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The overall purpose of the research studies described in this report was to investigate the quality of the administration of the Partnership for Assessment of Readiness for College and Careers (PARCC) field test during the spring of 2014. These research studies were conducted for the purpose of formative evaluation. Findings from these studies are being used to identify threats to the validity of PARCC test administration so that those threats can be addressed and reconciled prior to operational test administration. Throughout this report threats are identified, suggestions for ameliorating those threats are provided, and actions that have been implemented, or are being implemented, by PARCC to address those threats are provided. The actions that PARCC is taking to address the threats come from the "PARCC Field Test: Lessons Learned" report (see ED599018).

The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching early math to children ages 3 to 6. The guide provides practical, clear information on critical topics related to teaching early math and is based on the best available evidence as judged by the authors. The guide is organized around five recommendations: (1) Teach number and operations using a developmental progression; (2) Teach geometry, patterns, measurement, and data analysis using a developmental progression; (3) Use progress monitoring to ensure that math instruction builds on what each child knows; (4) Teach children to view and describe their world mathematically; and (5) Dedicate time each day to teaching math, and integrate math instruction throughout the school day. The following are appended: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains a glossary, 18 tables,11 examples, 7 figures, and 437 endnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under Contract ED-IES-13-C-0010 by the What Works Clearinghouse, which is operated by Mathematica Policy Research.]

This study describes the proficiency levels of limited English proficient (LEP) students and LEP student subgroups on the Idaho English Language Assessment (IELA). The report addresses two research questions: (1) What is the distribution of LEP students across proficiency levels on the total IELA scale and its five domains?; and (2) How does the distribution of proficiency levels differ across LEP student subgroups? Key findings include the following: (1) Most LEP students had an intermediate, early fluent, or fluent level of proficiency. Students at these levels can participate in classroom activities, although they still require support, particularly with the development of academic English; (2) In both kindergarten and grades 1-12 in 2010, the proficiency levels with the smallest percentage of LEP students was at the beginning or advanced beginning levels of proficiency (16.4 percent in kindergarten and 7.6-9.3 percent of students in grades 1-12); (3) In kindergarten, more than half (58 percent) of LEP students were at the early fluent or fluent proficiency level in 2010. More kindergarten LEP students were at the beginning level than at the advanced beginning level; (4) In grades 1-12, the largest percentage of LEP students was at the early fluent or fluent proficiency level, the second largest percentage at the intermediate level, the third largest percentage at the advanced beginning level, and the smallest percentage at the beginning level; (5) There were few differences in the proficiency levels of LEP students across the five IELA domains, with more than half of students at the early fluent/fluent level in each domain. In all grade spans except kindergarten (where the percentage was somewhat larger), fewer than 8 percent of students were at the beginning level in any domain. In elementary school, the writing domain had the largest percentage of students at the beginning level; in middle and high school, speaking had the largest percentage. The pattern of language proficiency for nearly all LEP student subgroups was similar to the pattern in the overall LEP population. Generally, the largest percentage of LEP students was at the early fluent or fluent proficiency level, and the smallest percentage was at the beginning level; and (6) Some LEP student subgroups had achievement patterns that differed from the pattern of the overall LEP student population. In each grade span, more female LEP students than male LEP students scored at the early fluent or fluent level. Except in kindergarten, students new to U.S. schools within the previous 12 months and students in special education had lower levels of English language proficiency than did other LEP student subgroups. Appended are: (1) Methodology; and (2) Number of LEP students at each proficiency level on the Idaho English Language Assessment, 2010 and 2007. (Contains 2 boxes, 16 tables and 10 figures.) [For "English Language Proficiency Levels of Limited English Proficient Students in Idaho. Summary. Issues & Answers. REL 2012-No. 125," see ED528969.]

This report summarizes responses from the 2003/04 Schools and Staffing Survey by public school teachers in the Northwest Region who began teaching during 1999-2003. The report focuses on questions for teachers about coursework in preparation for teaching; preparation for essential classroom roles; and their perceived level of support during the first year of teaching, and compares responses to those at the national level. (Contains 20 tables, 2 figures and 2 notes.) [For the summary of this report, see ED514053.]

