​​​A Short Course in Plant Pathology For Middle School Through Remote Learning​

2021 ◽  
Keyword(s):  
Middle School ◽  
Plant Pathology ◽  
Short Course ◽  
Remote Learning

scholarly journals HISTÓRIA DA MATEMÁTICA DO ENSINO FUNDAMENTAL NOS LIVROS DE MINICURSOS DA SBHMat (2001-2017)

2020 ◽  
Vol 5 (1) ◽  
pp. 28-44
Author(s):  
Lucas Silva Pires ◽  
Iran Abreu Mendes
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Basic Education ◽  
School Level ◽  
Teaching Mathematics ◽  
Brazilian Society ◽  
School Grades ◽  
Mathematics History ◽  
Short Course

Resumo: Neste artigo apresentamos os resultados de uma pesquisa sobre os livros de minicursos de história da matemática publicados pela Sociedade Brasileira de História da Matemática no período de 2001 e 2017, cujos conteúdos matemáticos foram destinados aos anos finais do Ensino Fundamental. Nosso objetivo foi identificar e caracterizar as sugestões propostas nesses livros para as ações didáticas do professor de Matemática desse nível escolar. Para operacionalização da pesquisa, inicialmente realizamos um levantamento dos livros de minicursos classificando-os em três tendências de pesquisa em História da Matemática, para selecionar somente aqueles voltados à história para o ensino da matemática. Em seguida identificamos e caracterizamos os livros com conteúdos dos anos finais do Ensino Fundamental. Os resultados apontaram que, dos 101 livros de minicursos, 21,78% propõem abordagens centradas em conteúdos relativos ao Ensino Fundamental dos anos finais que podem ser utilizadas com vistas a facilitar as organizações e ações didáticas do professor nas suas aulas de matemática.Palavras-chave: Livros de minicursos; História para o ensino da matemática; Anos Finais; Ensino Fundamental. Abstract: In this article we present the results of a research on the Mathematics History short-course books published by the Brazilian Society of Mathematics History from 2001 to 2017 whose contents were aimed at Middle School grades. Our objective was to identify and characterize the suggestions proposed in these books for the didactic actions of Mathematics teachers at this school level. To operate the research, we carried out, at first, a survey of the short-course books, sorting them into three research tendencies in Mathematics History, in order to select only those that dealt with History for teaching Mathematics. Then we identified and characterized the books which included contents for Middle School. The results indicated that, from the 101 short-course books, 21,78% propose approaches centered around contents pertaining to Middle School which can be used to facilitate the teacher's organization and didactic actions in their Mathematics classes.Keywords: Short-course books; History for teaching Mathematics; Middle School; Basic education.

Plant Pathology Diagnosed by X-Ray Microanalysis

1987 ◽  
Vol 45 ◽  
pp. 974-975
Author(s):  
J. H. Resau ◽  
N. Howell ◽  
S. H. Chang
Keyword(s):  
Electron Microscopy ◽  
Plant Pathology ◽  
Biochemical Characterization ◽  
Nutrient Deficiency ◽  
Green Leaf ◽  
Parasitic Infestation ◽  
X Ray

Spinach grown in Texas developed “yellow spotting” on the peripheral portions of the leaves. The exact cause of the discoloration could not be determined as there was no evidence of viral or parasitic infestation of the plants and biochemical characterization of the plants did not indicate any significant differences between the yellow and green leaf portions of the spinach. The present study was undertaken using electron microscopy (EM) to determine if a micro-nutrient deficiency was the cause for the discoloration.Green leaf spinach was collected from the field and sent by express mail to the EM laboratory. The yellow and equivalent green portions of the leaves were isolated and dried in a Denton evaporator at 10-5 Torr for 24 hrs. The leaf specimens were then examined using a JEOL 100 CX analytical microscope. TEM specimens were prepared according to the methods of Trump et al.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Short Course of 3.75% Imiquimod Clears AKs

2010 ◽  
Vol 41 (3) ◽  
pp. 14
Author(s):  
HEIDI SPLETE
Keyword(s):  
Short Course

Short Course of Acupuncture Mitigates Low Back Pain

2006 ◽  
Vol 5 (12) ◽  
pp. 34
Author(s):  
JONATHAN GARDNER
Keyword(s):  
Low Back Pain ◽  
Back Pain ◽  
Low Back ◽  
Short Course
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