagnetic tests have been thwarted because the planet's oldest extant rocks have been metamorphosed and/or deformed4. Herein, we report palaeointensity data from Hadaean-age to Mesoarchaean-age single detrital zircons bearing primary magnetite inclusions from the Barberton Greenstone Belt of South Africa5. These reveal a pattern of palaeointensities from the Eoarchaean (about 3.9 billion years ago (Ga)) to Mesoarchaean (about 3.3 Ga) eras that is nearly identical to that defined by primary magnetizations from the Jack Hills (JH; Western Australia)6,7, further demonstrating the recording fidelity of select detrital zircons. Moreover, palaeofield values are nearly constant between about 3.9 Ga and about 3.4 Ga. This indicates unvarying latitudes, an observation distinct from plate tectonics of the past 600 million years (Myr) but predicted by stagnant-lid convection. If life originated by the Eoarchaean8, and persisted to the occurrence of stromatolites half a billion years later9, it did so when Earth was in a stagnant-lid regime, without plate-tectonics-driven geochemical cycling.

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.

Most of the described species in kingdom Fungi are contained in two phyla, the Ascomycota and the Basidiomycota (subkingdom Dikarya). As a result, our understanding of the biology of the kingdom is heavily influenced by traits observed in Dikarya, such as aerial spore dispersal and life cycles dominated by mitosis of haploid nuclei. We now appreciate that Fungi comprises numerous phylum-level lineages in addition to those of Dikarya, but the phylogeny and genetic characteristics of most of these lineages are poorly understood due to limited genome sampling. Here, we addressed major evolutionary trends in the non-Dikarya fungi by phylogenomic analysis of 69 newly generated draft genome sequences of the zoosporic (flagellated) lineages of true fungi. Our phylogeny indicated five lineages of zoosporic fungi and placed Blastocladiomycota, which has an alternation of haploid and diploid generations, as branching closer to the Dikarya than to the Chytridiomyceta. Our estimates of heterozygosity based on genome sequence data indicate that the zoosporic lineages plus the Zoopagomycota are frequently characterized by diploid-dominant life cycles. We mapped additional traits, such as ancestral cell-cycle regulators, cell-membrane- and cell-wall-associated genes, and the use of the amino acid selenocysteine on the phylogeny and found that these ancestral traits that are shared with Metazoa have been subject to extensive parallel loss across zoosporic lineages. Together, our results indicate a gradual transition in the genetics and cell biology of fungi from their ancestor and caution against assuming that traits measured in Dikarya are typical of other fungal lineages.

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.

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]

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]

The ability to apply quantitative methods to gather, review, analyze and draw conclusions from data to support decision making is an important skillset in the engineering profession. We developed a new threecredit hour undergraduate course to develop a deeper understanding and appreciation for basic quantitative methods for construction engineering students. The course’s main objective is to provide basic skills in quantitative methods, by familiarizing students with the critical steps in an analytical approach to decision-making. The course applies a hands-on approach to problem solving and decision making using various engineering-themed problems that practicing engineers are likely to face. The specific methods explored include; constructing quantitative models to include break-even analysis, decision trees, linear optimization, PERT/CPM schedule development and crashing, as well as Monte Carlo Simulation and sensitivity analysis to generate and interpret problem solutions. Instruction emphasizes a hands-on approach and practical assignments to develop a logical framework for describing and solving problems. This new course emphasizes Excel software rather than hand calculations and introduces use of Excel Solver and other data analysis tools. [ABSTRACT FROM AUTHOR]

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]

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]

The purpose of this case study was to examine Utah's Grades 1-6 social studies standards and the instructional resources provided by the state for Chinese Dual Language Immersion (DLI) teachers to investigate how social studies instruction supported cultural learning for DLI students. A collaborative, Didaktik analysis of the standards and resources found that, in Grades 1-3 and 6, during which the partner-language DLI teacher is responsible for social studies, Chinese cultural knowledge or learning was not explicitly emphasized within the instructional resources provided in Grades 1-3. The one possible example found was in Grade 6, which included extensive materials for lessons on ancient Chinese civilization and culture. Despite this well-developed set of resources, it was unclear whether ancient China constituted a topic unique to the Chinese DLI program social studies classes or if this was a topic that might be learned by both DLI and non-DLI students across the state. Available resources explicitly encourage Chinese DLI teachers to teach American and Utah cultural traditions, but not necessarily the partner language's cultural traditions. The lack of focus on partner-language culture raises questions for both second language learning in DLI settings and DLI teacher professional development. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This intrinsic case study analyzed the community-based framing of the work of Educators Rising, a nationwide organization that aims to develop a pipeline between secondary students and the teaching profession. Using TribalCrit to examine publicly available documents, videos, and websites, the study found Educators Rising primarily framed community as a place: communities are physical locations that need teachers, the original impetus for Educators Rising's existence and work. Through its partnerships with schools and districts, Educators Rising seeks to cultivate market-oriented views of knowledge and teaching in these communities. The organization's standards and activities privilege certain academic knowledge over cultural knowledge. Building from this view of certain academic knowledge, Educators Rising packages conceptions of teaching forged by external entities like the National Board for Professional Teaching Standards, which participants are expected to assimilate through their involvement in the organization. Additionally, Educators Rising attempts to enforce assimilation of external conceptions of teaching through competitions and micro-credentials. Communities, from Educators Rising's perspective, are sites to assimilate certain knowledge and narrow conceptions of teaching and teacher learning, primarily through student participation in competitive activities. Recommendations for effective partnerships are discussed. [ABSTRACT FROM AUTHOR]

Fungi in the phylum Cryptomycota have been recovered in numerous environmental DNA (eDNA) surveys but are only known from five described genera of intracellular parasites. These fungi are common in aquatic and soil habitats, but little is known about their relative diversity and specificity among particular habitats. We surveyed Cryptomycota from 80 eDNA samples including freshwater, soil, and marine habitats using Cryptomycota-preferential primers coupled with long-amplicon PacBio sequencing (1.2 kb of the 18S rRNA gene region). We found that freshwater samples were the most diverse, comprising 175 operational taxonomic units (OTUs) of Cryptomycota and also showed a high abundance of the related algae-parasitic group Aphelidiomycota, while marine samples were the least diverse with 25 OTUs. The composition of Cryptomycota communities was influenced by habitat, with freshwater and soil showing statistically distinct communities. Phylogenetic analyses showed that the present survey recovered most previously sampled major clades of Cryptomycota, but most (61%) OTUs were novel to this study, indicative of an extensive diversity of the group that remains largely uncharacterized. [ABSTRACT FROM AUTHOR]