This study reports on the developmental functioning levels of children from birth through age 2 in early intervention services and children ages 3-5 in early childhood special education services at the time of entry into services, using data from the Oregon Early Childhood Assessment System. The assessment system contains data on the assessed developmental functioning levels of children based on the 16 Oregon early childhood foundation areas and the three U.S. Office of Special Education Programs federal reporting child outcome areas. The study analyzes developmental functioning data and key demographic variables (primary disability, gender, race/ethnicity, and primary home language) for the entire population of children in early intervention and early childhood special education services who received services over a 13-month period during 2006/07. The study results show the percentage of children in early intervention and early childhood special education services assessed as functioning below age-expected skill levels on skills assessments using age-related criteria embedded in the Oregon Early Childhood Assessment System database. With few exceptions, the developmental skills that were most often assessed as functioning below age-expected skill levels among children across all demographic subgroups were those important to school readiness in literacy and mathematics. Appended are: (1) The Oregon Early Childhood Assessment System; (2) Research on early intervention and early childhood special education services; and (3) Study methods and limitations. (Contains 16 tables and 1 box.)

This lesson describes and discusses the U.S. Civil War Siege of Port Hudson (Louisiana). Based on the National Register of Historic Places registration file, "Port Hudson Battlefield," the lesson cites objectives and lists materials for students, and provides information for a site visit. It contains eight sections: (1) "About this Lesson"; (2) "Getting Started: Inquiry Question"; (3)"Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (The Mississippi Valley; Port Hudson and Its Defenses); (5) "Determining the Facts: Readings" (The Setting for Siege; The Mule Diet at Port Hudson; The Account of Pvt. Henry T. Johns; The Letters of John William DeForest); (6) "Visual Evidence: Images" (Confederate Cannon inside Port Hudson; Confederate 'Rat Holes' within the Fort; Confederate Earthworks; Federal Siege Camp in a Ravine; Federal Artillery Battery; African-American Troops at Port Hudson); (7) "Putting It All Together: Activities" (The Life of a Soldier; The Hero; Debating Siege Warfare; Your Community Under Attack); and (8) "Supplementary Resources." (RJC)

This report examines the process behind setting up and implementing a "capital campaign," a program for raising money for new or renovated facilities at private K-12 schools. The report briefly covers tax information regarding gifts to institutions, then offers advice for setting up a comprehensive development program, including fundraising software and tips on implementing all the components of a development program. Campaign planning issues are discussed on using fundraising consultants, drafting and assembling specific campaign documents, conducting a feasibility or planning study, and developing a campaign strategy. Final comments explore what to expect and be prepared for while conducting a capital campaign. (GR)

While the art of Buddhism has an enduring tradition throughout Asia, this teaching guide focuses on the cultures of three countries in which the Smithsonian's Freer and Sackler Galleries' collections are particularly strong: India, China, and Japan. The guide identifies grade level appropriateness for some lessons and activities. It contains 15 sections: (1) "Introduction"; (2) "Overview of Buddhism; (3) Birth of Buddhism in India"; (4) "Objects of Indian and Tibetan Buddhist Art"; (5) Buddhism in China"; (6) "A Process of Transformation"; (7) "Objects of Chinese Buddhist Art"; (8) "Japanese Buddhism: Selective Adaptation"; (9) "Objects of Japanese Buddhist Art"; (10) "Buddhism Today: Interviews and Discussion Questions for High School Level"; (11) "Vocabulary"; and (12) "Lesson Plan 1--Elementary School Level" (India; Life of the Buddha); (13) "Lesson Plan 2--High School Level" (India; Siddhartha Gautama as the Buddha and as a Literary Character); (14) "Lesson Plan 3--Middle School Level" (China; Buddhist Symbols in Art); (15) "Lesson Plan 4--Elementary School Level" (Japan; Temple Guardians and Other Heroes We Trust). Resources listed include: "Buddhist Festivals" (with suggested activities for elementary and middle school levels); "Books and Magazines on Buddhism"; "Films and Videos about Buddhism"; "Web sites on Buddhism"; "Local and National Buddhist Temples and Education Centers"; "Embassies and Consulates"; and "National Educational Resources." (BT)

This guide examines the legal issues to consider in setting policy on the appropriate uses, and consequences, of student testing, and explores the controversies that have arisen in places where new polices were implemented. Chapter 1, "An Overview of Student Testing and Assessment," provides a brief overview of some of the state and federal legal implications of high-stakes testing. Several state programs are examined in greater detail, including Virginia's Standards of Learning program, the Massachusetts Comprehensive Assessment System initiative, and California's Standardized Testing and Reporting program. Chapter 2, "A Framework for Addressing Student Test Use Issues," explores lessons attorneys should draw from federal jurisprudence, research, practice, and psychometric principles, including the need to understand testing objectives, the need to align curriculum, instruction, and testing content, and limits in use of testing. Chapter 3, "Due Process and Discrimination Issues in High-Stakes Testing," reveals several important legal issues that must be considered during the controversial process of designing and using high-stakes testing. Chapter 4, "Special Considerations in High-Stakes Testing," investigates the testing of students with disabilities under the Individuals with Disabilities Education Act, the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990. Chapter 5, "Using Student Test Results to Evaluate Educational Professionals and Institutions," evaluates case law germane to high-stakes testing. (TEJ)

This study presents a process used to assess the general education component of the undergraduate curriculum, focusing particularly on the components of the methodology that provided the data used to suggesting changes in the program. The study was undertaken at an urban institution with an undergraduate population of 6,000, and involved analysis of graduates' transcripts to examine course sequence and compliance with university policy on course sequence enrollment, analysis of syllabi, a course audit questionnaire set to faculty, development of an academic profile of students, and a survey of faculty and staff. The revised curriculum that was the outcome of the study requires a base of 18 undergraduate credits, including English composition, fundamentals of math and/or intermediate algebra, civilization, and first-year experience. A 48-credit distribution component requires that students take 6 credits in each of six areas: natural sciences, social sciences, arts/media, humanities, multicultural/language studies, and quantitative and computer literacy, plus 12 additional credits as electives. The study notes that optimal use was not made of all the data collected, but suggests that as the program progresses only data needed to make necessary program changes will be collected, and that the process will become better understood. (CH)

This packet contains materials for a professional development workshop series to prepare adult educators to design and implement instruction based on the SCANS skills, using a project-based approach to instruction. Session 1 is a full day, although facilitators may choose to make it two three-hour sessions. Session 2 is three and one-half hours. Contents for each session consist of these components: lists of handout and transparency masters; overview (objectives, time requirements, materials checklist, preparation checklist), outline for session, preparation for session, and facilitator's notes. Facilitator's notes for Session 1 cover these six topics: Introduction, Objectives, Agenda; Overview and Implications of the SCANS Reports; The Need for Workplace Collaboration in the 21st Century; Project-Based Instruction as a Vehicle for Learning and Practicing Collaborative SCANS Skills; Interim Project-Based Task for Participants; and Wrap-up of Session 1. Facilitator's notes for Session 2 focus on Overview of Session 2; Assessment and Evaluation of SCANS-Related, Project-Based Instruction and Learning; Team Completion of Lesson Plans and Planning for the Presentation; Presentation of Projects to the Whole Workshop Group; Brainstorming Uses of SCANS-Related, Project-Based Lessons; and Wrap-up of Session 2. (YLB)

A 3-year high school program based on functional mathematics (FM) benefits all students, regardless of career goals, by providing a strong background for students entering the workforce and for those moving directly into postsecondary education. A high school curriculum that helps all students master FM would effectively address issues of both equity and competitiveness. All students would have equal opportunity to master the mathematics required for the new world of work. To achieve its goal of preparing students both for work and for further education, FM respects the many parts of the traditional curriculum that are broadly useful, while including topics such as spreadsheets, data analysis, and statistical quality control that are hardly ever part of high school mathematics. In FM, utility is center stage. The elements of FM can be embedded in many different curricula, but any mathematics curriculum designed on functional grounds emphasizes authentic applications from everyday life and work. It requires appropriate content, authentic contexts, engaging tasks, and active learning. FM provides a rich foundation of experience and examples on which students can build subsequent abstractions and generalizations. It addresses many needs that are otherwise often neglected, including the technical and problem-solving needs of the contemporary workforce or the modern demands of active citizenship. (Appendixes contain the elements of FM. Contains 51 references.) (YLB)

Assessment not only places value, it also identifies which elements to value. In this era of accountability, the constituents of educational assessment are not just students, faculty, and administrators, but also parents, legislators, journalists, and the public. For these broader audiences, simple numerical indicators of student performance take on totemic significance. The spotlight of educational improvement often falls first and brightest on mathematics. This paper first discusses college mathematics and principles of assessment, then elaborates on the implementations of assessment. (Contains 21 references.) (ASK)

The Wilderness Curriculum is designed to provide classroom teachers, land managers, and outdoor educators with an interactive resource to promote awareness and appreciation of the cultural, environmental, and experiential values of wilderness. The curriculum is divided into three grade levels (Primary, K-2; Elementary, 3-5; and Middle, 6-8); each level is composed of an overview section and five strands, from which lessons and activities follow: Overview (the "who, what, where, and why" of wilderness); Aesthetics (the spiritual, cultural, and emotional values of wilderness); Perspectives (the historical context of wilderness); Ecology (the role of wilderness in preserving natural systems); Connections (connections between our culture and wilderness); and Skills (low impact use and living that promotes wilderness integrity). Dimensions of each major strand in the curriculum are explored through several lessons that are cross-referenced by grade level and strand. Lessons and activities include objectives, background information, materials needed, and procedures. Many activities contain reproducible student handouts. Contains a further reading list and a glossary. (BT)

This Wilderness Curriculum is designed to provide classroom teachers, land managers, and outdoor educators with an interactive resource to promote awareness and appreciation of the cultural, environmental, and experiential values of wilderness. The curriculum is divided into a "Wilderness: An Overview" section, a "Leave No Trace/Field Experience" section, and then six subject matter sections: "Social Studies"; "American History"; "English"; "The Arts"; "Science"; and "Math." The overview offers a concise orientation to what wilderness is all about. Subsequent sections contain a variety of lessons and activities that provide objectives, background information, materials needed, and procedures. Many activities include reproducible student handouts. The curriculum includes a glossary, suggested background reading materials, and a list of materials needed for the activities. (BT)

A series of professional development workshops for the faculty of personnel certification programs was prepared at the request of the Massachusetts Department of Education. The new equity standards in teacher and administrator certification in Massachusetts call for instruction in gay and lesbian issues. This resource manual presents materials to be used in these workshops or in other professional development related to gay and lesbian student issues. The following are included: (1) excerpt from the "Massachusetts Teacher Certification Regulations"; (2) the Massachusetts Student Rights Law (Chapter 76, Section 5); (3) descriptions of six university programs or courses, from Amherst and Harvard Universities (Massachusetts) and the University of California, Berkeley, used to develop awareness of student diversity and the rights of gay and lesbian students; (4) excerpt from "Alone No More; Developing a School Support System for Gay, Lesbian and Bisexual Youth" (Minnesota Department of Education); (5) excerpt from "A Staff Development Manual for Anti-Homophobia Education" (Arthur Lipkin); (6) excerpt from the Massachusetts Department of Education Curriculum Frameworks; (7) "Raising Gay/Lesbian Issues in the Classroom (Arthur Lipkin); and (8) three role plays for use with students. A bibliography of 7 films and videos and 56 printed works is included. (SLD)

This teaching packet serves as a unit by itself or as part of preparation unit for a visit to the Arthur M. Sackler Gallery to see the exhibition "Puja: Expressions of Hindu Devotion." Focusing on Hindu religious objects found in an art museum, the packet suggests connections between art and world studies themes. In addition, these highly symbolic objects provide much material for discussion of the creation of images, whether in two or three dimensions, in speech, or in music. In this way, study of the objects provides a springboard for creativity in art, language arts, and music. This guide explains that puja is the act of showing reverence to a god, or to aspects of the divine, through invocations, prayers, songs, and rituals. An essential part of puja for the Hindu devotee is making a spiritual connection with a deity (often facilitated through an element of nature, a sculpture, a vessel, a painting, or a print). The guide's materials seek to give insight into Hindu pujas and to portray the role of art objects as links to the divine. Student learning objectives include to: (1) explain the basic beliefs of Hinduism; (2) identify several of the major Hindu gods and goddesses; (3) describe the practice of puja; (4) demonstrate an understanding of how objects are used in puja ceremonies; and (5) integrate concepts learned from the study of puja into other curriculum areas. (BT)

An undergraduate course at the University of South Florida called "Relationships on Film" treats movies as relationship texts to be "read" by active viewers. Through the semester, students engage film in two ways. First, they interpret films as response papers. Each week, students watch the assigned film outside of class. Then they select the relational issues they want to address, and write about what they find most evocative, interesting, or questionable. Second, students turn a reflexive eye onto themselves and ask what values and assumptions they use to interpret relationship experience. In other words, after students write about issues they select, they examine their analyses and consider such questions as, "How am I positioned as a viewer of this film?" or "What does my selection of these issues say about me?" These questions call students to examine critically their own structures of interpretation--their memories, their family traditions, their cultural Cairo," two films that affirm that people today live in what N. Denzin Cairo," 2 films that affirm that people today live in what N. Denzin calls "a cinematic society." These "movies about movies" suggest that film mediates identity and relationships in several ways. Ingmar Bergman's "Persona" and Woody Allen's "Zelig" engage students in questions of identity. "The Virginian,""Shane," and "Red River" raise questions about what Westerns value. And "Annie Hall" and "When Harry Met Sally" help students to look at romantic relationships. (TB)

This packet, written for teachers of sixth-grade art and language arts courses, is designed to inspire creative expression in words and images through an appreciation for Japanese art. The selection of paintings presented are from the Freer Gallery of Art, Smithsonian Institution. The interdisciplinary approach, combines art and language arts. Lessons may be presented independently or together as a unit. Six images of art are provided as prints, slides, and in black and white photographic reproductions. Handouts for student use and a teacher's lesson guide also are included. Lessons begin with an anticipatory set designed to help students begin thinking about issues that will be discussed. A motivational activity, a development section, closure, and follow-up activities are given for each lesson. Background information is provided at the end of each lesson. The three lessons are: (1) "Learning from Paintings: Is a Picture Worth a Thousand Words?"; (2) "Making Paintings: Pictures and Writing"; and (3) "Reading Paintings: Painting Stories." Lists of recommended books and resources conclude the materials. (MM)

The purpose of this digest is to suggest to parents opportunities and experiences in their daily life that can help to illustrate the integration of science and math. It is hoped that parents will share these and other experiences with their children and the results of these experiences with The National Center for Science Teaching and Learning. This digest, written for parents and their children, provides: (1) a review of national science and mathematics education reform documents, (2) a description of the Berlin-White Integrated Science and Mathematics Model, (3) parents and children at-home activities, and (4) selected resources. (PR)

The History Academy for Ohio Teachers provided 40 Ohio teachers with an intense 4-week summer immersion in world and U.S. history and in historical theory and methods that was followed by a year-long follow up program on teaching units. Working together with college based historians, a new model was developed to help educators improve the teaching of history in schools. Although many participants were initially suspicious of the portfolios that were used to evaluate the program, a large number found the process useful and implemented it in their classrooms. The journals kept by the teachers provided a way to understand the academy process, and some teachers incorporated journals into their classroom strategies. A third instrument was devised to measure the degree that participants understood the nature of the discipline before and after the academy summer program. Nine participants showed no change while most participants gained a full letter grade. Issues concerning the professional development of teachers followed a discussion of what worked with the program and what would be done differently. Appendix 1 lists 24 members of the History Academy Advisory Council. Appendix 2 provides a recruitment brochure and inserts for the 1992-1993 History Academy for Ohio Teachers. Appendix 3 presents the Ohio Historians Network recruitment letter of January 31, 1992, and appendix 4 gives the syllabus for the summer academy courses. Appendix 5 lists 20 academic staff, visiting speakers, and consultants, and appendix 6 describes the document evaluation exercises and results. (CK)

This fact sheet focuses on principles and practices of collaboration, especially between community crisis nursery and respite care services for families of children with special needs. First, the paper distinguishes among various ways to share resources, including networking, coordination, cooperation, and then collaboration, which is seen as encompassing the other concepts and resulting in mutual benefit for the participating organizations. Examples of collaboration follow, such as using the agency that licenses foster homes to license family care crisis nursery or respite care homes. Next, two collaborative models are explained, first, the collaborative betterment model which begins outside of the community by agencies or organizations and is brought into the community; and second, the collaborative empowerment model which begins within the community and is brought to agencies and organizations. The collaborative empowerment model is seen as more likely to effect long term change and community ownership. Key principles of this model are listed, followed by guidelines for an effective collaboration process. (DB)

The awakening of public interest in curriculum has come at a time when, within the education profession, the conventional wisdom about teaching and learning has itself undergone a major transformation. New Constructivist theories of knowing have emphasized the social nature of the construction of knowledge: students learn by "putting it into words" or by building representations of the various symbolic systems (language, the arts, mathematics, myth) humankind has evolved to articulate ways of knowing. The recent history of the teaching of writing is typical of the ways that constructivist theories have evolved in a variety of educational contexts. The view emerging in research and practice emphasizes writing as a problem-solving activity guided by linguistic and cognitive strategies or "processes." As process-oriented instruction becomes the conventional wisdom, however, its limitations become more evident and recent commentators have sought to re-embed writing in its social contexts. Curriculum should provide a conversational space or domain within which students can engage new subject matter. This notion of curriculum has obvious ties to language (which firmly anchors it in contemporary theories of knowing and being) and is socially and culturally situated. An effective curriculum requires a constructivist pedagogy--one in which the roles of the teacher and learner are transformed to support the construction of meaning, rather than the transmission of knowledge. It is ultimately the teacher, in the day-to-day interaction with students, who enables them to construct meaning. (Contains 54 references.) (SAM)

This discussion paper examines the training citizen groups need in order to confront a wide variety of industries and types of pollution. Section I of the paper focuses on the interaction of three groups: (1) industry: this group includes distributors of environmental pollutants as well as manufactures of pollution control equipment; (2) government regulators; and (3) citizens. Section II reviews Swedish environmental legislation and the factors that lead to the development of a partnership type relationship between industry and regulators thus creating a need for citizens to act as environmental police. Section III examines the education, training, and information environmental organizations need in order to confront a wide variety of industries. Section IV discusses efforts to educate the public as a "first line of defense," and presents the details of two major information campaigns, one involving opposition to nuclear energy, and the second directed towards environmentally safe energy sources for the future. Section V looks at the knowledge necessary to confront different industries that have different forms and mechanisms of pollution, within a legal context, and provides the technical contents of a licensing board hearing and a court action as an example. (LZ)

Guidelines for maintaining indoor air quality in schools with HVAC air cleaning systems are provided in this document. Information is offered on the importance of air cleaning, sources of air contaminants and indoor pollutants, types of air cleaners and particulate filters used in central HVAC systems, vapor and gas removal, and performance standards for air filters. Tips for upgrading the cost effectiveness of air filters and for maintaining and purchasing them are also provided. Three figures and three tables are included. (LMI)

This teaching packet, designed for students in grades 6 through 9, explores the role of rulers in ancient Mesopotamian society and examines the depiction of those rulers in Mesopotamian art. Students are encouraged to compare present-day political leaders with ancient Mesopotamian rulers. The guide includes: (1) background information for teachers; (2) introductory activities for students; (3) descriptions and discussions for each of six "Slides" included with the packet; (4) follow-up activities for students; (5) an annotated bibliography; (6) a glossary; and (7) a chronology of Mesopotamian dynasties. (MM)

Taking into account the British government's decision to include foreign language learning as a foundation subject in the National Curriculum for all school pupils ages 11-16, this guide examines approaches to second language learning for adults. Chapters include the following: (1) The Adult Language Learner (learning as an adult, recognizing learner needs, and facilitating learning); (2) Looking at Language (understanding learning, theories in language teaching, the communicative approach, and strategies); (3) Working Together (lesson planning, presenting new language items, developing receptive and productive skills, developing command of the language, and additional materials and alternative methods); (4) Extending the Professional Context (course design for special purposes, independent learning, testing language performance, and being a professional); and (5) A Suggested Approach (first lesson for beginners and suggestions for classroom activities). An organizational resource list of 26 entries is appended. (LB)

The focus of this teacher's packet is the bronze vessels made for the kings and great families of the early Chinese dynasties between 1700 B.C. and 200 A.D. The materials in the guide are intended for use by teachers and students visiting the exhibition, "The Arts of China," at the Arthur M. Sackler Gallery of the Smithsonian Institution in Washington, D.C. The packet, however, is also designed to be used independent of the exhibition and by those not visiting the museum. Using ancient Chinese bronzes as examples, these materials address the relationship between art history and archeology, and two major themes: objects as historical documents and artistic choices. The packet contains the following sections: map, background information for teachers, pre-visit activities for students, looking at slides, gallery activities, post-visit activities, selected bibliography, selected films and videos, glossary and pronunciation guide, and chronology. (DB)

As the consultation model of service delivery spreads, more and more speech and language clinicians are coming out of the therapy room and going into the classroom. Clinicians and classroom teachers can form technology partnerships as they collaborate to use microcomputer software to address the needs of children with speech and language disorders. This guide discusses several of the roles speech and language clinicians undertake as they: (1) use software as a context for communication; (2) adapt educational software; (3) integrate computer applications; (4) cue and prompt communication; (5) collaborate with teachers; (6) teach stimulation techniques; (7) serve as technical advisors; and (8) participate in software selection. The guide also examines the three stages of computer activities (precomputer, computer, and postcomputer) and the issue of whether the clinician or the student should operate the keyboard. A list of seven references and nine organizational, print, and software resources is included. (JDD)

Based on information from the 1988-89 IPEDS (Integrated Postsecondary Education Data System) Academic Libraries Survey, this report presents data from the higher education institutions in IPEDS, i.e., all colleges and universities with accreditation at the higher education level in the 50 states and the District of Columbia. Analyses of these data indicate that the three largest individual expenditure items for libraries at the 3,438 institutions of higher education were salaries and wages, current serial subscription expenditures, and print material expenditures. It was also found that libraries of the 466 doctoral-granting institutions (13.6% of the total) accounted for more than half of the 101,000 operating expenditures of almost $2.8 billion, half of the 101,000 full-time equivalent (FTE) staff, and more than half of the total of 200 million circulation transactions at all academic libraries. The number of volumes held at all academic libraries at the end of fiscal year 1988 totaled almost 720 million. The narrative portion of this report includes highlights of the findings, a brief introduction, technical notes, and definitions. Detailed data are presented in tables for library operating expenditures, FTE library staff, library collections, library loan transactions, and library service per typical week. A copy of the questionnaire and instructions for its use are included. (MAB)

Understanding sex differences in physiology and disease requires the identification of the molecular agents that cause phenotypic sex differences. Two groups of such agents are genes located on the sex chromosomes, and gonadal hormones. The former have coherent linkage to chromosomes that form differently in the two sexes under the influence of genomic forces that are not related to reproductive function, whereas the latter have a direct or indirect relationship to reproduction. Evidence published in the past 5 years supports the identification of several agents of sexual differentiation encoded by the X chromosome in mice, including Kdm5c, Kdm6a, Ogt and Xist. These X chromosome agents have wide pleiotropic effects, potentially influencing sex differences in many different tissues, a characteristic shared with the gonadal hormones. The identification of X chromosome agents of sexual differentiation will facilitate understanding of complex intersecting gene pathways underlying sex differences in disease.

Gill-breathing freshwater snails (Family "Pleuroceridae") are ecologically important, abundant in many streams in the United States, and easy to collect and maintain under classroom conditions. These snails can be used in classroom tests to demonstrate effects of pollutants on aquatic organisms. In more advanced classes, students can cage the snails or use tag-release-recapture methods to conduct in-stream studies on water quality. In this article, the authors describe techniques for conducting classroom and field tests with two snail genera ("Elimia" and "Pleurocera"), focusing on examples of methods that are appropriate for high school and college students interested in aquatic ecology or water-quality testing. (Contains 4 figures.)

Amends the current 5E learning cycle and instructional model to a 7E model. Changes ensure that instructors do not omit crucial elements for learning from their lessons while under the incorrect assumption that they are meeting the requirements of the learning cycle. The proposed 7E model includes: (1) engage; (2) explore; (3) explain; (4) elicit; (5) elaborate; (6) evaluate; and (7) extend. (Author/NB)

Illustrates current challenges of obtaining a visa, explains the legal processes, addresses issues associated with family members who also desire residence, and provides a set of strategies to use as a checklist throughout the process. (EV)

Considers how to keep students engaged in the disciplines of English--literature, composition, and language study--in an era of MTV, video games, and the Internet. Discusses ways of ensuring the cohesiveness of the curriculum and instruction. Suggests using diverse perspectives to deepen discussion and enhance learning. (SG)

Explains attempts to calculate the ages of the earth and the sun from an historical perspective by reviewing the works of Newton, Count de Buffon, Helmholtz, Kelvin, and Hans Bethe. (YDS)

Provides advice for academic leaders in the early stages of considering making a major investment in facilities that support learning, teaching, and research in mathematics, technology, and the various fields of science and engineering. Addresses the institutional plan; building, program, and campus and environs analysis; description of needs; alternatives for addressing needs; and the campus plan. (EV)

Introduces a testing method for general and organic chemistry in which students receive prepared randomized cards with a portion of a question on them to complete and then use them to answer specific test questions. Discusses the effects of this technique on each individual student's learning process. (KHR)

This is a report by the American Association of Community Colleges (AACC) on a the shortage of registered nurses (RN) in the United States and the role of community colleges in nurse education. Reasons for the shortage include: (1) inadequate wages; (2) heavy workloads; (3) undesirable work schedules; (4) increased administrative duties; (5) low job security; and (6) few options for advancement. These factors have all led to increased job dissatisfaction, higher turnover, and less interest in the profession. The average age of RNs in 2000 was 42 years and is expected to increase, which will eventually lead to more of a shortage. Community colleges, who have a large part in training and graduating nurses, must improve recruitment and retention efforts for nursing programs in order to help resolve the nursing shortage. Some effective resolution strategies disclosed in the report are: (1) staging public advertising campaigns; (2) promoting the pursuit of health careers to elementary, middle school, and high school students; (3) increasing the number and financial amount of scholarships offered by nursing programs; and (4) offering student loan extension and repayment assistance. The report also recommends that hospitals and other health profession employers find ways to improve job satisfaction, such as flexible schedules, overtime bonuses, transportation reimbursement, childcare, relocation compensation, and increased benefits. A list of community colleges with the highest number of associate degree Nursing graduates is also included. (Contains 17 references.) (MKF)

Provides several suggestions to help prepare students for peer assessment: (1) emphasize its purpose; (2) articulate relationship between peer assessment and learning outcomes; (3) ensure students understand elements of high-quality, proficient performance; (4) develop analytic scoring criteria systems; (5) encourage collaborative discussions; and (6) train students to apply scoring criteria in a consistent and unbiased manner. (EV)

Explains the game of Oware, an African board game that provides rich opportunities for all children to build and extend arithmetical ideas and number sense, develop strategic thinking, and explore important social behaviors. (Contains 22 references.) (ASK)

Discusses the early stages of prenumber concept learning. (Contains 15 references.) (Author/YDS)

Discusses how an investigative approach to mathematics can help develop mathematical power in children with behavioral disorders using the story of one such boy. (KHR)

For people living in the 20th century, Russia has been associated with images of communism, the Bolshevik Revolution, totalitarian regimes and leaders, and the fears and stereotypes of the Cold War era. The dissolution of the Soviet Union, the end of the Cold War, and the liberal revolutions of the 1980s-1990s have provided an opportunity to discover the new Russia and to gain a greater understanding of the country and its people. The main goal of this unit is to introduce students to the geographic and cultural diversity of the peoples and territory of the Russian Federation. The unit seeks to take students inside the black box and introduce them to the uniqueness of the country, its political-administrative structure, its natural resources, and the mosaic of its ethnic groups and their territorial homelands. Students learn about Russia's main geographic regions, spreading across 11 time zones of Europe and Asia. The unit has an introduction; rationale; unit goals; materials needed; time required; suggested sequence of activities; lesson descriptions; connections to standards; and grade levels. Lesson 1, "Russia: Land of Diversity," provides a general introduction to Russia, its geographic position across Europe and Asia, and an overview of the main geographic and natural landmarks, regions, and territorial units of the Russian Federation. Lesson 2, "Ethnicity and Ethnic Conflict: Northern Caucasus," offers students a general conceptual understanding of ethnicity, nationality, and ethnic conflict, using the example of the Northern Caucasus. Lesson 3, "Regions of Siberia," encourages students to explore the relationship between the land and the people, using the example of Siberia. (BT)

CRISPR/Cas9-mediated knock-in methods enable the labeling of individual endogenous proteins to faithfully determine their spatiotemporal distribution in cells. However, reliable multiplexing of knock-in events in neurons remains challenging because of cross talk between editing events. To overcome this, we developed conditional activation of knock-in expression (CAKE), allowing efficient, flexible, and accurate multiplex genome editing. To diminish cross talk, CAKE is based on sequential, recombinase-driven guide RNA (gRNA) expression to control the timing of genomic integration of each donor sequence. We show that CAKE is broadly applicable in rat neurons to co-label various endogenous proteins, including cytoskeletal proteins, synaptic scaffolds, ion channels and neurotransmitter receptor subunits. To take full advantage of CAKE, we resolved the nanoscale co-distribution of endogenous synaptic proteins using super-resolution microscopy, demonstrating that their coorganization correlates with synapse size. Finally, we introduced inducible dimerization modules, providing acute control over synaptic receptor dynamics in living neurons. These experiments highlight the potential of CAKE to reveal new biological insight. Altogether, CAKE is a versatile method for multiplex protein labeling that enables the detection, localization, and manipulation of endogenous proteins in neurons.

Sex differences in physiology and disease in mammals result from the effects of three classes of factors that are inherently unequal in males and females: reversible (activational) effects of gonadal hormones, permanent (organizational) effects of gonadal hormones, and cell-autonomous effects of sex chromosomes, as well as genes driven by these classes of factors. Often, these factors act together to cause sex differences in specific phenotypes, but the relative contribution of each and the interactions among them remain unclear. Here, we used the four core genotypes (FCG) mouse model with or without hormone replacement to distinguish the effects of each class of sex-biasing factors on transcriptome regulation in liver and adipose tissues. We found that the activational hormone levels have the strongest influence on gene expression, followed by the organizational gonadal sex effect, and last, sex chromosomal effect, along with interactions among the three factors. Tissue specificity was prominent, with a major impact of estradiol on adipose tissue gene regulation and of testosterone on the liver transcriptome. The networks affected by the three sex-biasing factors include development, immunity and metabolism, and tissue-specific regulators were identified for these networks. Furthermore, the genes affected by individual sex-biasing factors and interactions among factors are associated with human disease traits such as coronary artery disease, diabetes, and inflammatory bowel disease. Our study offers a tissue-specific account of the individual and interactive contributions of major sex-biasing factors to gene regulation that have broad impact on systemic metabolic, endocrine, and immune functions.

Computational models have great potential to accelerate bioscience, bioengineering, and medicine. However, it remains challenging to reproduce and reuse simulations, in part, because the numerous formats and methods for simulating various subsystems and scales remain siloed by different software tools. For example, each tool must be executed through a distinct interface. To help investigators find and use simulation tools, we developed BioSimulators (https://biosimulators.org), a central registry of the capabilities of simulation tools and consistent Python, command-line and containerized interfaces to each version of each tool. The foundation of BioSimulators is standards, such as CellML, SBML, SED-ML and the COMBINE archive format, and validation tools for simulation projects and simulation tools that ensure these standards are used consistently. To help modelers find tools for particular projects, we have also used the registry to develop recommendation services. We anticipate that BioSimulators will help modelers exchange, reproduce, and combine simulations.